AUSSANA
NASRIKEN (Pim)
Task 11
The composition teaching writing today is strongly
focused on grammar and correctness as obstructive to students’ efforts to
write. While the important in the needs of native speaker students and
non-native speaker students for develop more English language skills are
differences.
The obviously differences are native
speaker students have response to word usage and sentence grammar automatically,
although sometime they will be congested to use the word but experience in their
own text to make it easier to compose sentences. On the other hand, non-native speaker students
cannot be effectively done. Almost of them have to limited to think some degree
of automaticity in use of vocabulary, grammar, articles, verb tensed,
subject/verb agreement, spelling and other syntactic features. Generally, non-native
speaker students might be think in their own languages and then translate them
into English language, leading to a strong problem on writing process, which do
not compose vocabulary and syntax in correct meaning.
It is very difficult for non-native
speaker students to produce language, which is intelligible, appropriate and
accurate at the same time. The shift of vocabulary and sentence from a language
to be another language will be high possibility to misunderstand, especially,
academic writing that has to be cautious to select a verb, noun, or other part
of speech appropriately.
Furthermore, the non-native speaker students
now need to consider the important aim of academic writing what can be concern
between using language that is grammatically correct and communicating the
directly message of author to the audience. It is therefore important to break
down the task of structure and ideas, finding the best way it can be done how
to generate the balance of them.
The development of writing learning
for non-native speaker students are to be successful, not only focus on the
writing skills, but other skills (reading, listening and speaking) are also
encourage. A reading skill will be helpful, to be shortcut, for giving an
example of such a sentence with ready - to – use and it is valuable to understand and
acquire structure of sentences and technical terms. For a listening skill and speaking
skill will also bring into know the variety of vocabularies. Thus, the relative
of every skills have been done to develop an effectively towards writing.
The ( composition teaching writing ) ^ teaching of writing and composition [WO,M,Coh] today ( is strongly focused on ) ^ is reticent of such topics as [M,coh,W+] grammar and correctness ( as ) ^ , considering them [foc,coh,M] obstructive to students’ efforts to write. While ( the ) ^ such topics of correct usage are of course [M,foc,W+] important ( in ) ^, [P,G,Prep] the needs of native ^-[Gr,Sp]speaker ( students ) [St] and non-native^- [Gr,Sp]speaker students ( for develop more) ^ in developing [Gr,Prep,M,coh] English language skills are ( differences ) ^ different [WF].
ReplyDeleteThe ( obviously differences are ) ^ most obvious difference is that [Gr,WF,M,Coh] native^- [Gr,Sp]speaker students have ^ automatic responses [WO,foc,WF] to ^ matters of [foc]word usage and sentence grammar ( , although sometime they will be congested to use the word but experience in their own text to automatically ) ^ which [M,Coh,Gr,W,foc,St] make it easier to compose sentences ^ , even if they, too, have occasional troubles [foc]. ( On the other hand, non-native speaker students cannot be effectively done ) ^ Non-native speakers, on the other hand, cannot effectively compose by relying on intuitions [WO,W,M,coh,W+]. ( Almost ) ^ Most [W] of them have ( to limited to think some degree of automaticity in use of ) ^ only a limited ability to automatically access [W,G,coh] vocabulary, ( grammar ) ^ grammatical rules [W,M], articles, verb ( tensed ) ^ tenses [WF], subject/verb agreement, spelling and other syntactic features. Generally, non-native ^- [Gr,Sp]speaker students ( might be think ) ^ think and write sentences [W,M,coh] in their own languages and then translate them into English ( language ) [W+], leading to ( a strong problem on ) ^ strong problems in the [WF,coh,Gr] writing process ( , which do not compose vocabulary and syntax in correct meaning) [W,M,St,foc,coh]. . . .
. . . It is very difficult for non-native^-[Gr,Sp]speaker students to produce language ( , which ) ^ that [Gr,P] is intelligible, appropriate and accurate at the same time. The shift of vocabulary and sentence ^ structure [W,M] from ( a ) ^ one [W,Gr] language to ( be another language will be high possibility to misunderstand, especially, academic writing that has to be cautious to select a verb, noun, or other part of speech appropriately) ^ another inevitably leads to misunderstanding. Particularly in academic writing does a non-native speaker have to cautiously select verbs, nouns, and other parts of speech [M,W+,Gr].
ReplyDeleteFurthermore, the non-native speaker ( students now need ) ^ has [W,foc,coh,M] to consider ^ both [foc] the ( important ) ^ [foc] aim of academic writing ( what can be concern between ) ^ as well as concerns about [W+,M,coh]using language that is grammatically correct ( and communicating the directly message of author to the audience ) [foc,coh,M]. It is therefore important to break down the ( task of structure and ideas ) ^ tasks of structuring and formulating ideas[W+,M], finding the best way ( it can be done how to generate the balance of ) ^to strike a balance between [W,W+,M,coh,Gr]them.
( The development of writing learning for non-native speaker students are to be successful, ) ^ Developing systems for helping non-native speakers to successfully compose coherent and effective texts entails[M,W+,W,Agr,coh] not only ( focus ) ^ focusing [WF] on ( the ) [Gr] writing skills, but other ^ related [foc] skills (reading, listening and speaking) (are also encourage ) ^ as well [M,St,coh]. (A reading skill will be helpful, to be shortcut, for giving an example of such a sentence with ready - to – use and it is valuable to understand and acquire structure of sentences and technical terms. For a listening skill and speaking skill will also bring into know the variety of vocabularies. Thus, the relative of every skills have been done to develop an effectively towards writing. ) ^ Reading skills can be helpful by giving examples of ready-to-use sentence structures and vocabulary. Listening and speaking skills, meanwhile, help build intutions similar to those of native speakers. Thus all of the skills essential to mastering a foreign language can be combined to induce more effective writing. [W,M,W+,coh,foc,Gr,WO]