Research on Teaching and Learning Chinese Writing for Foreign Speakers

Author: Luo Qingsong
Publisher:
Publish Date: 2002-08-01
Features:
3. Evaluation of the "Task-Based Approach"
3.1 Clear objectives. The "Task-Based Approach" reflects communicative goals in specific teaching objectives. Its advantage lies in directing teaching directly toward training goals, implementing communicatively valuable training projects in classroom teaching. This characteristic makes its application scope relatively broad, offering inspiration for setting classroom teaching tasks and writing teaching materials. General writing textbooks may follow the complexity of language structures as a (thread) to gradually progress to discourse writing; some follow the of genre, from short to relatively complex. During the writing process, specific topics such as writing about people or narrating events are used as (divisions). This layered approach has commendable systematicity but often fails to reflect communicative goals and may easily cause learners to feel bored or fearful of writing. In contrast, the "Task-Based Approach" combines writing exercises with specific communicative goals from the outset.
3.2 Flexible task selection. This training method does not have strict hierarchical steps at a certain level, making it suitable for both junior and senior levels, and tasks can begin from any point. For each task, practical language use prompts are provided, giving students a basis for expression. This feature focuses on the needs of the teaching (target audience), making it more suitable for classes and learners with clear learning objectives and strong practical training requirements. For example, professionals, office staff, diplomats, or students who need to use the target language for other fields such as economics, law, or natural sciences. Using the "Task-Based Approach" within its teaching framework helps concentrate on solving problems and bypass some language level limitations.
3.3 Certain language items and language expression functions are closely combined and aimed at application. This can promptly reinforce language use knowledge and enhance students' sense of achievement in expression. The language forms suggested in each unit are targeted, allowing students to directly apply them when writing similar texts.
3.4 Limitations of the "Task-Based Approach." As mentioned earlier, the selected task projects can be extended within a considerable range and should be universal. On the other hand, the more specific the tasks are set, the more practical and effective the training becomes. However, specific projects are relatively limited in terms of the generalizability of writing skills. That is, using the "Task-Based Approach" makes it difficult to ensure systematic and comprehensive training content. The scope of writing training is relatively narrow, which may lack a foundation for students to generalize writing skills. In summary, in a teaching framework that emphasizes practicality, such as short-term intensive training, the "Task-Based Approach" has advantages. However, in a more systematic skill development framework, this approach may lack comprehensive coverage of language forms, and the training content may also lack overall coherence. Overall, the "Task-Based Approach" can still be used as a parallel method alongside other teaching methods, complementing more systematic language-controlled training. In the academic writing training in Chapter 9, we proposed a teaching strategy for setting progressively related writing tasks for academic writing, which can be gradually implemented (see Chapter 9).
VI. The Process Approach
1. Characteristics of the "Process Approach"
The "Process Approach" is a widely used method in language writing teaching, with the basic principle being that writing is a process of expressing ideas. "Thinking" and "expression" are two core concepts implemented in writing teaching. The "Process Approach" focuses on guiding and facilitating learners' thinking and expressive abilities, providing a positive, inspiring, and encouraging learning discussion environment. Students are given ample time, with the guidance of the teacher, to collaboratively advance the writing learning process: improving their ability to express ideas using language. The teacher's role in the teaching process is to help students find topics, brainstorm content, collect materials, and organize the structure of the text. From the first draft to revision and editing, the teacher remains involved and provides guidance but does not intervene. This makes writing a complex and creative activity. The author, i.e., the student, is the center of the teaching, discovering and expressing content; the reader focuses on the content and ideas of the text, not just the language form (Tony Silva, 1997). One reason the "Process Approach" was introduced into second language writing teaching is that writing teachers were not entirely satisfied with the effects of the "Control Approach" and other writing teaching methods. On the other hand, it was noted that second language writing, as a process of expressing thoughts using language, shares similarities with first language writing, and some guidance methods can be adapted and applied to second language writing teaching. Using the "Process Approach" in second language writing teaching places more emphasis on language use in the article's planning and between independent thinking and mutual inspiration during the writing process. Raimes summarized the key points of the "Process Approach" from the perspective of second language writing teaching:
1) Treat writing as a process. Do not demand perfect expression at the outset but achieve appropriate and accurate expression through a feedback and revision process.
2) When using the "Process Approach," the teacher primarily provides two types of important support: giving students time to plan their ideas and providing content-based feedback on the drafts they write. That is, after writing a draft, the teacher and other readers (mainly classmates) provide feedback. Based on this feedback, the author also incorporates new ideas. On this basis, revisions are made, and a draft is written to explore a topic. For example, through discussion, reading, debate, reflection, and outlining, note whether the expression is appropriate, organized, and accurate; after writing, revise it together with the teacher and classmates. The "Process Approach" organizes teaching not by having students complete an essay on a topic within a limited time but by providing ample time and opportunities for discussion, feedback, and revision. Teacher feedback is not just about finding errors and grading but about working with classmates to review, reflect, and propose improvements. This relaxed attitude and working method allow students to absorb and understand language use knowledge and writing skills. The writing process becomes one where students continuously discover new ideas and opinions and express them through new language forms. The "Process Approach" emphasizes the principle of giving students full play, while also affirming the positive role of writing teaching. Because in the writing process, both teaching parties aim to cultivate learners' writing skills through progressive training. In some second language writing teaching guides (Tricia Hedge, 1997; Donn Byme, 1998), the basic ideas of the "Process Approach" are pervasive. Tricia Hedge discusses the main steps in the writing process: first, there is motivation to write—concentrating ideas—planning and outlining—taking notes—writing a draft—revising and rewriting the draft—editing for publication. In summary, there are three steps:
1) Pre-writing. Determine the purpose of writing; determine the audience, i.e., who the text is for.
2) Drafting and Revising. During drafting, authors often set aside language issues, revising and rewriting to address the following questions: Did I clearly convey my ideas to the reader? Did I omit any important information? Did I create a disconnected feeling for the reader due to omissions or unclear explanations? Should the vocabulary be improved? Should sentences be added or deleted? Should sentences be adjusted for clarity? Should paragraphs be adjusted? Is the connection between the different parts of the text clear?
3) Editing. This is a process of improvement. Some lower-level language authors may not pay attention to this process, but in fact, this is the time to reflect on the language use and organizational structure of the text.