فهرس المقالات summary writing

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  1 - The Impact of Summary Writing with Structure Guidelines on EFL College Students’ Rhetorical Organization: Integrating Genre-Based and Process Approaches
  Maryam Karimpour پروانه کارکیا
  This study aimed at investigating the impact of writing on Iranian EFL college students’ rhetorical organization. Thirty Iranian female undergraduate students majoring in English at Al-zahra University participated in the current study. The writing instructions in أکثر

  This study aimed at investigating the impact of writing on Iranian EFL college students’ rhetorical organization. Thirty Iranian female undergraduate students majoring in English at Al-zahra University participated in the current study. The writing instructions included two stages, each lasting for four weeks. The participants were assigned to a control group and an experimental group according to an “S” model and received writing instructions based on genre and process approaches. The experimental group received writing instruction on text structure designed according to descriptive genre for the first four weeks, followed by the instruction on the process approach for the second four weeks. However, the control group received the process writing instruction only during the second stage. The research questions focused on whether summary writing with instructions on text structure improves students’ rhetorical organization or not. Also, the study sought to find out how students’ rhetorical organization improves when instructions on text structure are used as a supplementary tool to the process approach. The design of the study was quasi experimental. The findings revealed that summary writing with instructions on text structure helps students have better performances in rhetorical organization, concerning content, organization, language use, and syntactic complexity. Also, the obtained results indicated that genre and process approaches can be complementary, and summary writing with instructions on text structure can be used as a supplementary tool to the process approach. تفاصيل المقالة
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  2 - The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake <br> DOR: 20.1001.1.23223898.2021.9.37.7.5
  Mojtaba Kamali Fatemeh Behjat mohammadsadegh Bagheri
  10.52547/JFL.9.37.105
  The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly se أکثر

  The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe&rsquo;s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin&rsquo;s (2001) Involvement Load Hypothesis, Nation and Webb&rsquo;s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain&rsquo;s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks. تفاصيل المقالة
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  3 - A Genre-Based Model for EFL Learners’ Summary writing and learners’ attitudes towards it: A Mixed Methods Study
  Elnaz Shoari Nader Assadi Hanieh Davatgari Asl
  10.30495/ttlt.2020.673887
  Research findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn&rsquo;t a comprehensive أکثر

  Research findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn&rsquo;t a comprehensive way of summarizing the current study tried to provide an inclusive genre -based model for text summarizing, and examine its effectiveness in a mixed-methods study which lasted for one academic semester. The results of the quantitative phase revealed that the experimental group outperformed in the posttest. It can be said that the effectiveness of the Genre-based model is principally due to its role in increasing the learners&rsquo; structural awareness, namely in supporting them in finding out the schematic structure of texts and eradicating the insignificant parts. In the qualitative phase the researcher designed a questionnaire and found out attitudes of the learners towards the model. The results exposed that learners had positive attitudes towards the genre-based model of summary development. Through making use of the model they have an effective tool for taking the gist of texts out of them, and make connections with what they already know. تفاصيل المقالة
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  4 - A Summary Writing Model Based on Van Dijk’s Concept of Macrostructure and its Application within the Genre-Based Approach
  Elnaz shoari Nader Assadi Aidinlou Hanieh Davatgari Asl
  This study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk&rsquo;s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure las أکثر

  This study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk&rsquo;s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure lasting a semester. The participants included 60 female English learners divided into two experimental and control groups. The results of the study revealed that the experimental group outperformed the control group in the posttest which was mainly due to the potential role the treatment had in increasing the learners&rsquo; structural awareness in order to help them find the most important parts of the texts, i.e. those relating to the main idea of the text and disregard the less relevant ones. The results of this study contributed to the understanding of the genre-based model and that English learners could get the essence of a given text by only understanding the gist and comprehending some sentences in a text. English learners could realize that all of the words and sentences in a text have a responsibility of conveying a particular message and that there is no need to memorize or remember every individual information in a text. تفاصيل المقالة