Strategies in Teaching L2 Writing - Essay Example

Strategies in Teaching L2 Writing Introduction Writing, be it in the first or second language is a complex process for learners; as such, it is prudent for instructors to incorporate teaching strategies aimed at helping their students develop proficiency. Ordinarily, the writing process entails a combination of various procedures, which include the production of content, drafting of ideas, revision of text, choosing of relevant or appropriate vocabulary, and editing of text. Students learning a first language (L1) hardly struggle with these procedures, as there is limited interference cognitively. Contrastingly, the reverse holds true for students learning a second language (L2). There is heightened cognitive interference when these procedures are jumbled with second language processing cognitive mechanisms. The degree of interference varies depending on a student’s proficiency level whereby students with a higher proficiency level have less interference, and the reverse holds true for students with a lower proficiency level. More often than not, L2 learners depend on their L1 writing to gain proficiency in their L2 writing; however, the extent of usage also varies based on the level of proficiency. L2 learners with a high proficiency level rely on their L1 writing skills less due to their heightened L2 knowledge, which in turn gives them the autonomy to sustain the writing process without the risk of a complete breakdown. This is far from the case for lower L2 proficiency learners, a factor that has triggered scholars’ interest in researching teaching strategies designed to help the former develop proficiency despite their drawbacks. These strategies vary among scholars; for example, for Cuming and Uzawa (1989), they included two distinct strategies- “lowering the standard”, and “keeping the standard”. The former allowed instructors to teach L2 writing within a reasonable timeframe while utilizing minimal mental effort; it included strategies such as simplification of syntax, and reduction of information among others. On the other hand, the latter strategy allowed instructors to teach L2 writing by maintaining the standards achieved by learners in L1 writing; it included strategies such as extensive revision (Uzawa, and Cuming, 1989). In contemporary society, technology continues to play a vital role in students’ acquisition of L2 writing. Explored in this essay is the use of technology in teaching L2 writing, impact of the educational environment, teaching strategies used for lower proficiency L2 writing learners, and the effect of peer and teacher feedback on L2 writing. Use of technology Yancey (2004) infers that the writing process has and continues to undergo a rapid transformation amidst continuous changes in technology. Unlike writers in the past, writers in contemporary society use new, highly advanced technological tools, which in turn influence relationships between writers and their intended audience, and the entire composition process (Yancey, 2004). Some of the new technological writing tools used include creative software packages, e-mail, and listservers. In light of this, it is prudent for instructors to familiarize themselves with the new technology in order to serve their students better. According to Yancey, instructors in contemporary society should endeavor to guide their students develop competence and fluency in various technologies that pertain to writing (Yancey, 2004). She advocates for students’ acquisition of “textured literacy”, which she defines as learners’ ability to contentedly use multiple technologies affiliated with the writing process. This entails simultaneously combining spoken, print, visual and digital processes when composing a written piece (Yancey, 2004). Technology stands to ease the L2 learners’ development of written and oral fluency. For example, the Internet offers a vast range of tools guaranteed to help L2 learners practice speaking or writing the new language. Despite this, instructors must be weary of over-reliance on the new technological advancements. Over-reliance on them might adversely affect L2 learners writing process. For example, it is common for L2 learners to have difficulties writing using traditional tools such as pencils and paper compared to when using new advanced tools such as computers with in-built language software that correct spelling mistakes automatically. Instructors should endeavor to balance the use of traditional and contemporary tools when teaching L2 writing. Educational environment The education environment can either expedite or impede students’ ability to develop proficiency in L2 writing. As such, instructors ought to be cognizant of factors likely to undermine the learning process, for example, cultural diversity, language, and classroom management. L2 learning is not restricted to students from a specific culture, as such, a normal L2 class is likely to comprise of students from diverse cultures. More often than not, L2 learners use their experiences, which occur within cultural contexts to draft ideas before producing written content, edit it, choose vocabulary or revise the written text. Mao (2004) refers to this as “heteroglossia”, which entails L2 learners’ ability to positively transfer skills and knowledge from L1 with the aim of creating a “new culturally combined persona”. According to him, this is only possible when these learners are able to preserve their first language cultural perspective (Mao, 2004). Instructors are able to reach their students when they take into account the impact of diverse cultural contexts on L2 learners’ comprehension of L2 writing process. As mentioned, language