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Record identifier : 564690
Personal Name - Primary Intelectual Responsibility : Tayabi, sara
Title and statement of responsibility : The Composing Processes of Skilled and Less Skilled EFL Writers and Their Use of L1 in the Two Writing Tasks of Argumentation and Narration [Thesis]/طیبی، سارا;supervisor: Marefat;advisor: Fahim
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی روند نگارش نویسندگان ماهر و غیر ماهر زبان انگلیسی به عنوان زبان خارجی و استعاره آنها از زبان اول در دو نوع فعلیت است. پرسش های تحقیق: در هنگام انجام فعالیت نگارشی استدلالی و داستانی نویسندگان ماهر و غیر ماهر ار چه اساراتژیهای استفاده می کنند؟ چه رابطه‌ی بین میزان مهارت در زبان دوم و میران استفاده از زبان اول وجود دارد؟ یافته های تحقیق: نشان داد که در حین نگارش نویسندگان از انواع مختلفی از استراتژیها استفاده می کنند ولیکن میزان آن در نویسندگان ماهر و غیر ماهر متفاوت است. همچنین مشاهده شد که هر چه نویسندگان ماهرتر باشند میزان و نوع استفاده آنها از زبان اول کمتر می شود
: Writing strategies are of interest in second/foreign language context. Nevertheless, not many studies have been carried out to shed light on the exact processes that writers go through as they write. Knowing this, the purpose of this study was threefold. First, it investigated and compared the processes that Iranian skilled and less skilled writers go through and the types and frequency of strategies that they employed in two different tasks of argumentation and narration. Then, it presented a close-up examination of how the writing tasks of argumentation and narration influence studentsب use of their first language. Further, it probed the times and the degree to which skilled and less skilled writers resorted to their L1 when composing in L2. Regarding the objectives of the study, four skilled writers majoring/ majored in M.A./Ph.D. of TEFL, and four less skilled writers at pre-intermediate level of an institute were asked to perform the two writing tasks of argumentation and narration in separate writing sessions that were videotaped. The writers were asked to think aloud, i.e., verbalize all the thoughts that went through their minds as they wrote. The think-aloud protocols were transcribed, coded, and analyzed based on a coding category derived from strategies proposed by Flower and Hayes (1980), Raimes (1987), and Wong (2005). The findings suggested that in the process of composing, the writers made use of a broad range ofstrategies. Although they seemed to use a largely similar range of composing strategies,there was a significant difference in the extent to which skilled and less skilled writers made use of these. Also, it was revealed that, both skilled and less skilled writers had theirL1 and L2 at their disposal when composing in their L2, but L1 use decreased with theVriterبs L2 development. The less skilled writers were more likely to rely on their L1 for the purposes of translating from L1 to L2, commenting on their writing, planning, finding appropriate words, and deciding on the correct grammar. The skilled writers tended to switch to their L1 for planning and deciding on the correct vocabulary. In addition, both skilled and less skilled writers made more extensive use of their L1 in the task of argumentation compared to the task of narration..
Topical Name Used as Subject : writing strategie
: first language
: think-aloud protocol
: Writing task of argumentation
: Writing task of narration
Information of biblio record : TL
 
 
 
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