The Effect of Genre-based Scaffolding on Research Paper Writing of MA Candidates in an EFL Context
محورهای موضوعی : language teaching
سارا صالح پور
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
مهناز سعیدی
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
کلید واژه: genre, scaffolding, Genre-based Instruction, Sentence Starters, Writing Frames,
چکیده مقاله :
In recent years, there has been an increasing amount of literature on genre-based approaches to writing instruction. However, scant attention has been paid to the use of genre-based scaffolding in the realm of academic writing. Hence, in an attempt to tackle the problems prevalent in academic writing, this study set out to investigate the effect of genre-based scaffolding through sentence starters and writing frames on MA candidates’ research paper writing. To this end, twenty MA candidates majoring in ELT were randomly assigned to two homogenous groups, one control and one experimental group, each including 10 participants. Both groups were exposed to a five-session genre-based instruction while the experimental group benefitted from the additional provision of sentence starters and writing frames relevant to different sections of a research paper. The analysis of the results, using independent sample of t-test, reveals that genre-based instruction can be a useful tool in improving academic writing. Moreover, the outperformance of the participants of the experimental group is indicative of the beneficial effect of scaffolding through starters and frames.
در سال های اخیر تحقیقات زیادی به بررسی آموزش نگارشی مبتنی برروش ژانر اختصاص داده شده است. با این وجود، استفاده از روش داربستی در زمینه نگارش آکادمیک توجه اندکی به خود جلب کرده است. از این رو، تحقیق حاضر در تلاشی برای مقابله با مشکلات رایج در نگارش آکادمیک، به بررسی تأتیر استفاده از روش داربستی مبتنی بر ژانر بوسیله آغازگر جمله ها و چارچوب های نگارشی بر عملکرد نگارشی دانشجویان فوق لیسانس آموزش زبان انگلیسی در حوزه مقاله نویسی می پردازد. برای این منظور 20 دانشجوی فوق لیسانس آموزش زبان انگلیسی به صورت تصادفی در دو گروه همگن آزمایش و کنترل که هر کدام شامل 10 نفر بودند قرار گرفتند. هر دو گروه یک دوره 5 جلسه ای آموزش نگارش به سبک ژانر شامل ساختارشکنی متن، ساخت وساز مشترک و ساخت و ساز مستقل متن بود را گذراندند. در حالیکه گروه آزمایشی، علتوه بر این از آغازگر جمله ها و چارچوب های نگارشی نیز بهره مند گردیدند. تجزیه و تحلیل نتایج با استفاده از آزمون مستقل تی نشان داد که آموزش نگارشی مبتنی بر سبک ژانر می تواند ابزار مفیدی در بهبود نگارش آکادمیک باشد. علاوه بر این، عملکرد بهتر گروه آزمایش نشانگر اتر مفید استفاده از روش داربستی توسط آغازگر جمله ها و چارچوب های نگارشی می باشد.
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