| تعداد نشریات | 60 |
| تعداد شمارهها | 2,187 |
| تعداد مقالات | 17,728 |
| تعداد مشاهده مقاله | 54,552,223 |
| تعداد دریافت فایل اصل مقاله | 28,558,323 |
The Effect of Instruction on the Development of Voice in EFL Argumentative Writing | ||
| Issues in Language Teaching | ||
| دوره 9، شماره 2، اسفند 2020، صفحه 89-119 اصل مقاله (1.04 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2020.52303.497 | ||
| نویسندگان | ||
| Shiva Keivanpanah* 1؛ Nafiseh Khakbaz2 | ||
| 1Associate Professor of TEFL, University of Tehran, Tehran, Iran | ||
| 2PhD Candidate of TEFL, University of Tehran, Kish International Campus, Kish, Iran | ||
| چکیده | ||
| While a growing body of research has attempted to analyze how voice is deployed in argumentative writing, much work remains to be done in instructing voice elements. Therefore, the present study examined the effect of instruction based on Martin and White’s (2005) Engagement framework and Hyland’s (2008) interactional model on voice construction. To this end, a control group (20) and two treatment groups (40) were selected. The treatment groups received sessions of teaching voice elements, each based on a different model. The gain score analysis and the SPANOVA were employed to analyze the change in the use of voice elements between the treatment groups and the control group after the treatment. The results indicated that EFL learners could benefit from instruction in both treatment groups. However, learners who were aware of voice based on the Engagement framework could construct more considerable defensive voice in making an argument challenging. Findings from this study could provide implications for teaching by broadening instructors’ knowledge of voice to cultivate learners’ awareness of voice and help them to employ it effectively in IELTS writing task 2. Keywords: Argumentative writing, IELTS writing task 2, voice, instructing voice | ||
| کلیدواژهها | ||
| Argumentative writing؛ academic IELTS task 2؛ voice؛ instructing voice | ||
| مراجع | ||
|
References
Babaii, E., Atai, M. R., & Mohammadi, V. (2016). Tracing metadiscursive stance over time and across disciplines: A comparative study of English research articles. Issues in Language Teaching, 5(1), 83-106. doi:10.22054/ILT.2016.7727
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. doi: 10.1016/S1060-3743(03)00038-9
Chang, Y. C. (2010). Second language, literacy, and identity construction in online language learning (Unpublished doctoral dissertation). The University of California, Riverside, CA.
Cheng, F. W., & Unsworth, L. (2016). Stance-taking as negotiating academic conflict in applied linguistics research article discussion sections. Journal of English for Academic Purposes, 24, 43-57. doi:10.1016/j.jeap.2016.09.001
Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(s1), 130-152.
Elbow, P. (1981). Writing with power. New York, NY: Oxford University Press.
Elbow, P. (1999). Individualism and the teaching of writing: Response to Vai Ramanathan and Dwight Atkinson. Journal of Second Language Writing, 8(3), 327-338. doi:10.1016/S1060-3743(99)80120-9
Fogal, G. G. (2015). Pedagogical stylistics and concept-based instruction: An investigation into the development of voice in the academic writing of Japanese university students of English (Unpublished doctoral dissertation). University of Toronto, Toronto, ON, Canada.
