Integrating Writing To Grammar Instruction: The Case Of First-year Students At Ens Of Bouzaréah

Résumé: Our experience in the teaching profession for long years has shown that Grammar instruction that is separate from writing doesn’t improve learners’ writing skills. An approach to teach Grammar in the context of writing is needed because what all learners need is guidance in understanding and applying those aspects of grammar that they regularly learn. Because Writing is a complex and challenging activity, we suggest that the most beneficial way of helping students is to use, above all, students’ writing as the basis for discussing grammatical concepts from oral language to written language. Integrating Grammar instruction into revising and editing process helps learners make immediate applications, thus allowing them to see the relevance of Grammar to their writing. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology and concepts so that learners can write with great confidence. This paper will justify the need to integrate Grammar into Writing. An action research will be used as a starting point to demonstrate what strategies can be used in class to encourage learners to set their own goals and encourage them to become autonomous learners.

Publié dans la revue: مجلة البحوث التربوية والتعليمية