Journal of Applied Languages and Linguistics

Research Article

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TITLE: Methodological Thoughts on the Teaching of Writing in Tunisia’sLMD System

Author: Dr Ezzeddine Saidi, University of Gabes, Tunisia

University of Gabes, Tunisia
Email: saidiezz@gmail.com

Published online: 31 December 2019, pp. 117-123

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​​Citation:

Saidi, E. (2019) Methodological Thoughts on the Teaching of Writing in Tunisia’sLMD System, Journal of Applied Languages and Linguistics, 3(3), pp. 117-123

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Abstract

This paper has two major objectives: to review some fundamental considerations in designing a writing curriculum and to reflect on the major anomalies in the teaching of writing to Tunisian students of English in the LMD system.1 It is intended to share thoughts with fellow Tunisian teachers and students on the teaching methodology adopted in writing classes, students’ achievement in different types of assignments and tests, and the ways of improving the quality of the writing curriculum. Tunisia’s move to the LMD system in 2007 has not been followed by a thorough evaluation of the graduates’ writing skills, nor of the teaching methodology adopted in writing classes. This paper seeks to fill this gap by proposing a variety of solutions to maximize students’ production and improve the quality of their writings.

© Applied Language Studies House Publications 2019. All rights reserved

Keywords: writing, LMD System, collaborative learning, student independence, content-based instruction

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