Open AccessTEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF DISCOURSE-BASED ACTIVITIES IN TEACHING WRITING SKILLS TO ENGLISH MAJORS - THE CASE OF UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY
Author(s) -
Nguyễn Hoàng Bảo Khanh,
Đỗ Thị Xuân Dung
Publication year - 2019
Publication title -
xã hội và nhân văn
Language(s) - English
Resource type - Journals
eISSN - 2615-9724
pISSN - 2588-1213
DOI - 10.26459/hueuni-jssh.v128i6b.5355
Subject(s) - communicative competence , perception , foreign language , competence (human resources) , communicative language teaching , pedagogy , mathematics education , psychology , english as a foreign language , sociology , linguistics , language education , philosophy , social psychology , neuroscience
Discourse competence has been widely acknowledged as a crucial part of communicative competence (Canale & Swain, 1980; Usó-Juan & Martínez-Flor, 2006; Celce-Murcia, 2007). Given this fact, the communicative approach to EFL teaching inevitably involves developing learners’ discourse knowledge. Particularly, in teaching EFL writing skills, the integration of discourse knowledge and implementation of discourse-based activities plays an essential role as it allows learners to compose written products that are grammatically correct, logically organized, and culturally appropriate. This paper explores EFL teachers’ perceptions towards the application of discourse-based activities in teaching writing to English majors at University of Foreign languages, Hue University. Results obtained from the study unveils that the use of discourse-based activities is deemed to have valuable potentials for the overall development of learners’ writing skills, especially in terms of the organizational and communicative aspects.