Võ Minh Khánh 10CA1

FOOD FOR THOUGHT 2 – A SUMMARY

I. PRODUCT APPROACH IN TEACHING EFL WRITING
The Product approach is a teaching method that focuses on language structures,
vocabulary and fixed patterns of models. This approach, a fusion of structural linguistics and
behaviorism and dominated the teaching of English as a Foreign Language (EFL) writing
until the 1980s. The final product is measured against a list of criteria, including standard
prescribed rhetorical style, accurate grammar, and conformity in organization.
The Product approach has advantages, such as facilitating learners’ linguistic
knowledge, enhancing their confidence and serving the needs of lower-level classes. On the
other hand, it has been criticized for not paying enough attention to writing skills such as
planning, drafting, and editing. Instead, it encourages learners to bring their own intrinsic
values, skills and knowledge to the writing class, encouraging creativity and the practice of
real writing process.
II. PROCESS APPROACH IN TEACHING EFL WRITING
The Process approach is a teaching method that puts writing into view as a meaningful
process involving multiple stages such as planning, drafting, reviewing and editing
altogether. It is heavily influenced by the viewpoints of expressivists and cognitivists, with
the expressive view being more associated with L1 writers and the cognitive view with L2
writers. The teacher plays a facilitator role in the learner-centered classroom, guiding
students through the writing process, focusing on writing skills and process rather than forms
and linguistic knowledge.
Advantages of the Process approach include formative assessment that considers
writing skills and feedback form conferencing the teachers and fellow students, and the
cultivation of creativity through discovery learning. However, the Process view is moderately
monolithic, as it does not provide specific guidelines for composing texts of various genres.
III. GENRE APPROACH IN TEACHING EFL WRITING
The Genre approach is a teaching method that focuses on understanding language
patterns in relation to social contexts. It is rooted in Sociocultural theory and supports the
systemic functional linguistics theory. The Genre view is a goal-orientated and staged social
procedure that groups texts together, representing how writers typically use language to
respond to recurring situations.
The main advantage of the Genre approach is its explicit, systematic, needs-based
instruction. It helps students understand the discrepancies among various genres and produce
texts reflecting a particular purpose in a specific social context. Despite that, it has drawbacks
such as the need for genres to be taught “in stu” in ESP and EAP courses, reinforcing
dominant discourses and hierarchies, suppressing creativity in writing.
IV. COMBINED APPROACHES IN TEACHING EFL WRITING (POST-
METHOD APPROACH)
The Post-Method approach in teaching English as a foreign language (EFL) writing is
gaining popularity due to criticism of one single method and the importance of contextual
factors. This particular approach encourages teachers to use approached flexibly based on
their own judgement and experience, fostering context-sensitive language education and
breaking the traditional role between theorists and practitioners.