Writing and Related Problems for EFL Students
محورهای موضوعی : English Language Teaching (ELT)
1 - Tabriz University
کلید واژه: English Language Style, Transfer from L1 Rhetoric, Violation of English Code of Writing, Writing Problems, Mastery of Logical System,
چکیده مقاله :
ESL students who write in English may present written material in a rhetorical and organizational mode that reflects the pattern which is valued in their native culture and rhetoric. Considering the violation of English code of writing in the writings of Iranian students, we will notice one common characteristic: They are reluctant (or ignorant of) to write a unified paragraph. Their writing consists of one whole page or two. They do not divide their writing into separate paragraphs. The knowledge of the writer on any subject begins and ends as much as the time or space for writing allows with no paragraph separation. The length of sentences is extraordinary, and the position of modifiers does not seem natural according to the code of English sentence pattern. This means that elements transferred from L1 rhetoric result in a production which does not match the English language style and rhetoric, despite the fact that some students lack grammatical competence. As a result, this type of writing is labeled unacceptable, vague or erroneous by English language standards. The focus of this study is to use English major students' writings to identify the elements which violate English language pattern of writing. The sources of errors responsible for non-English language rhetoric will be classified after a short theoretical review in the literature and finally suggestions for the elimination of errors will be presented.
از بررسی نگارش دانشجویان مشخص شده است که به کار گیری برخی از عناصر ساختاری که در نگارش فارسی متداول است در نگارش های انگلیسی یک امر عادی است. ساختارهای نگارشی فارسی با ساختار های متداول در نگارش انگلیسی مغایرت داشته و در نتیجه استفاده از آنها رنگ و بوی فارسی به متن انگلیسی می افزاید. عدم توانایی در شناسائی این دسته از عناصر از سوی زبان آموز هم به جملات و هم به پاراگرافهای نا مناسب در انگلیسی منجر میشود. نا توانی در نوشتن جمله، عنوان مناسب به انگلیسی و یا نپرداختن درست به موضوع مورد نظر در طول یک پاراگراف و به کار گیری برخی عناصر زبانی متداول در فارسی و استفاده از توصیف کننده های غیر ضروری و یا استفاده از برخی توصیف کننده ها در مکانی مغایر با الگوی زبان انگلیسی از دیگر مواردی است که زبان آموز را از نوشتن یک مطلب قابل قبول باز میدارد. مقاله حاضر در جستجوی یافتن عوامل باز دارنده ای است که امر نوشتن به انگلیسی را برای زبان آموزان ایرانی مشکل میسازد. نخست مرور مختصری بر تحقیقات انجام گرقته در این ارتباط صورت پذیرفته و بر اساس آن ماهیت زبان فارسی وعادات زبانی حاکم در میان مردم به عنوان عوامل باز دارنده درنگارش انگلیسی معرفی میگردد. در این تحقیق با استفاده ازنگارش های دانشجویان گروه زبان انگلیسی دانشگاه تبریز سعی می شود که عوامل مذکور شناسایی و برای رفع این عوامل راه حل هایی پیشنهاد گردد.
Arndt,V.(1987). Six writers in search of texts: a protocol-based study of Ll and L2 writing. ELT Journal, 4, 257-67.
Berlin, J. (1996). Rhetorics, poetics, and cultures: refiguring college English studies. Urbana, IL:National Council of Teachers of English.
Brown, D. B.(1980). Principles of language learning and teaching. New Jersey: Prentice HallRegents.
Christensen, F. (1963). A generative rhetoric of the sentence. College Composition and Communication, 14, 155-161.
Collins, M. (1991). Adult education as vocation: A critical role for the adult educator. New York: Routledge.
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. NY: Cambridge University Press.
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. NY: Cambridge University Press.
Crowley, S. (1998). Composition in the university: Historical and polemical essays Pittsburgh, PA: University of Pittsburgh.
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39, 81-141.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Fliegel, D. (1987). Immigrant professionals must speak American. The Boston Globe.
Hyland, K. (2003). Discourse analysis in L2 writing research. In P.K. Matsuda, A.S. Canagarajah, L. Harklau, K. Hyland, & M. Warschauer (Eds.). Changing currents in second language writing research: Acolloquium. Journal of Second Language Writing,12(2), 151-179.
Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 1-20.
Krapels, A. R. (1990) . An overview of second language writing process research. In B. Kroll (Ed.) , Second language writing: Research insights for the classroom (pp. 37-56) .Cambridge: Cambridge U. Press.
Leki, I. (1991). Twenty-five years of contrastive rhetoric: text analysis and writing pedagogies. TESOL Quarterly, 25 (1), 123-143.
Min-fen Wang & LoriL. Bakken. (2003). An Academic writing needs assessment of clinical investigators who have English as their second language. Paper presented at the Midwest Research- to- Practice Conference in Adult, Continuing, and Commuinty Education, Northen Illinois University, Dekalb, IL.
Mohan, B., & Lo, W. (1985). Academic writing and Chinese students: Transfer and developmental factors. TESOL Quarterly, 19, 515-534.
Pirsig, R. (1974). Zen and the art of motorcycle maintenance: An inquiry into values. New York:William Morrow and Company.
Reid, J. M. (1982). The process of composition. New Jersey: Prentice Hall.
Reid, J. M. (1993). Teaching ESL writing. Colorado State University: New Jersey: Prentice-Hall.
Richards, J.C. (Ed.) (1974). Error analysis. Perspectives on second language acquisition. London: Longman.
Sasaki, M., & Hirose, K. (1996). Explanatory variables for EFL students’ expository writing. Language Learning , 46, 137-174.
Schachter, J. (1983). A new account of language transfer. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 98-111). Rowley, MA: Newbury House.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics,10, 209-31.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 657-677.
Silva,T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). New York: Cambridge University Press.
Sundre, S. K. (2002). Cross the “i” , Dot the “t.” Paper Presented at the Midwest Research-to-Practice Conference in Adult, Continuing and Community Research-to-Practice Conference in Adult, Continuing, and Community Education, Northern Illinois University, Dekalb, IL.
Tait, J. (1999). Multiple perspectives on academic writing needs. Paper presented at 33rd Annual TESOLConvention, New York City, NY.
Taylor, B.P. (1981). Content and written form: A two-way street. TESOL Quarterly, 15,5-13.
Williams, J. D. (1998). Models for teaching writing: Preparing to teach writing. Belmont, CA: Wadsworth.
Zamel, V. (1982) Writing: The process of discovering meaning. TESOL Quarterly,16 (1), pp. 67-76.
Zobl, H. (1980a). The formal and developmental selectivity of L1 influence on L2 acquisition. Language Learning, 30, 43-58.
Zobl, H. (1980b). Developmental and transfer errors: Their common bases and possible differential effects on subsequent learning. TESOL Quarterly 14,469-482.
