grammar-based stylistic imitation as an english teaching technique in writing skill pedagogy in efl classes

Writing has always been an integral part of learning and language learning in particular. yet, it has something to be desired when it comes to teaching and learning writing. this study is an inquiry into the role grammar-based stylistic imitation; that means imitating a writer’s style plays in learning how to write in english classes. to this end, the researcher, taking advantage of qualitative and action research to collect and analyze the data, made an attempt to teach paragraph writing to efl in-service teachers using the grammar-based stylistic imitation. fourteen non-native english teachers from gooyesh language institute in shahrood were asked to do close and free imitation which implied they produced a written piece at the beginning, freely following a paragraph prepared by the researcher. then, they were exposed to the model paragraph and tried to imitate it closely and freely to see how exposure to a well-written paragraph can improve writing competence. the researcher made use of semi-structured interviews. they were requested to explain if and when they would use it in their own classes. the face and content validity of the semi-structured interview was cross-checked by three ph.d. holders in this field. the results showed grammar-based stylistic imitation could be of tremendous help to novice learners in their classes in that it can alleviate the burden they feel trying to master writing. however, a few teachers argued against it stating concerns about voices getting lost and styles getting killed. the results from the present inquiry can raise awareness of the way imitation, grammar-based stylistic imitation to be more specific, can find its way back into the classroom, which can help curriculum designers, stakeholders, policymakers, and administrators, including those in the educational system of iran reconsider the role it can play in teaching writing.