ИСТОРИЈСКИ РАЗВОЈ НАСТАВЕ ВЕШТИНЕ ПИСАЊА: ЕКСПРЕСИВНИ, КОГНИТИВНИ, СОЦИОЛОШКИ И ДИСКУРСНИ ПЕРИОД
HISTORICAL REVIEW OF TEACHING THE WRITING SKILL IN L2: EXPRESSIVE, COGNITIVE, SOCIAL AND DISCOURSE PERIOD

Summary/Abstract: Writing as an activity may be observed simultaneously from the perspective of the nature of the writing skill, but at the same time from the basis of writing in L2, which requires a higher level of cognitive capacity. In theoretical research there is a consensus that both writing in the mother tongue and writing in a foreign language requires a systematic approach and that the writing skill can be taught to students through various approaches. Therefore, we are able to observe a historic development and change from the traditional to contemporary approaches to teaching the writing skill, and the change from writing as a product to writing as a process. The aim of this study is to reflect upon this development through the expressive, cognitive, social and discourse periods and to present the gradual development of the writing as a process approach, both from the perspective of science and practice. The results of the study may contribute to the individual teaching practice, but also to the institutional policy towards the practice of teaching the writing skill.

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