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Discourse analysis - Coggle Diagram
Discourse analysis
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Writing
In the 1970s writing done in L2 classrooms was largely a matter of grammar practice at sentence level. This was due to the influence of the audio-lingual method which saw language as something that could be taught incrementally and the idea that practice would lead to accuracy. In the 80s there were some moves to joining the sentences into slightly longer stretches of text.
2 things changed this substantially: Research into composition processes in L1, The needs of L2 learners in academic environments.
Communication of the message became primary and L2 textbooks started to focus on the organization of the composition. In the 1980s in the teaching of writing in L1, expression and the process a writer went through became prevalent. Audience and accuracy were seen as secondary to this.
This created a false dichotomy – an idea that a teacher could take a product approach or a process approach to teaching writing. In actuality most students were being taught with a combination of both.
Now the teaching of writing has become more learners centered, there is an overt balance between product and process and it involves peer response and individual responsibility. Needs analysis is becoming paramount.The increasing importance of writing is seen via changes in international exams, teacher training, textbooks.