The Innovated Writing Process (IWP) Approach: a Practical Bridge between Recent SLA and Applied Linguistics Theories

Abstract

Based on the shortcomings found in previous methods of teaching writing and following recent works in applied linguistics and second language acquisition on form-focused instruction, explicit teaching and learning, and types of feedback, the Innovated Writing Process (IWP) approach was designed. This is one of the findings of an empirical study in the context of Arab learners of English (ALEs) in the Sultanate of Oman. It is also an attempt to apply Sociocultural Theory in classroom settings and to show how input can be well-processed which, in turn, can develop the second language (L2) learners' internalized grammatical system.The method used in this study indicates that metalinguistic feedback-one form of interaction between the instructor and learners -may be one of the most successful feedback types in helping L2 learners acquire second language linguistic items.

The Innovated Writing Process (IWP) Approach: A Rebuttal to Truscott's (1996, 1999, and 2007) and Ellis's (2009) View

“…Based on the evaluation and implementation of the IWP in the classroom settings, Mourssi (2012aMourssi ( , 2012bMourssi ( , 2012cMourssi ( , 2012dMourssi ( , 2013aMourssi ( , and 2013b, and based on the progress the L2 learners achieved in their internalized grammatical system, I can claim that the IWP can be a rebuttal to Truscott's (1996Truscott's ( , 1999Truscott's ( , and 2007) and Ellis's (2009) views.…”

“…The emphasis was on the role of three main elements inside the classroom, namely: teacher/ learner/ the course book, as well as three sub-elements outside the classroom, namely: school/ home/ and society. In addition, it was conducted that the IWP approach participate improving ALEs' accuracy and fluency as well, (Mourssi, 2012d) Mourssi (2012b) argues that each method / approach has its own theory of language and theory of language learning. The IWP approach is based on integrating three different theoretical views of language.…”

The Inter-Linguistic and the Cross-Linguistic Influence on the Acquisition of L2 (English) Linguistic Items: A Case Study in the Context of ALEs as Postgraduate Learners

“…Another reason is that the part that is visible to us (their spoken or written work) is often a locus of performance error. And, although learners have already acquired the target-like form, there is still a strong tendency that they will slip back to the former but non-target-like ways (Mourssi, 2012a(Mourssi, , 2012d. In the following, I will present variation in interlanguage.…”

“…For example, they start first to learn the use of a verb like "write" in the present simple then they move to learn the other forms such as wrote, writing, … and so on (Mourssi, 2012d).…”