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Grammatics for Teaching EFL Writing Skills: A Social Semiotic Systemic Functional Linguistics Approach
(Grammatics for Teaching EFL Writing Skills: A Social Semiotic Systemic Functional Linguistics Approach )

Author : Ghuzayyil Alotaibi    
Type :
Printing Year : 2019
Number : 1
Page : 19-32
    


Summary


Keywords


Abstract
Writing is one of the most difficult skills for EFL learners. Students need to bring their knowledge of grammar and vocabulary to produce a piece of writing. More importantly, they should also consider meaning and social context. Recent approaches to teaching EFL writing views it as a process instead of being a product. Thus, following Halliday's model of functional grammar and its emphasis on grammatics, educators proposed a method for teaching writing that emphasizes form, meaning and social function. The purpose of this paper was to establish the superiority of Halliday's grammar in relation to other traditional and cognitive models. Additionally, it reviewed relevant literature to understand how Halliday's framework is operationalised in class. Further, it aimed at highlighting contributions of previous research and comparing them to the claims of functional grammar's advocates. Investigated research showed that adopting grammatics (or genre-specific grammar) is beneficial since it emphasizes the communicative aspect of language, provides holistic understanding of writing, encourages teaching grammar explicitly, enhances critical thinking and addresses students' needs

Keywords
EFL, functional grammar, genre, grammatics, Halliday, writing.

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