Homework : Task 11

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.

Blog3: The needs of L1 and L2 composition students

Scientific English-Blog3

Blog3:   The needs of L1 and L2 composition students, and explain what you feel you most need to learn yourself.

Similar to each other, both L1 and L2 students need to be introduced drafting and revision. But they differ in details. L1 student should complete the process of pre-writing exercises, before they do writing. By doing so, they are well introduced to provide themselves a number of data that support what they would like to write. They can then get knowledge of their topics, and reasonably make them liable. However, students, both L1 and L2, need to be introduced to transfer themselves from their traditional writing method they were obliged, prescriptive grammar instruction, to a new finding, invention techniques. 

Apart from the needs mentioned above, L2 students need not only the process of composing but also the process of acquiring the syntax and vocabulary. Most L2 students can fluently compose any topics in their native languages, even if methodization might be slightly different from the one of second languages they have learned. In other words, when such students lived in their own society, their vocabularies were automatically richened, and their daily communication helped them to be accompanied with the structure of their native languages. However, their experience in a number of composition practices in their own ways might help them to gain new method of writing in second languages they voluntarily expected to learn. 

Similar to L2 students, I feel I most need to learn the syntax and vocabulary of the English, in order to improve my English writing. By being aware of word usage and order, I can correctly express what I expected to communicate with others through language, I thought. Consequently, the more I would like to be good at English writing, the more I need to learn the syntax and vocabulary of the English. In fact, a writing person needs much more the correctness of using language than a speaking person does. The former has less opportunity to defend and/or explain what he or she has written, whereas the latter does. Meaning a reader might misunderstand what writer expected to get him/her to know. This always happens to me when I write or read numerous academic papers, especially topics beyond my field studies. Sometimes, I automatically write English sentence according to the syntax of my native language. In other words, I cannot absolutely imagine the substances of academic topics in English.