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Title:
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Strategic Teaching of Writing at the Tertiary Level
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Author:
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Esmaeil Bagheridoust
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Email:
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click here to access email
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Homepage:
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http://esmaeilbagheridoust.blogspot.com
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Degree Awarded:
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Islamic Azad University - Teheran
, Ph.D. Defence session
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Degree Date:
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2000
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Linguistic Subfield(s):
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Applied Linguistics
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Director(s):
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Parviz Birjandi
Jalil Sadeghian
Akbar Mirhassani
Seyed Miremadi
Parviz Maftoon
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Abstract:
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The present study aims at proposing a language teaching/learning framework,
i.e., a strategic framework by means of which EFL/ESL teachers and learners
are enabled to enhance their own language teaching awareness, Process
focused approach to Writing. Confidently enough, teachers of the sort are
also able to enhance the learner’s awareness about language learning.
Observing EFL writing classes at different colleges and universities in
Tehran, the researcher has found that most EFL professional teachers at
these pedagogical environments apply almost the same quotidian Product
Focused Approach or Prose Model to teach writing. Traditional methods of
teaching writing at the Tertiary level mainly focus on presenting some
prefabricated models and paradigms of various forms of writings.
The investigation of the teacher’s/learner’s strategies during the process
of teaching /learning writing in EFL classes would be of crucial importance
to the whole research, because such strategies contribute directly to the
skeleton of the proposed strategic framework. The researchers have carried
out an ethnographic/qualitative research primarily to elicit data out of
teachers and learners. Such way of data collection would result in the
strategies used by the Iranian teachers and learners who deal with language
professionally. An experimental/quantitative research was done later to
prove the veracity and effectiveness of the elicited strategies being
treated as the strategic framework.
Teacher’s strategies involve both macrostrategies and the situation
specific microstrategies. The proposition of a new strategic framework to
equip teachers and learners with more power to develop writing skill more
conveniently seems to be quite inevitable. The strategic framework for
EFL/ESL learners involves three dichotomies, say, Prewriting strategies,
Drafting strategies, and Post writing strategies. The final upshot of the
study is both the proposition of a prefabricated model for EFL/ESL teachers
and learners, and the recommendation of an alternative for the concept of
method itself.
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