Özet:

One of the main purposes of foreign/second language instruction is to improve language learners’ writing skills. A way that is often preferred by language instructors may be to teach vocabulary and grammar of the foreign language and expect the students to write in that language automatically.  An alternative to such a traditional way of form oriented instruction can be to organize writing instruction around a theme or a content in order to enable the students to acquire not only linguistic forms but also thematic units within a context. The present research study tried to explore the effects of these two approaches on writing development of foreign language (L2) learners at a state university in Turkey. In order to make a comparison between these two orientations, two groups were determined as experimental and control groups and they were involved in writing instructions designed in accordance with these two instructional approaches. The research study was conducted through a quasi-experimental pretest - posttest research design. The results of the study suggest that the method which offered a content-integrated writing instruction has been more effective in developing students’ L2 writing than the traditional way of instruction.

Anahtar Kelimeler: