Abstract
It is generally known that first language (L1) writing acquisition differs from second language (L2) writing acquisition as far as the proficiency level, writing skills and strategies are concerned. However, teachers can indisputably positively intervene in the process of L2 writing acquisition and thus partially eliminate students’ difficulties and constraints in second language writing by reflecting on L2 learners’ needs and by employing and promoting relevant methodological principles, approaches and strategies, such as using consciousness raising, exploiting scaffolding, using a translation method, or providing feedback. The aim of this article is therefore explore some of the ways through which the teacher of English can positively intervene in the process of L2 writing acquisition.
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