0Chapter One

Chapter One
Introduction
1Chapter One
Chapter One
Introduction

1.1 Statement of the Problem

Many methods and techniques are used in schools to develop the

learners' abilities to acquire foreign languages. Methodologists and
applied linguists seek this topic and the impetus for change in
approaches to languages teaching came about from the innovation in
linguistics, psychology and changes in teaching methods (Richards and
Rodgers, 2001:1).

It is a matter of fact that teaching any language implies the four

skills: listening, speaking, reading and writing. "in reviewing the
syllabuses of composition courses and writing in most stages of
teaching. . . . . . it has been found that writing skills or practical writing
is completely ignored . . ." (Ghazwan, 2006:8).The use of Audio-Lingual
Method for many years in Iraq in teaching English as a foreign language
has contributed in this matter, Chastain (1988:245) asserts that
"Especially since the inception of the audio-lingual movement, the oral
skills have received major attention and writing has been considered less
important". There is another reason for this ignorance when some
teachers think that teaching writing involves just the following skills:
-hand writing or typing.
-spelling.
-constructing grammatical sentences, and
-punctuating.
2Chapter One
Edelsky (1982: 210) states that:
Instruction in English as a second language (ESL) has
often focused on improving students’ skills and abilities in
speaking , listening and reading in target language (L2) while
ignoring the development of student writing skills. 2% of ESL
instruction was concerned with writing activities. Of this two
percent, 72% was related to the mechanical aspects of writing
such as syntax punctuation and spelling.

Writing also involves cognitive skills such as gathering

information and ideas, organizing the information, structuring the
sequence into the section, expressing the information and editing the
draft and writing out a final text (Davies and Pearse, 2000:96).

Today writing is very necessary because it is an inevitable means

of communication. Crystal (2006:97) shows "there are many other ways
of presenting written language, using such technologies as the printing
press, the typewriter, the computer and the mobile phone." So, writing is
a basic communication skill and a unique asset in the process of learning
a foreign language.
Davies and Pearse (2000:1) emphasize that:
Success in teaching is not just being able to repeat
memorized sentences or complete exercises-though they may
contribute to learning. Success is not the same as getting an
8,9or10 in course tests-though that may indicate some progress.
It is the ability of the learner to use English effectively in real
communication situation.
3Chapter One
The present study tries to investigate one of the new techniques
to develop writing skills which is dialogue journal. It is a broad
composition book in which each student carries on a private written
conversation with the teacher for an extended period of time (school
year, semester). Students obtain a bound composition book or note book
and write on daily or weekly basis about topics of interest to them ,using
the full range of functions (questions, promises, apologies, complaints)
(Peyton and Reed ,1990:291).

Writing is not just a matter of how to write things down in the new
code. Unfortunately, learning to write-even in one's native language- is a
painful process (Hadley, 2003:290).

To help the students to write in a good way, the teachers should

follow various techniques and methods to support their students to grow
their abilities in writing since writing is important in studying all
subjects and all professions .Only by writing well the student can give a
good account of him/herself as a student (Barrass, 1995:2).

The traditional technique (controlled composition) is not

sufficient for teaching writing skills especially writing composition
(Ghazwan, 2006:9). So, the researcher suggests that the teacher should
find techniques like dialogue journal to raise the student's achievement
in writing. A dialogue journal is a significant technique in mounting
communicative competence in a foreign language and enables the
students to be in touch with their teachers through writing in an effective
way and reflect their capacity in learning (Gebhard, 2006:223).
4Chapter One
1.2 Aims of the Study

This study aims at:

1-using a new technique (dialogue journal) in order to enhance writing
ability because it is a central way in individualizing instruction and
encouraging independent thinking.

2-incorporating written guided conversation and discussion into the

classroom to help the students to develop deeper understanding of the
topics and materials being taught.
3-helping the learners to formulate and express opinions.

1.3 Hypothesis
There is no statistical significant difference between the
achievement scores of the students who are taught by using the
paragraph patterns method (traditional method) and those who are taught
by using (dialogue journal) according to their pre and post tests results.

1.4 Limits of the Study

The study is limited to:
1-the use of dialogue journal in teaching composition of the
experimental group.

2-second stage (College of Basic Education) English Department in

University of Babylon.

3-the academic year 2008-2009.

5Chapter One
1.5 Procedures

1-The researcher chooses a random sample of second stage in English

Department by using cards and divides it into two groups (the control
group involves 40 students, the experimental group is 40 students).

2-The control group is taught by using the traditional technique

(paragraph patterns approach), and the experimental group is taught
by using dialogue journal technique.

3-A pre-test and a post one are given to the students of the two groups to
compute the results obtained from this test.
4-Reviewing the approaches, methods and techniques in teaching
writing.

5-Analyzing the results and determining the conclusions as well as the

recommendations.

1.6 The Value of the Study

1-The researcher believes that the present study may help the syllabus
designers in adopting a new technique which reflects the students`
capacity and their competency in writing.

2-The learners get a chance to practice a simple way to develop their

writing skills.

3-The students may get benefits if they use this technique in expressing
themselves by using computer or mobile phone.
6Chapter One
1.7 Definitions of Basic Terms

Dialogue Journal
"Written (electronically or by hand) or orally recorded discussions
between students and teachers in a writing program, about school relate
topics or other topics of interest to students".
(Richards and Schmidt, 2002:156)

Writing Skills

"The ability of using a system of written symbols which represent

the sounds, syllables or words of language i.e. .the strategies, procedures
and decision-making employed by students as they write".
(ibid: 592)
Technique

"Is an implementation that actually takes place in a classroom. It is

a particular trick, stratagem or contrivance used to accomplish an
immediate objective".
(Richards and Rogers, 2001:19)

Writing
"The word writing comes from a verb means an activity-a process
Writing is much like speaking-a way to discover and communicate your
ideas".
(Meyers, 2006:1-2)
7Chapter One
Language Competence

"The implicit system of rules that constitutes a person knowledge

of a language this includes a person ability to create and understand
sentence".
(Richards and Schmidt, 2002:231)

Audio Lingual Method

"An approach to teaching second languages based on the principles

of behaviorism which claimed that language was essentially habit
formation requiring mimicry rote memorization and extensive drills with
lots of correction from teachers".
(Fasold and Linton, 2006:494)