مشکلات نوشتاری زبان آموزان ایرانی: ایجاد یک چارچوب بافت- حساس برای تمرین مهارت نوشتن

رحمتی پسند, سیده زینب; افراز, شهرام; رزمجو, سیدآیت اله

doi:10.22059/jflr.2021.320697.822

فهرست نشریات

فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری

فهرست مجلات علمی- پژوهشی دانشگاه تهران

نحوه ارسال مقاله برای مجله- ثبت نام در سامانه- فراموش کردن رمز عبور

تعداد نشریات	158
تعداد شماره‌ها	6,225
تعداد مقالات	67,685
تعداد مشاهده مقاله	114,971,905
تعداد دریافت فایل اصل مقاله	89,643,241

	مشکلات نوشتاری زبان آموزان ایرانی: ایجاد یک چارچوب بافت- حساس برای تمرین مهارت نوشتن
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 12، شماره 1، فروردین 1401، صفحه 49-73 اصل مقاله (1.26 M)
نوع مقاله: علمی پژوهشی(عادی)
شناسه دیجیتال (DOI): 10.22059/jflr.2021.320697.822
نویسندگان
سیده زینب رحمتی پسند¹؛ شهرام افراز^* ²؛ سیدآیت اله رزمجو³
¹دانشجوی دکتری-آموزش زبان انگلیسی-دانشگاه آزاد-قشم-ایران
²استادیار-آموزش زبان انگلیسی-دانشگاه آزاد-قشم-ایران
³پروفسور-آموزش زبان انگلیسی-دانشگاه دولتی- شیراز-ایران
چکیده
این پژوهش کیفی به بررسی مشکلات نوشتاری زبان آموزان ایرانی پرداخته و چهارچوبی بافت-حساس (Context-sensitive Framework)را با توجه به این مشکلات، برای دانشجویان زبان برای تمرین نوشتن ارائه داده است. برای دستیابی به اهداف مطالعه، بر اساس نمونه گیری آسان (Convenience sampling)، 14 دانشجوی کارشناسی رشته مترجمی زبان انگلیسی از دانشگاه آزاد اسلامی واحد تنکابن در این پژوهش شرکت کردند. هر کدام از آنها مقاله ای پنج پاراگرافی نوشتند و در مصاحبه ای نیمه-ساختاری(Semi-structured interview) شرکت کردند تا مشکلات خود را در زمینه نوشتن بیان کنند. محققان مقاله ها را با توجه به سر فصل پنج مؤلفه ای جکوب(1981) Jacob, 1981)) ارزیابی کردند تا نوع مشکلات نوشتن را شناسایی کنند. علاوه بر این، مصاحبه ها رونویسی شدند و داده ها بر اساس مراحل سیستماتیک کوربین و استراوس(2014) &Strauss (Corbin, 2014) که شامل کد گذاریهای باز، محوری و انتخابی (Open, Axial and Selective Coding)می باشند کدگذاری شدند. یافته ها نشان داند که دانشجویان ایرانی بیش ازهرچیزی در مکانیک نوشتار مشکل داشتند.پس از آن، گرامر، سازماندهی درایجاد مؤلفه های مقاله ، انسجام ، محتوا و واژگان به ترتیب به عنوان بیشترین تاکمترین میزان فراوانی مشکلات شناسایی شدند. علاوه بر این، احساسات منفی مانند اضطراب و عدم انگیزه باعث برخی مشکلات نوشتاری شدند. بر این اساس، محققان یک چارچوب سه مرحله ای بافت- حساس برای تمرین نوشتن ایجاد کردند. در این چارچوب فعالیت های مراحل پیش از نوشتن، حین نوشتن و پس از نوشتن با توجه به مشکلات نوشتاری دانشجویان مشخص شدند تا به آنها کمک شود بر مشکلات نوشتاری خود غلبه کنند.
کلیدواژه‌ها
چارچوب بافت-حساس؛ تئوری مبنا؛ زبان آموزان ایرانی؛ مهارت نوشتن؛ مشکلات نوشتاری
عنوان مقاله [English]
Iranian EFL Learners' Writing Problems: Developing a Context-Sensitive Framework to Practice Writing
نویسندگان [English]
Seyyedeh Zeinab Rahmatipasand¹؛ Shahram Afraz²؛ Seyyed Ayatollah Razmjoo³
¹Ph.D. Student in TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
²Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
³Full Professor of TEFL, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
چکیده [English]
This qualitative study investigated Iranian EFL learners' writing difficulties and proposed a context-sensitive framework considering these difficulties for English language students to practice writing. To achieve the objectives of the study, based on the convenience sampling, 14 undergraduate students majoring in English Language Translation from Islamic Azad University of Tonekabon participated in this study. Each of them wrote a five-paragraph essay. Also, they took part in a semi-structured interview to assert their difficulties regarding writing. The researchers evaluated the essays according to Jacob's five-component rubric (1981) to identify the kind of writing problems. Also, the interviews were transcribed and the data were codified based on Corbin and Strauss (2014) systematic steps of open, axial, and selective coding. The findings revealed that Iranian EFL students had problems in mechanics of writing; grammar; organization including developing the components of the essay, coherence and cohesion; content; and vocabulary as the most to the least frequent problems respectively. Moreover, negative feelings such as anxiety and lack of motivation caused some writing problems. Accordingly, the researchers developed a three-phase context-sensitive framework for practicing writing. In this framework the activities of each phase of prewriting, while writing, and post writing are specified according to the identified writing problems of the students to help them overcome their problems.
