Teaching English as a Foreign Language

Written English requires the knowledge, understanding and application of sub-skills, an awareness of practical problems and the most effective ways in which an EFL teacher can be of assistance. I shall explore these issues in turn.

Sub-skills are crucial, as they provide the building blocks for the language student. The written word requires greater planning, and accuracy is more important than fluency, in order to come across more clearly in the written format. Good writing is formed through cohesive devices and linking words, such as 'moreover', to provide additional information to an argument and 'therefore', as a way of concluding. Students should also be taught the meaning of these words and be made aware of their relevance in any given situation. To illustrate, it would not be good practice for a student to use the words 'in contrast' if they have not changed position from the matter they were discussing. In this instance, appropriate application is needed, to add clarity to the expression and for the writing to make proper sense. The written word does not rely on extra linguistic features such as facial expressions and pauses. It is therefore important to make sure the written word is clear and to the point.

On a more basic level, written English requires a knowledge and awareness of legible handwriting, script, spelling and punctuation. Often, more time is available to prepare a piece of written work. Time should be viewed as a bonus. Students can use their time to look up unfamiliar words in a dictionary and a thesaurus, to find alternative words to use. They can benefit by finding the most appropriate ways in which to make themselves more easily understood.

Next, written English tends to be more formal, with specific requirements for the layout of letters of application, complaints and so on. The layout of a formal letter, the etiquette and set phrases do not come naturally, but must be learned. With regard to applying for a job, many letters end with "I look forward to hearing from you" and "faithfully". In addition, when the intention of the applicant is to impress, it is generally inappropriate to make use of colloquial expressions. Also, contractions such as "I'll" should be avoided in formal letter writing.

However, the rules are somewhat different if writing an informal letter to a friend or relative. But, in order for students to communicate effectively in the written form, all these rules must be learned. It should be made clear that there are often exceptions to many rules, and it is permissible to write in a more familiar way, as if two people are conversing, face to face. E-mail is a good example of this. Recipients can treat the written format of e-mail as a conversation, particularly during online chat sessions.

There are many advantages to writing. As I have already discussed, writing is not a spontaneous action for language learners. This allows students time for revision, drafting and composition. Clarity is most important. If we consider the example of an essay, a student cannot receive immediate feedback, as one is apt to do in the classroom setting. The spoken word can be corrected more quickly in the classroom.

Students may encounter many problems in written English. For example, punctuation may be a hindrance, such as knowing how to use commas correctly, separating clauses and arranging ideas more neatly. Capitalization is another problem area. Students should be taught early on that in the English language, capital letters are not only used for nouns and pronouns, but also when referring to days of the week and months. This is a lesson that French students will particularly benefit from, because it is not a convention used in the French language.

Editing is a necessary stage that should be completed after a piece of work has been written. It will help cut out unnecessary material and correct errors that have occurred. Students do well to try and write in standard, uncomplicated English. There is no need to aim for Dickensian proportions! Dickens would often write lengthy sentences up to a paragraph long before he got his point across.

The EFL teacher can help prepare the student in class by practicing written formats. They can structure lessons by providing vocabulary exercises, model texts and controlled writing exercises, such as sentence completion. Preparation is most important. Feedback should not only focus on grammatical errors and spelling mistakes. It should also highlight the positive aspects of a student's work. It can be very discouraging if a student sees nothing but red pen on their work. A teacher should therefore be encouraging.

In conclusion, there are many differences between spoken and written English. There are benefits which are exclusive to writing, but also many skills to consider in constructing a piece of written work. It is a skill which demands a greater degree of thought and preparation. Writing is a multi-faceted skill, which draws upon speaking conventions, but which also has its very own forms and functions. Over time, a student can gain greater confidence in their written ability and will help to open more doors to them, than just a basic knowledge of spoken English.

Sources used:

Heaton, J B (1994) Writing English Language Tests. London: Longman
Hedge, T (1992) (Ed) Mailey, A. Writing. Oxford: Oxford University Press
Larsen-Freeman, D (1986). Techniques and principles in language teaching. Oxford: Oxford University Press
Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press
Swan, M. (1992). Practical English Usage. Oxford: Oxford University Press.