A TESOL Model for Native-Language Writing Instruction: In Search of a Model for the Teaching of Writing

The effectiveness of applying the TESOL model to teaching writing in the students' first language is examined. Theories of "equivalence" & "distinctness" between writing & speaking language features are reviewed & the distinctness position is assumed. The role of...

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Bibliographic Details
Published in:College English 1981-11, Vol.43 (7), p.694-710
Main Authors: Esau, Helmut, Keene, Michael L.
Format: Article
Language:English
Subjects:
College instruction
Composition skill learning
Language acquisition
Oral literature
Second language learning
Teaching models
Writing
Writing instruction
Writing teachers
Written composition
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Summary:The effectiveness of applying the TESOL model to teaching writing in the students' first language is examined. Theories of "equivalence" & "distinctness" between writing & speaking language features are reviewed & the distinctness position is assumed. The role of teaching models as metaphors is noted. The TESOL model is defined & its application to writing described. Seven aspects of applicability are explained: acquisition vs learning; age-determination in second-lang learning; interlang systems, based on L. Selinker's definition ("Interlanguage," New Frontiers in Second Language Learning, Schumann, J. & Stenson, N. [Eds], Rowley, Mass: Newbury House, 1974); comprehension preceding production; grammar- vs situation-based syllabus; instrumental vs integrative learning; & aptitude vs attitude & motivation. It is concluded that similarities between TESOL & first-lang writing instruction point to useful application of the TESOL model. 25 References. P. Lore
ISSN:0010-0994
DOI:10.2307/376899