کلیدواژه‌ها [English]
Context-sensitive Framework, Grounded Theory, Iranian EFL Learners, Writing Skill, Writing Problems
سایر فایل های مرتبط با مقاله رحمتی پسندe (1).pdf
مراجع
Abdullah, M. Y., Hussin, S., & Shakir,M. (2018). The effect of peers’ and teacher’s e-feedback on writing anxiety level through CMC applications. International Journal of Emerging Technologies in Learning (IJET), 13(11). doi:10.3991/ijet.v13i11.8448 . Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394-401. doi:https://doi.org/10.1016/j.sbspro.2015.07.524 Allen, J. P. B., & Corder, S. P. (1974). Techniques in applied linguistics. New York: Oxford University Press. Amirbakzadeh, E., & Vakil Alroaia, Y. (2020). Using foreign language learning factors in tourism development in Iran. International Journal of Foreign Language Teaching and Research, 8(30), 61–79. Ary, D., Jacob, L.C. & Sorensen, C. (2010). Introduction to research in education (8th ed.). New York, NY: Wadsworth. Bacha, N. (2001). Writing evaluation: What can analytic versus holistic essay scoring tell us? System, 29(3), 371-383. doi:10.1016/S0346-251X(01)00025-2 Baily, P, Edward, and Philip, A, Powel. Practical Writer with Readings. New York: Holt, Rinehart and Winston, Inc, 2008. Bani Younes, Z., & Salamh Albalawi, F. (2015b). Exploring the most common types of writing problems among English language and translation major sophomore students at Tabuk University. Asian Journal of Basic and Applied Sciences, 3(2), 7-26. Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2),79-97.doi:10.6018/ijes/2010/2/119201 Bryman, A. (2008). Social research methods (3rd ed.). New York: Oxford University Press. Byrne, D. (1988). Teaching writing skills (1st ed.). London: Longman. Byrnes, J. P. (2002). The development of decision-making. Journal of Adolescent Health, 31(6, Supplement), 208-215. doi:10.1016/S1054-139X(02)00503-7 Carson, J. G. (1993). Reading for writing: Cognitive perspectives. In J. G. C. I. Leki (Ed.), Reading in the composition classroom: Second language perspectives (pp. 85-104): Heinle and Heinle Publishers. Caudery, T. (1990). The validity of timed essay tests in the assessment of writing skills. ELT Journal, 44(2), 122-131. doi:10.1093/elt/44.2.122 Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28(1), 181-188. doi:10.2307/3587209 Corbin, J,. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications. Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications. Derakhshan, A., & Karimian Shirejini, R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. SAGE Open, 10(2), 1-10. doi:10.1177/2158244020919523 Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17(4), 369-390. doi:https://doi.org/10.1016/S0889-4906(97)00054-9 Donohue, L. (2009). The write beginning. Ontario, Canada: Pembroke Publishers Limited. Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press Du, J. (2020). Non-native English-speaking engineers’ writing at the workplace. Singapore: Springer. Donohue, L. (2009). The write beginning. Ontario, Canada: Pembroke Publishers Limited. Eisterhold, J. C. (1990). Reading- writing connections: Toward a description for second language learners In B. Kroll (Ed.), Second language writing. Cambridge: Cambridge University Press. Flahive, D. E., & Baily, N. H. (1993). Exploring reading and writing relationship in adult second language learners. In J. G. C. I. Leki (Ed.), Reading in the composition classroom: Second language perspectives Boston: Heinle and Heinle Publishers. Gautam, P. (2019). Writing skill: An instructional overview. Journal of NELTA Gandaki, 2, 74-90. doi:https://doi.org/10.3126/jong.v2i0.26605 Gholaminejad, R., Moinzadeh, A., Youhanaee, M., & Ghobadirad, H. (2013). Writing attitudes of Iranian EFL students: A qualitative study. Journal of Language Teaching & Research, 4(5), 1138–1145. Hedge, J. W., & Kavanagh, M. J. (1988). Improving the accuracy of performance evaluation Comparison of three methods of performance appraiser training. Journal of Applied Psychology, 73(1), 68–73. Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46(1), 53–70. Hyland, K. (2019). Second language writing. Cambridge: Cambridge University Press. Iranmehr, A., & Davari, H. (2018). English language education in Iran: A site of struggle between globalized and localized versions of English. Iranian Journal of Comparative Education, 1(2), 94–109 . Jabali, O. (2018). Students' attitudes towards EFL university writing: A case study at An-Najah National University, Palestine. Heliyon, 4(11). doi:https://doi.org/10.1016/j.heliyon.2018.e00896 Jacobs, H. J. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House Pub. Jafari, N., & Ansari, D. N. (2012). The effect of collaboration on Iranian EFL learners’ writing accuracy. International Education Studies, 5(2), 125–131. doi:10.5539/ies.v5n2p125 Jahin, J. H. (2007). An Investigation into Saudi EFL major student teachers' perspectives on foreign language anxiety. Journal of Educational Research, 6(11), 1-79 Jalali, S. (2012). The effects of the types of TOEFL (P&P vs. CBT) and computer anxiety level on Iranian EFL learners' performance on TOEFL. EFL Journal, 1(2), 35-58. Jalili, M., & Shahrokhi, M. (2017). The effect of collaborative writing on Iranian EFL learners' L2 writing anxiety and attitudes. Journal of Applied Linguistics and Language Research, 4(2), 68-72. doi:10.7575/aiac.ilalel.v.4n.2p.68 Keh, C. L. (1990). Feedback in the writing process: a model and methods for implementation. ELT Journal, 44(4), 294-304. doi:10.1093/elt/44.4.294 Kellogg, R. T. (1988). Attentional overload and writing performance: Effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning, Memory and Cognition, 14, 355-365. Kelly, M. (July 01, 2019). The prewriting stage of the writing process. Retrieved from https://www.thoughtco.com/prewriting-stage-of-the-writing-process-8492 Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248–1257. Krashen, S. D. (1984). Writing: Research, theory, and application. Oxford: Pergamon. Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560. doi:https://doi.org/10.2307/3588427 Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Harford, CT: Yale University Press. Kumaravadivelu, B. (2006). Tesol methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59-81. doi:https://doi.org/10.2307/40264511 Lee, I. (1997). Peer reviews in a Hong Kong tertiary classroom. TESL Canada Journal, 15(1), 58-69. doi:https://doi.org/10.18806/tesl.v15i1.692 Lee, S. Y. & Krashen., S. (2002). Predicaters of success in writing response. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 57-68). Cambridge: Cambridge University Press. Li, M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based small group writing. System, 41(3), 752-769.doi:https://doi.org/10.1016/j.system.2013.07.021 Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom:What do the students think? ELT Journal, 46(3), 274-284. doi:10.1093/elt/46.3.274 Manichander, T., Brindhamani, M., &Marisamy, K. (2015). Psychology of Learners& Learning. Laxmi Book Publications, Maharashtra, pp.14-18. Marashi, H., & Dadari, L. (2012). The impact of using task-based writing on EFL learners’ writing performance and creativity. Theory and Practice in Language Studies, 2(12), 2500-2507. doi:10.4304/tpls.2.12.2500-2507 Marzban, A. & Nouri, F. (2018). The effect of freewriting on developing punctuation marks in paragraph writings of Iranian EFL intermediate learners. Theory and Practice in Language Studies,8 (1), pp. 34-43. doi: http://dx.doi.org/10.17507/tpls.0801.05 McCracken, G. (1998). The long interview. Thousand Oaks, CA: SAGE Publications. Moghimipour, K. & Shahrokhi, M. (2015). The impact of text genre on Iranian EFL students' writing errors: An error analysis perspective. International Education Studies, 8(3) PISSN 1913-9020 E-ISSN 1919-9030 Mohseni, A., & Satariyan, A. (2013). Vocabulary focused language learning on IELTS writing skill development: A case study. Iranian EFL Journal, 9(1), 206-217. Mubarak, A. A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University-Sudan. English Review: Journal of English Education, 5(2). doi:10.25134/erjee.v5i2.533 Nunan, D. (1991). Language teaching methodology. Sydney: Prince-Hall. Nyasimi, N. B. (2014). Challenges students face in learning essay writing skills in English language in secondary schools in Manga District, Nyamira County, Kenya (master's dissertation), Kenyatta University, Kenya Retrieved from http://ir-library.ku.ac.ke/handle/123456789/11907 