also plays an integral role in understanding the education environment. Before L2 learners gain proficiency in writing a second language, they are required to master the primary linguistic elements, otherwise known as the “rules of language”; they include syntax, phonology, semantics, morphology, and pragmatics. For example, syntax refers to the rules that dictate word order in sentences. It is possible for different languages to have similar syntax rules; for example, the word order in sentences found in English and Spanish are more or less similar with the exception of a few sentences, which explains why L2 learners find it easier to learn either language as their second language. Finally, instructors must aim to maintain order in the classroom by minimizing disruptive occurrences from students. L2 learners struggling to understand the new language might vent their frustrations by disrupting the lesson for other students. Writing strategies for lower proficiency L2 learners Writing strategies used for lower proficiency L2 learners vary depending on instructors’ preferences. However, it is crucial to note that strategies chosen are supported by a myriad of evidence-based studies. Cuming and Uzawa (1989) proposed two distinct strategies for helping lower proficiency L2 learners- keeping and lowering the standard. “ Keeping the standard” is a strategy that allowed instructors to teach L2 writing by maintaining the standards achieved by learners in L1 writing; it included strategies such as extensive revision. This strategy gives learners a foundation for them to conceptualize linguistic rules associated with the second language they are trying to learn. Contrastingly, “lowering the standard” is a strategy that allowed instructors to teach L2 writing within a reasonable timeframe while utilizing minimal mental effort; it included strategies such as simplification of syntax, and reduction of information among others. This standard prevented learners from having a complete breakdown triggered by their inability to comprehend the complexities of the second language (Uzawa, and Cuming, 1989). On the other hand, Lane Kathleen and colleagues propose the use of the Self-Regulated Strategy Development (SRSD) model. According to them, the strategy focuses on teaching students strategies aimed at helping them complete academic tasks. In addition, the students are also taught self-regulatory procedures; for example, self-instruction, goal setting, and self-monitoring (Lane et al., 2006). Lower proficiency L2 learners are able to take charge of their learning process, as they are aware of the areas they excel in and those that that require extra attention. Effect of peer and teacher feedback Feedback from peers and teachers helps to improve L2 learners’ proficiency. Gulley (2012) inferred from the results of his quantitative study of 70 indiscriminately selected students from college that specific feedback from teachers during the writing process improved students’ writing. According to Gulley, feedback offered by teachers on a student’s written draft helped to improve the final draft in spite of the type of feedback used by the teacher (Gulley, 2012). Gulley (2012) cautions that it is possible for students to ignore written feedback; however, this should not dissuade instructors from giving timely, specific feedback, as this is likely to improve a students’ final written draft. Ruegg is also of a similar opinion whereby he infers that peer and teacher feedback helps to improve learners’ proficiency in writing. However, he states that learners are likely to gain significantly more from feedback from teachers compared to from peers (Ruegg). Conclusion In conclusion, L2 learners struggle to gain proficiency in writing, as language processing cognitive mechanisms gets jumbled with L2 writing procedures. Therefore, instructors ought to be mindful of issues such as the use of multiple technology, education environment, strategies useful in helping lower proficiency L2 learners, and the impact of teacher and peer feedback. Technological advancements have and continue to change the writing process; as such it is prudent for instructors to keep abreast with these changes. In addition, they also ought to be mindful of cultural diversity within the classroom setting and deter the occurrence of disruptive behaviors if they wish to create a favorable education environment. The type of strategy chosen for aiding lower proficiency L2 learners is at the discretion of instructors. Finally, instructors should endeavor to provide timely, specific feedback to their students, as this will aid improve the latter’s writing skills. References Gulley, B. B. (2012). Feedback on Developmental Writing Students’ First Drafts. Journal of Developmental Education, 36(1), 16–36. Lane, K. L., Graham, S., Harris, K. R., & Weisenbach, J. L. (2006). Teaching Writing Strategies to Young Students Struggling With Writing and At Risk for Behavioral Disorders: Self-Regulated Strategy Development. Teaching Exceptional Children, 39(1), 60-64. Mao, L. (2004). Uniqueness or borderlands? The making of Asian-American Rhetorics. In K. Gilyard & V. Nunely (Eds.), Rhetoric and Ethnicity (p. 46-55). Portsmouth: Boynton/Cook Publishers. Ruegg, R. The relative effects of peer and teacher feedback on improvement in EFL students writing ability. Linguistics & Education. 29, 73-82, Apr. 2015. ISSN: 08985898 Uzawa, K., & Cumming, A. (1989). Writing Strategies in Japanese as a Foreign Language: Lowering or Keeping up the Standards. The Canadian Modern Laguage Review , 46, 178-194. Yancey, K. (2004). Using Multiple Technologies to Teach Writing. Educational Leadership , 62 (2), 38-40. Read More