Enhancing the Quality of EAP Writing through Overt Teaching

Autor/inn/en	Wee, Roselind; Sim, Jacqueline; Jusoff, Kamaruzaman
Titel	Enhancing the Quality of EAP Writing through Overt Teaching
Quelle	In: English Language Teaching, 2 (2009) 3, S.58-68 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English for Academic Purposes; Academic Discourse; English (Second Language); Writing Instruction; Second Language Instruction; Grammar; Form Classes (Languages); Teaching Methods; Undergraduate Students; Pretests Posttests; Error Analysis (Language); Language Usage; Writing Improvement; Educational Quality; Outcomes of Education; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Fremdsprachenunterricht; Grammatik; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; Error analysis; Language; Fehleranalyse; Sprachgebrauch; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg
Abstract	This paper examines how overt teaching is instrumental in reducing subject-verb agreement (SVA) errors of Malaysian EAP learners which in turn improves the quality of their writing. The researchers used overt teaching of these grammatical items, that is, SVA and investigated how this method has significantly benefitted the learners who were second year university students from different cultural and language backgrounds. Data was collected using a pre-test and a post-test. Even though the learners had spent more than a decade learning the English language since their early education, the data collected in the pre-test showed that they made gross SVA errors in their writing. Treatment in the form of overt teaching of SVA was given to the learners, after which the post-test was administered. The comparison of data of the two tests revealed significant improvements in the learners' usage of SVA which resulted in improved quality of their writing. The major findings on the learners' grammatical problems especially in SVA and their response to overt teaching prove that overt teaching enhances the quality of EAP writing produced by students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01