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Record identifier : 564765
Personal Name - Primary Intelectual Responsibility : Pourghasemian, Hossein
Title and statement of responsibility : L1-L2 Organizational Patterns in Argumentative Writing of Iranian Students: Implications for Contrastive Rhetoric [Thesis]/پورقاسیمان، حسین;supervisor: Nowruzi Khiabani;advisor: Fahim, Khatib
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : PH.D.
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Allameh Tabatabaei University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : .این تحقیق به طور اخص اثبات نمود که درالگوهای سازماندهی کلان نگارشی از زبان فارسی به انگلیسی د رانشاء های دانشجویان زبان انگلیسی انتقال می یابد و آنه را از این الگوها لستفاده می نمایند
: The present study aimed at investigating the differences in organizational patterns and quality of L1- L2 argumentative writings of Iranian EFL students in the presence of native- nonnative hypothetical audience through the employment of think- aloud procedure. 120 students majoring in English literature studying at Yasuj University wrote essays on the same argumentative topic in both Persian and English. They wrote their essays in Farsi without having any information about their upcoming performance of writing essays in English which they were asked to write one month later. In writing their English essays the students were divided into four thirty- subject groups namely FEL1N, FEL1I, FEL2N, and FEL2I, F standing for essays written in Farsi, E standing for essays written in English, L1 signifying the think- aloud language being Farsi, L2 signifying the think- aloud language being English, N showing the hypothetical audience being native speakers of English and I showing the hypothetical audience being Iranian speakers of English. The essays written in both Farsi and English by EFL students were coded in terms of both the location of main idea and the macro- level rhetorical patterns. The method of analysis used in this study was adopted from Kubota (1998a), appendix III and IV and modified so as to serve this research. L1-L2 essays were also compared based on their score of organization again following the scale by Kubota (1998a), appendix II. All EFL participants were interviewed later about their writing and views on rhetorical styles. L1 essays of 30 Iranian students of Farsi literature who also wrote on the same topic served as a criterion. The results confirmed the transfer of rhetorical patterns from Farsi to English. Moreover, the students scores of organization in their L2 essays changed with the change of audience from native to non- level patterns. The study also displayed that L1 compositions written by the students of Farsi language and L2 compositions written by EFL students did not have significant differences in the Location of Main Idea but they had significant differences in macro-native and with the change in thinking aloud in English or Farsi accordingly although the difference in both situations was not very significant. At the same time, comparing the L1 compositions written by students of Farsi literature with those written by EFL students showed that they did not have significant differences in the Location of Main Idea but they had significant differences in macro- level patterns. Pedagogically, the results of this study imply a need for EFL teachers to address rhetorical theories and their concurrent teaching techniques in teaching compositions..
Information of biblio record : TL
 
 
 
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