Arab EFL Learners' Writing Dilemma at Tertiary Level

Autor/in	Ezza, El-Sadig
Titel	Arab EFL Learners' Writing Dilemma at Tertiary Level
Quelle	In: English Language Teaching, 3 (2010) 4, S.33-39 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Teaching Methods; Content Analysis; Writing Instruction; Course Descriptions; Communicative Competence (Languages); College Second Language Programs; Jordan; Morocco; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Schreibunterricht; Kursstrukturplan; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Marokko; Saudi-Arabien
Abstract	There is a general belief among researchers and speakers at conferences and symposia that Arab EFL Learners are primarily responsible for their weak writing performance. Educational policies usually evade criticism. This study is an attempt to show that educational policies can have their role in the learner's writing problems. Viz. it posits that for the most part writing problems can be caused by the employment of outdated approaches and resources. To this end, content analysis has been applied to existing writing courses in three Arab Universities. The examination of these courses has revealed that English Departments adopted approaches and materials characteristic of the 1940s and 1950s. Thus, unless the new the developments into the linguistic and writing theories and approaches are incorporated into the writing syllabus, Arab EFL learners will continue to experience writing problems. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01