Teaching ESL/EFL Reading and Writing Research Proposal

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The chapter goes on to explicate each writing task by means of examples and further specific guidance for teachers. It is also suggested that the tasks do not need to be applied in isolation, but that they can also be used in combination for greater effectiveness. Examples are given of experience and guided tasks that can be done in groups. In this regard, the author points out that group work has advantages for both teachers, learners, and the learning process itself. Teachers' supervision and grading workloads are reduced, while learners view each other as a learning resource in addition to the teacher.

The chapter concludes by a short section that guides teachers' decision-making when implementing the four writing task types. It is suggested that teachers use a critical approach to determine which tasks would be most appropriate.

I found the chapter extremely interesting, as teaching writing to ESL/EFL students is always a challenging endeavor for both the learners and those trying to teach them. What I find enlightening is the clear explanation of the writing tasks being described.

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I believe that the guided writing exercises have specific application possibilities to my teaching situation. When a learner is presented with examples of the type and level of writing required, it is much easier to guide the learner towards independent writing.

In this regard, I found the chapter's insights on reproduction exercises such as dicto-comp and dicto-gloss very helpful. Rather than expecting them to understand a complicated explanation and diagram of what an essay should look like, I think I would save both them and myself a large amount of frustration by first allowing them to reproduce a piece of writing in this genre. In general, the chapter contributed to my development as a teacher.

Source

Nation, ISP (2009). Teaching ESL/EFL Reading and Writing. New York, NY: Routledge (Tailor &….....

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