Teaching Writing through the Product Approach Combined with Written Discourse Analysis
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Date
2024
Authors
ABOUD HENNACHE
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Abstract
The mastery of written expression in a foreign language is a critical component of
academic success. Achieving high-quality compositions is a complex and challenging
endeavour that entails a comprehensive understanding of the cognitive, linguistic, and
psychological aspects of the writing process. The current investigation aims to evaluate
the impact of incorporating a Discourse-Based Product Approach in the teaching of
writing and composition to the second-year L.M.D students of English at the University
of Batna2. This thesis posits that such an approach represents a suitable and effective
strategy for addressing the writing deficiencies of students. The research methodology
employed in this study integrates both qualitative and quantitative elements, including
two questionnaires and a quasi-experimental design using independent groups. 60
second-year L.M.D students and 24 experienced "written expression" teachers
participated in the study. The results demonstrate that the proper implementation of a
discourse-oriented product approach can bridge the gap between writing instruction and
evaluation. This approach enables teachers to prioritise accuracy while considering the
students' linguistic and discourse competencies and equips students with the necessary
skills to produce effective written products that meet the communicative demands of
academic writing.