PDF
Published
01.01.2017
Section
Research Articles
How to Cite
Challenges in implementing the Composition Curriculum at TVTC College of Technology Adham, Saudi Arabia: A Study
Sreekanth Reddy
English Trainer, TVTC Branch College of Technology, Adham Kingdom of Saudi Arabia
Keywords: Curriculum, Lexico-grammatical structure
Abstract
This paper discusses the EFL writing challenges in the TVTC college of Technology Adham, Saudi Arabia. The prescribed academic writing curriculum does not incorporate the recent developments in the linguistic theory. In that connection, this article tries to convey the view that learners’ writing problems can best be addressed by the adoption of the genre approach to writing rather than following the prevailing curriculum which is grammar-based. At this institute, the students consider writing activity as an exercise in English grammar rather than practice it for communicative purpose. After teaching the writing courses for the 3rd level students in TVTC Adham, I have come to an understanding that most of these courses focus only on drilling and not on real communication. This issue is presently taken up to study the need to revamp the existing writing practices of the students at the higher level at this institute.
References
Al-Hazmi, S. “Writing Reflection:Perceptions of Arab EFL Learners”. South Asian Language Review, 26/2 (2006): 3652. Print.
Al-Khuweileh, A. A. and A. Al-Shoumali. “Writing Errors: A study of the Writing Ability of Arab Learners of Academic English and Arabic at University”. Language, Culture and Curriculum, 13/2. ERIC Database, Document No. EJ619935. (2000): 174183. Web. 16 Sept. 2009.
Curry, M. J. and A. Hewings. “Approaches to Writing”. “Teaching Academic Writing: A Toolkit for Higher Education. Eds. C. Coffin, S. Goodman, A. Hewings and Joan Swan. London: Routledge, (2003): 19-44. Print.
Curry, M. J. and T. M. Lillis. “Issues in Academic Writing in Higher Education”. Teaching Academic Writing: A Toolkit for Higher Education. Eds. C. Coffin, S. Goodman, A. Hewings and J. Swan, T. Lillis and J. Swan. London: Routledge, (2003): 1-18. Print.
Enkvist, N. E. “Style and Types of Context. Reports on Text Linguistics: Four Papers on Text, Style and Syntax”. ERIC database, Document No. ED157373. (1974): 1-48. Web. 2 Feb. 2010.
Fitze, M. And R. Glasgow. “Input Enhancement and Tense Formation in Arab EFL Writing”.. Web. 31 May 2009. http://www.tesoljournal.com/Articles/ Example_Article.doc.
Freedman, A., I. Pringle, Y. Yalden (Eds.). Learning to Write: First Language/ Second Language. New York: Longman. (1983): 179-189. Print.
Halliday, M. A. K. “Towards a Sociological Semantics”. The Communicative Approach to Language Teaching. Eds. C. J. Brumfit and K. Johnson. Oxford: Oxford University Press, (1979): 27-45. Print.
Hewings, A., T. Lillis, and B. Mayer. “Academic Writing in English”. Learning English. Eds. N. Mercer, J. Swan and B. Mayer. New York: Routledge, (2007): 227-256. Print.
Horowitz, D. “Process not Product Less Than Meet the Eye”. TESOL Quarterly, 20/1, (1986): 141-144. Print.
Krashen, S. D. Writing Research: Theory and Applications. Oxford: Pergamon Press, (1984). Print.
Massi, M. P. “Interactive Writing in theEFL Class: a Repertoire of Tasks”. Internet TESL Journal:, 11/6, (2001). 11/ 6. Web. 13 March 2010. http://iteslj.org/ Techniques/Massi.html.
Mauranen, A. Another Look at Genre: Corpus Linguistics vs. Genre Analysis. Studia Anglica Posnaniensia: International Review of English Studies, (1998): n. pag. Web 13 March 2010. http://www.highbeam.com/doc/1G1-93027792.html. 10
