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Teaching EFL Writing: An Approach Based on the Learner's Context Model
Author(s) -
Lin Zheng
Publication year - 2017
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.265
Subject(s) - computer science , context (archaeology) , mathematics education , english as a foreign language , presentation (obstetrics) , lesson plan , class (philosophy) , plan (archaeology) , foreign language , component (thermodynamics) , pedagogy , norm (philosophy) , psychology , artificial intelligence , archaeology , biology , radiology , thermodynamics , political science , law , paleontology , medicine , history , physics
This study aims to examine qualitatively a new approach to teaching English as a foreign language ( EFL ) writing based on the learner's context model. It investigates the context model–based approach in class and identifies key characteristics of the approach delivered through a four‐phase teaching and learning cycle. The model collects research data through recorded classroom teaching, teacher‐researcher's memos, learner reflections, and learners’ independent EFL writing, and analyses the data using grounded and a priori approaches. The study shows that this teaching approach helps learners develop and apply their context model through proactively configuring its four component elements to plan EFL writing, purposefully organising textual presentation to conform to the intended norm, and appropriately managing discursive practice and cross‐cultural norms to maintain a proper relationship with the intended reader.