In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process.
| Published in | English Language, Literature & Culture (Volume 6, Issue 4) |
| DOI | 10.11648/j.ellc.20210604.13 |
| Page(s) | 109-113 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2021. Published by Science Publishing Group |
Writing, Grammar, Genre, Cognition, Process
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APA Style
Shuying Yu. (2021). On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. English Language, Literature & Culture, 6(4), 109-113. https://doi.org/10.11648/j.ellc.20210604.13
ACS Style
Shuying Yu. On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. Engl. Lang. Lit. Cult. 2021, 6(4), 109-113. doi: 10.11648/j.ellc.20210604.13
AMA Style
Shuying Yu. On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process. Engl Lang Lit Cult. 2021;6(4):109-113. doi: 10.11648/j.ellc.20210604.13
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Download@article{10.11648/j.ellc.20210604.13,
author = {Shuying Yu},
title = {On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process},
journal = {English Language, Literature & Culture},
volume = {6},
number = {4},
pages = {109-113},
doi = {10.11648/j.ellc.20210604.13},
url = {https://doi.org/10.11648/j.ellc.20210604.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20210604.13},
abstract = {In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process.},
year = {2021}
}
TY - JOUR T1 - On SLA Writing: Perspectives from Grammar, Genre, Cognition and Process AU - Shuying Yu Y1 - 2021/12/09 PY - 2021 N1 - https://doi.org/10.11648/j.ellc.20210604.13 DO - 10.11648/j.ellc.20210604.13 T2 - English Language, Literature & Culture JF - English Language, Literature & Culture JO - English Language, Literature & Culture SP - 109 EP - 113 PB - Science Publishing Group SN - 2575-2413 UR - https://doi.org/10.11648/j.ellc.20210604.13 AB - In China, English is not the native language of the students. They lack the opportunity to access the naturalistic manner to acquire the grammatical system of English through hearing it used and through speaking it. At the genre level, students in China lack exposure to different genres of writing with different discourse structures, tones and styles. At the cognitive level, there is the need to develop students' thinking skills. Students traditionally read for information, and they don’t read a text critically to evaluate the validity of claims made or read the text for organization to see how different parts of a text cohere to form a unified whole. Being unable to read critically also leads to being unable to write effectively, manifested by students having problems with selecting, sorting, processing, linking, and organizing ideas purposefully. Revision and incubation are provided as means to help students to clarify, explore, and extend their meaning in writing. In the teaching of English as a foreign language, writing instruction emphasizes four dimensions, namely, grammar, genre, cognition and process. This paper discusses it from four dimensions. The focus of this paper is more on the need to develop students' thinking skills. The research methods of this paper are ones of experience, literature review on writing approaches, critical perspectives, and analytical solutions. The conclusion of this paper is the understanding of SLA writing instruction in aspects of grammar, genre, cognition and process. VL - 6 IS - 4 ER -
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