Geng, Y., & Wharton, S. (2016). Evaluative language in discussion sections of doctoral theses: Similarities and differences between L1 Chinese and L1 English writers. Journal of English for Academic Purposes, 22, 80-91. doi: 10.1016/j.jeap.2016.01.001
Geng, Y., & Wharton, S. (2019). How do thesis writers evaluate their own and others’ findings? An appraisal analysis and a pedagogical intervention. English for Specific Purposes, 56, 3-17. doi: 10.1016/j.esp.2019.06.002
Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12(3), 245-265. doi:10.1016/j.jslw.2003.08.001
Hyland, K. (2002). Directives: Argument and engagement in academic writing. Applied Linguistics, 23(2), 215-239. doi:10.1093/applin/23.2.215
Hyland, K. (2008). Disciplinary voices: Interactions in research writing. English Text Construction, 1(1), 5-22. doi:10.1075/etc.1.1.03hyl
Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46(1), 53-70. doi:10.1017/S0261444811000036
Hyland, K., & Jiang, F. (2016). Change of attitude? A diachronic study of stance. Written Communication, 33(3), 251-274. doi:10.1177/0741088316650399
Humphrey, S. L., & Economou, D. (2015). Peeling the onion–A textual model of critical analysis. Journal of English for Academic Purposes, 17, 37-50. doi:10.1177/0741088316650399
Jou, Y. (2019). Scaffolding L2 writers’ metacognitive awareness of voice in article reviews: A case study of SFL-based pedagogy. Journal of English for Academic Purposes, 41, 100770. doi:10.1016/j.jeap.2019.100770
Jwa, S. (2018). Negotiating voice construction between writers and readers in college writing: A case study of an L2 writer. Journal of Language, Identity & Education, 17(1), 34-47. doi:10.1080/15348458.2017.1401928
Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students’ argumentative writing in economics: Implications for faculty development in WAC/WID programs. Across the Disciplines, 8(4), 1-23.
Loghmani, Z., Ghonsooly, B., & Ghazanfari, M. (2020). Engagement in doctoral dissertation discussion sections written by English native speakers. Journal of English for Academic Purposes, 45, 100851. doi:10.1016/j.jeap.2020.100851
Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies, 31(2), 173-193. doi:10.1515/text.2011.008
Martin, J. R., & White, P. R. R. (2005). The language of evaluation. New York, NY: Palgrave Macmillan
Matsuda, P. K. (2001). Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10(1-2), 35-53. doi:10.1016/S1060-3743(00)00036-9
Miller, R. T., & Pessoa, S. (2016). Where’s your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7(4), 847-873. doi:10.1002/tesj.248
Nunn, R. (2008). Do academic reviewers readily accept a first-person voice? Asian EFL Journal, 10(2), 210-229.
Pessoa, S., Mitchell, T. D., & Miller, R. T. (2018). Scaffolding the argument genre in a multilingual university history classroom: Tracking the writing development of novice and experienced writers. English for Specific Purposes, 50, 81-96. doi:10.1016/j.esp.2017.12.002
Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8(1), 45-75. doi:10.1016/S1060-3743(99)80112-X
Starfield, S., Paltridge, B., McMurtrie, R., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., & Lovat, T. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses. Linguistics and Education, 31, 130-144. doi:10.1016/j.linged.2015.06.004
Stock, I., & Eik-Nes, N. L. (2016). Voice features in academic texts–A review of empirical studies. Journal of English for Academic Purposes, 24, 89-99. doi:10.1016/j.jeap.2015.12.006
Tajeddin, Z., & Alemi, M. (2012). L2 learners’ use of metadiscourse markers in online discussion forums. Issues in Language Teaching, 1(1), 93-121.
Williams, A. (2015). Collins Writing for IELTS. London: HarperCollins.
Xie, J. (2017). Evaluation in moves: An integrated analysis of Chinese MA thesis literature reviews. English Language Teaching, 10(3), 1-20.
Zhao, C. G. (2013). Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing, 30(2), 201-230. doi:10.1177%2F0265532212456965
Zhao, C. G. (2017). Voice in timed L2 argumentative essay writing. Assessing Writing, 31, 73-83.
Zhao, C. G. (2019). Writer background and voice construction in L2 writing. Journal of English for Academic Purposes, 37, 117-126. doi: 10.1016/j.jeap.2018.11.004
Zhao, C. G., & Llosa, L. (2008). Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13(3), 153-170. doi:10.1016/j.asw.2008.10.003 | ||
|
آمار تعداد مشاهده مقاله: 1,388 تعداد دریافت فایل اصل مقاله: 998 |
||