Document Type : Research Paper


Assistant professor of Islamic Azad university , Ahar Branch


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.


Birjandi, P., Alavi, S.M., & Salmani-Nodoushan, M.A. (2004).
Advanced writing. Tehran: Zabankadeh Publications.
Carrell, P. L. (1992). Awareness of text structure: Effects on recall.
Language Learning, 42(1), 1-20.
Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in
language teaching: A guide for language teachers. Cambridge:
Cambridge University Press.
Eggins, S. (1994). An introduction to systemic functional linguistics.
London: Pinter Publishers.
Faigley, L. L. (1985). Non-academic writing: The social perspective.
In L. Odell & D. Goswami (Eds.), Writing in a non-academic
settings (pp. 231-248). New York and London: Guildford Press.
Grabe, W. (1988). Reassessing the term 'interactive'. In P. Carrell, J.
Devine & D. Eskey (Eds.), Interactive approaches to second
language reading (pp. 56-70). New York: Cambridge University
Grabe, W., & Stoller, F. L. (2002). Teaching and reassessing reading.
Harlow: Longman.
Halliday, M. A. K. (1985). Register variation. In M. A. K. Halliday &
R. Hasan (Eds.), Language, context and text: Aspects of language
in a social-semiotic perspective (2nd ed., pp. 29-43). Oxford:
Oxford University Press.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English.
London: Longman.
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. (1992).
English for social purposes: A handbook for teachers of adult
literacy. Sydney: National Centre for English Language Teaching
and Research, Macquarie University.
Johns, A. M. (1990). L1 composition theories: Implications for
developing theories of L2 composition. In B. Kroll (Ed.), Second
A Discourse-based Teaching of Writing for Iranian EFL Students 67
language writing: Research insights for the classroom (pp. 24-36).
Cambridge: Cambridge University Press.
Kinneavy, J. (1969). The basic aims of discourse. College
Compositions and Communication, 21, 297-304.
Lotfipour-Saedi, K. (2006). Towards the textuality of a text: A
grammar for communication. Tabriz: Forouzesh Publications.
Martin, J. R. (1992). English text: System and structure.
Philadelphia/Amsterdam: John Benjamins Publishing Company.
Reid, J. M. (1993). Teaching ESL writing. New Jersey: Regents.
Reid, J. M. (2001). Writing. In Carter, R. & D. Nunan (Eds.), The
Cambridge guide to teaching English to speakers of other
languages (pp. 28-33). Cambridge: Cambridge University Press.
Shokouhi, H., & Amin, F. (2010). A systemist 'verb transitivity'
analysis of the Persian and English newspaper editorials: A focus
of genre familiarity on EFL learners' reading comprehension.
Journal of Language Teaching and Research, 1(4), 387-396.
Silva, T. (1993). Toward an understanding of the distinct nature of L2
writing: The ESL research and its implications. TESOL Quarterly,
27, 657-677.
Silva, T., & Matsuda, P. K. (2002). Writing. In N. Schmitt (Ed.), An
introduction to applied linguistics (pp.251-266). London: Arnold.
Sommers. N. (1980). Revision strategies of students writers and
experienced adult writers. College Composition and
Communication, 32, 378-388.
Swales, J. (1990). Genre Analysis: English in academic and research
settings. Cambridge: Cambridge University Press.
Zhang, X. (2008). The effects of formal schema on reading
comprehension – An experiment with Chinese EFL readers.
computational Linguistics and Chinese language Processing,
13(2), 197-214. Retrieved 20 July, 2010 from
68 Journal of English Language Teaching and Learning.No,8/Autumn & Winter 2011
Yaghchi, M. A. (2000). The impact of formal instruction of references
and conjunctions on reading comprehension of Iranian EST
students. Unpublished Master’s Thesis. Iran University of Science
and Technology, Iran.