MY EVOLVING PHILOSOPHY OF TEACHING ENGLISH AS A FOREIGN LANGUAGE WRITING
It is the writing that is considered as an important surviving skill in the new era in this globalized world (Yunus, 2016). Therefore, the methodology along with pedagogical philosophy of teaching writing was undoubtedly received greater attention than what we had expected. More evidently, more and more studies has been devoted to aforementioned issues such as Truscott’s (2010), Bruton’s (2010), Yamada ‘s (2003. Being in line with these researches, I subjectively propose my writing teaching philosophy in relations to the futility of error correction relating theoretical and practical reasons, paraphrase, …show more content…
It is widely recommended that teachers are expected to recognize why a particular mistake has been made. In other words, that realizing what was going on in the students’ mind engendering the errors should be taken into consideration for more logical correction (Cohen & Cavalcanti, 1990). The problems could be somewhat reduced if errors are intendedly selected, being ignored when necessary. It is well-studied that the teacher should give feedbacks on errors that are systematic, inconsistent, no less than ones impeding communication. More importantly, the editing strategies assisting learners to greater linguistic accuracy in their writing and fostering their autonomy should be taken into account. It is needless to say that the teacher should devote a great deal of time and effort in editing, providing enough practice, closely connecting with students’ existing knowledge, borrowing native-speaking editing strategies, being flexible, being reflective, combining with feedback, making editing become a habit, modeling the use of reference materials, and making learners accountable. In spite of having the marginal impact, the error correction has been salient due to old-established Vietnamese teaching tradition and students’ desires to receive feedbacks on their errors. Hence, teaching writing by some alternatives to error correction namely task-based approach (unfocused task) (Long, 1991), focused task (Ellis, 2009), or proactive and reactive (Truscott, 2010) is relatively promising in the
It is the writing that is considered as an important surviving skill in the new era in this globalized world (Yunus, 2016). Therefore, the methodology along with pedagogical philosophy of teaching writing was undoubtedly received greater attention than what we had expected. More evidently, more and more studies has been devoted to aforementioned issues such as Truscott’s (2010), Bruton’s (2010), Yamada ‘s (2003. Being in line with these researches, I subjectively propose my writing teaching philosophy in relations to the futility of error correction relating theoretical and practical reasons, paraphrase, …show more content…
It is widely recommended that teachers are expected to recognize why a particular mistake has been made. In other words, that realizing what was going on in the students’ mind engendering the errors should be taken into consideration for more logical correction (Cohen & Cavalcanti, 1990). The problems could be somewhat reduced if errors are intendedly selected, being ignored when necessary. It is well-studied that the teacher should give feedbacks on errors that are systematic, inconsistent, no less than ones impeding communication. More importantly, the editing strategies assisting learners to greater linguistic accuracy in their writing and fostering their autonomy should be taken into account. It is needless to say that the teacher should devote a great deal of time and effort in editing, providing enough practice, closely connecting with students’ existing knowledge, borrowing native-speaking editing strategies, being flexible, being reflective, combining with feedback, making editing become a habit, modeling the use of reference materials, and making learners accountable. In spite of having the marginal impact, the error correction has been salient due to old-established Vietnamese teaching tradition and students’ desires to receive feedbacks on their errors. Hence, teaching writing by some alternatives to error correction namely task-based approach (unfocused task) (Long, 1991), focused task (Ellis, 2009), or proactive and reactive (Truscott, 2010) is relatively promising in the