Résumé:
Writing is a productive skill that is extremely complex cognitive activity, including many variables which are required to be demonstrated such as: content, sentence structure, vocabulary, punctuation and spelling. However, many difficulties may face both learners in doing tasks and teachers while teaching them writing compositions. In the present research, we aim at describing a situation of some Algerian University teachers, by exploring the way they teach compositions to EFL learners with reference to grammatical competence. Moreover, because writing is a complex and challenging activity for many students, written expression teachers focused on the grammatical concepts that are really essential to reach clear communication of meaning. One important result we could achieve through our analysis is that grammar instruction which is separate from writing instruction cannot improve students’ writing competence. Another important finding is that written expression teachers
employed various strategies to teach grammar in the context of writing. Such strategies could help students to see grammatical concepts as choices that can enhance their writing purpose. Students soon grew more receptive to revising, editing, and proofreading their writing. By incorporating grammar terms naturally into the processes of revising, editing, and proofreading, written expression teachers could help their students understand and apply grammar purposefully to their own writing. Strategies such as partnership writing, grammar mini- lessons, and peer response groups are all valuable methods for integrating grammar into writing compositions. Finally, grammar is a skill to be taught. It should examine three roles in EFL education. First, it is used as an enabling skill that enables competence to develop
especially in the area of writing. Second, as a motivator that is; when our students express a desire to learn grammar, most teachers naturally respond by trying to provide what students want. So both students as well as teachers are motivated. Third, grammar can be a means to self-sufficiency, i.e. grammar instruction assists our students in becoming aware of a structure and corrects their own mistakes. The ability to self-correct leads to self-sufficiency. Regardless of their proficiency level or goals, almost all students can benefit from learning English grammar.