Ongo, J. (2014). How do planning time and task conditions affect metacognitive processes of L2 writers? Journal of Second Language Writing, 23, 17-30.doi:https://doi.org/10.1016/j.jslw.2013.10.002 Patience, I. O. (2020). Teaching writing in Nigerian secondary schools: Teachers’ attitude toward the teaching of writing and their writing self-efficacy. Journal of Teaching and Teacher Education, 8(1), 39-51. doi:http://dx.doi.org/10.12785/jtte/080105 Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68–85. Pottle, J. L. (2000). Writing: A comprehensive guide to the writing process. Portland, Maine: Weaston Walch Publisher. Raimes, A. (1991). Instructional balance: From theories to practices in the teaching of writing. In J. Atlis (Ed.), Georgetown University round table on language and linguistics (pp. 238– 249). Georgetown University Press. Reeves, J. (2002). Writing alone, writing together: A guide for writers and writing groups. Novato, CA: New World Library. Raimes, A. (1991). Instructional balance: From theories to practices in the teaching of writing. In J. Atlis (Ed.), Georgetown University round table on language and linguistics(pp. 238–249). Georgetown University Press. Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4(3), 78-88. doi:10.5539/ass.v4n3p78. Sadiku, L. M. (2015). The importance of four skills of reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature 1(1):29 Salmani Nodoushan, M. A. (2018). Toward a taxonomy of errors in Iranian EFL learners’ basic-level writing. International Journal of Language Studies, 12(1), 61-78. Satariyan, A,. & Reynolds, B. (2014). A shifting paradigm in the pedagogy of writing skills in global education: From transmission to facilitation to critical considerations. In T. Le, Q. Le & S. Fan (Eds), Linguistics and language education in new horizons: The link between theory, research and pedagogy. New York, USA: Nova Science Publishers, Inc. Shokrpour, N., & Fallahzadeh, M. H. (2007). A survey of the students and interns’ EFL writing problems in Shiraz university of medical sciences. The Asian EFL Journal Quarterly, 9(1), 147-163. Starkey, L. (2004). How to write great essays. New York, NY: Learning Express. Swan, M. (1980). Practical English usage. Oxford: Oxford University Press. Tan, B. H. (2011). Innovative writing centers and online writing labs outside North America. Asian EFL Jour-nal, 13 (2), 391-418. Retrieved September 5, 2011 from http://www.asian-efl- journal.com/PDF/June_2011. Tillema, M. (2012). LOT dissertation series: Writing in first and second language: Empirical studies on text quality and writing processes. LOT Publications. Toba, R., Noviana Noor, W. & Sanu, L. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. DINAMIKA ILMU, 19(1), 57-73. doi: http://doi.org/10.21093/di.v19i1.1506 Tompkins, G., Campbell, R., Green, D., & Carol Smith, C. (2015). Literacy for 21st century: A balanced approach (2nd ed.). Melboune, Victoria: Pearson Australia Weissberg, B. (2000). Developmental relationship in the acquisition of English syntax: Writing vs. Speech. Learning and Instruction, 10(1): 37-53. White, E. M. (1994). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance. San Francisco: Jossey-Bass Publishers. Wilkinson, A. (1965). The concept of oracy. English in Education, 2(2), 3-5. doi:https://doi.org/10.1111/j.1754-8845.1965.tb01326.x Williams, J. C. (2003). Providing feedback on ESL students' written assignments. The Internet TESL Journal, 9(10). Retrieved from http://iteslj.org/Techniques/Williams-Feedback.html Williams, J. M. (2003). Style: The basics of clarity and grace. New York, NY: Longman. Williams, J. M., & Bizup, J. (2015). Style: the basis of clarity and grace. Pearson. Wolff, D. (2000). Second language writing: a few remarks on psycholinguistic and instructional issues. Learning and Instruction, 10(1), 107-112. doi:https://doi.org/10.1016/S0959-4752(99)00021-3 Xiao-yun, Y., Zhi-yang, Z., &Peixing, D. (2007). Principled eclecticism in college English teaching in China. Asian EFL Journal, 17, 1-13.
آمار تعداد مشاهده مقاله: 658 تعداد دریافت فایل اصل مقاله: 599

سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب

پیوندهای مفید

پیوندهای مفید

اخبار و اعلانات

آمار

مشکلات نوشتاری زبان آموزان ایرانی: ایجاد یک چارچوب بافت- حساس برای تمرین مهارت نوشتن