Assadi Aidinlou, N. (2012). A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective. Journal of English Language Teaching and Learning, 3(8), 53-70.
Nader Assadi Aidinlou. "A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective". Journal of English Language Teaching and Learning, 3, 8, 2012, 53-70.
Assadi Aidinlou, N. (2012). 'A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective', Journal of English Language Teaching and Learning, 3(8), pp. 53-70.
Assadi Aidinlou, N. A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective. Journal of English Language Teaching and Learning, 2012; 3(8): 53-70.
A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective
Assistant professor of Islamic Azad university , Ahar Branch
Abstract
The writing skill is often perceived as the most difficult language skill since it requires a higher level of productive language control than other skills (Celce-Murcia & Olshtain, 2000). The present study introduced a discourse-based framework for the teaching of writing on the basis Systemic Functional Linguistics (SFL). To this end, 60 students majoring in Teaching English as a Foreign Language (TEFL) were selected from among three different universities and assigned to experimental and control groups. All subjects were pre-tested for homogeneity, and then the experimental group was treated with SFL-oriented discourse knowledge for ten sessions with the non-treated group just receiving the traditional method of teaching writing. Following the treatment, a post-test was administered to the groups the results of which showed that there was a significant difference at p < .05 in the performance of the two groups on writing. It was concluded that the discourse-based teaching had a great effect on the writing of the Iranian TEFL majors.