| Abstrakt: |
In order to provide a critical understanding of the treatment given to writing in the historical context of foreign language teaching, this article examines the most influential methods and approaches as included within the tendencies of foreign language teaching recognized throughout history, focusing on the ways in which writing have been understood, bearing in mind characteristics, contributions and criticisms, as well as their impact on Cuban FLT. A search in several data bases was carried out to identify important authors and research on this issue. Several theoretical methods were used, such as: the historical-logical analysis, analysis-synthesis and induction-deduction. As a result, the most accepted tendencies of FLT and approaches and methods of writing, were studied. In each case, philosophical, psychological and linguistic bases are established, and contributions and limitations are discussed, as well as the influence they have had in Cuba. [ABSTRACT FROM AUTHOR] |
