Effective approaches in teaching Second language Essay

Effective approaches in program line Second language - Essay ExampleFor this reason, exploring ways on how report teachers can further improve the physical composition skills of L2 students is very important. Methods to measure the authorization in teaching are often subjected to endless criticism. Back in early 1990s, the assessment of effective teaching was more foc employ on the students learning, highly dependent on the students knowledge on the subject, the ability of the teachers to compete the students and think thoroughly on how they can further improve their teaching practice (Clark, 1993, p. 2). Today, the term effectiveness is defined based on the students achievement (Stronge, 2007, p. x). The shape of correcting the L2 students mistakes in writing does not guarantee that in that location will be improvements in their writing skills (Schwieter, 2010, p. 34). Therefore, effective teaching should be monitored based on the change instruction and feedback each of the L2 students will receive from their writing teachers (Ferris, 2007, p. 167 Schwieter, 2010, p. 34). As a general rule, teachers are promptly accountable for the learning of the L2 students (Dunne and Wragg, 2005, p. 1). Therefore, it is part of the teachers duty and responsibility to continuously improve their professional knowledge and skills curiously when it comes to teaching the L2 students the effective way of writing in English. (Because your essay topic /essay hesitation told me to focus on discussing the best teaching approach when teaching the L2 students how to write.) This essay aims at exploring the different approaches used in teaching L2 students within a writing class. In addition to examining the similarities and differences between the writing style approach, process approach, and product approach, the advantages and limitations of each causa of teaching approach and how L2 teachers can avoid the limitations or challenges associated with each type will be addre ssed. 2. Teaching Approaches There are several of innovative teaching approaches which can be applied in the teaching of writing. Based on the history of L2 writing studies, Alhosani (2008, p. 48) explained that there was a bump in writing instruction from product to process. Since studying the writing process can be very complicated, a lot of writing teachers have argued that the use of the process approach in writing is better in terms of improving the L2 students knowledge and attitude towards writing (Alhosani, 2008, p. 40). Therefore, between the late mid-sixties and early 1970s, second language teachers started to use the process approach in teaching writing to L2 students Corbett, 2003, p. 87 Matsuda, 2003, cited in Alhosani, 2008, p. 40. Today, a lot of second language teachers have managed to shift their focus to the use of the genre approach in teaching (Alhosani, 2008, p. 44). There are cases where teachers who are teaching L2 students how to write are victimization out- dated teacher-centred method (Babalola, 2012) or are totally unprepared in teaching the L2 students the proper way of writing (Lee, 2011). By examining the similarities and differences between the genre approach, process approach, and product approach, writing teachers who teach TESOL students could be guided by the most effective use of these approaches. 2.1 Product Approach Considered as a traditional method in teaching a second language, the product approach is generally more focused on the students