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On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process

Received: 15 November 2021     Accepted: 1 December 2021     Published: 9 December 2021
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Abstract

In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process.

Published in English Language, Literature & Culture (Volume 6, Issue 4)
DOI 10.11648/j.ellc.20210604.13
Page(s) 109-113
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Writing, Grammar, Genre, Cognition, Process

References
[1] Abdel Wahab, Amr Fathy, 2020. The Effect of the Process Genre Approach on Developing Reflective Writing Skills and Genre Awareness of EFL Faculty of Specific Education Sophomore Students. Journal of Education - Sohag University. 5/1/2020, Vol. 73 Issue 1, p1-37. 37p.
[2] Anna Kwan-Terry, 1998. Three Dimensions in the Teaching of Writing at the Advanced Level: Grammar, Genre and Critical Thinking, Nanyang Technological University, Singapore.
[3] Applebee, Arthur N. 1984. Contexts for Learning to Write: Studies in Secondary School Instruction. Norwood, New Jersey: Ablex Publishing Corporation.
[4] Byrne, D. 1990. Teaching Writing Skills. London: Longman.
[5] Eschholoz. P. A. 1980. The Prose Models Approach: Using Products in the Process In Eight Approaches to Teaching Composition (Donovan, T. R. and McClelland, B. W., eds) Urbana, Illinois: National Council of Teachers of English: 21-36.
[6] Goh Soo Tian. 1989. Instructional Research in Reading Comprehension: A Prelimit nary Observation Study of Reading Comprehension Classes Taught by IE Student Teachers. Singapore Journal of Education, 10 (ii).
[7] Gupta, Anthea Fraser. 1991. Acquisition of Diglossia in Singapore English. In Anna Kwan-Terry (Ed) Child Language Development in Singapore and Malaysia. Singapore: Singapore University Press, 119-160.
[8] Halliday, MAK. 1994. An Introduction to Functional Grammar. 2nd Edition. London: Edward Arnold.
[9] Isa Rafiq Mohammed s/o K. A. K. 1997. Developing Sample Material for Teaching Writing Through the Grammar, Genre and Process Approach, Regional Language Center, Southeast Asian Ministers of Education Organization, Singapore.
[10] Kwan-Terry, Anna. 1989. Education and the Pattern of Language Use among Ethnic Chinese School Children in Singapore. International Journal of the Sociology of Language, 80, 5-31.
[11] Langer, Judith and Applebee, Arthur. 1987. How Writing Shapes Thinking. Urbana, Illinois: National Council of Teachers of English.
[12] McCormack-Colbert, Anne, Ware, Jean and Wyn Jones, Susan, 2018. Developing Writing Skills of Learners with Persistent Literacy Difficulties through Explicit Grammar Teaching. Support for Learning. May 2018, Vol. 33 Issue 2, p165-189. 1111p. 2 Diagrams, 3 Charts.
[13] Raimes, Anna. 1983. Techniques in Teaching Writing. N. Y. Oxford University Press.
[14] Steering Committee on Foreign Language Teaching of Ministry of Education. 2020. The College English Curriculum Requirements for English Instruction to Non-English Major Students in China. Beijing: Higher Education Press.
[15] Zamel, V. 1983. The Composing Process of Advanced ESL Students: Six Cases-Studies UJ. TESOL Quarterly, p165.
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  • APA Style

    Shuying Yu. (2021). On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. English Language, Literature & Culture, 6(4), 109-113. https://doi.org/10.11648/j.ellc.20210604.13

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    ACS Style

    Shuying Yu. On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. Engl. Lang. Lit. Cult. 2021, 6(4), 109-113. doi: 10.11648/j.ellc.20210604.13

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    AMA Style

    Shuying Yu. On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. Engl Lang Lit Cult. 2021;6(4):109-113. doi: 10.11648/j.ellc.20210604.13

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  • @article{10.11648/j.ellc.20210604.13,
      author = {Shuying Yu},
      title = {On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process},
      journal = {English Language, Literature & Culture},
      volume = {6},
      number = {4},
      pages = {109-113},
      doi = {10.11648/j.ellc.20210604.13},
      url = {https://doi.org/10.11648/j.ellc.20210604.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20210604.13},
      abstract = {In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process.},
     year = {2021}
    }
    

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    AB  - In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process.
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Author Information
  • School of Foreign Studies, Central University of Finance and Economics, Beijing, China

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