Effect of Précis Writing Instruction on the Creation of Cohesive Text by Iranian High School EFL Learners
محورهای موضوعی : language teachingلطف الله کریمی 1 , معصومه طورجی راغب 2
1 - Department of English, Hamadan Branch, Islamic Azad University, Hamadan, Iran
2 - Department of English, Hamadan Branch, Islamic Azad University, Hamadan, Iran
کلید واژه: Iranian EFL learners, pré, cis writing, cohesive text,
چکیده مقاله :
Being expert in establishing cohesion and coherence in writing is not an easy task. The EFL learners are to pass through very long, uneven paths such as précis exercise to achieve this skill. The present study was launched to explore the effect of précis writing on the creation of a compact text. To this end, a true-experimental method of research with the pretest-posttest control design was employed. Via double-stage sampling, 40 female students were selected at Fatemeh-al-Zahra High School in Kabutarahang, Hamedan, Iran. The control group was taught some grammatical structures such as active and passive voices, reduced adjective clauses, and different tenses in English during twelve sessions; while the experimental group received a lesson plan consisting of twelve sessions of précis writing. To analyze the data collected via pretest and posttest, analysis of covariance (ANCOVA) was run. The findings of the study indicated that the participants in the experimental group performed better in producing cohesive and qualified texts than those in the control group. The conclusion drawn was that teaching précis, as a basic skill, can improve the writing ability and provide the students with more opportunities to utilize the cohesive devices and consequently produce more cohesive pieces of text.
ماهر شدن در ایجاد پیوستگی و ارتباط در نگارش کار سادهای نیست. یاد کیرندگان باید مسیر های طولانی و نا هموار همچون تمرین تلخیص نگاری را را جهت نیل به این مقصود طی کنند. هدف از این پزوهش بر رسی اثر تلخیص نگاری بر نوشتن یک متن منسجم بود. بدین منظور روش تحقیق کاملا آزمایشی با طرح پیش آزمون-پس آزمون گروه کنترل بکار گرفته شد. جهت انجام آزمایش 40 نفر دانش آموزدختر دردبیرستان فاطمه زهرا در کبودر آهنگ ، یکی از شهرهای استان همدان در ایران، به روش نمونه گیری دو مرحله ایانتخاب شدند. برخی ساختارهای دستوری مانند معلوم و مجهول، قضایای کوته شده، و فرم های مختلف افعال به زبان انگلیسی در طی دوازده جلسه به گروه کنترل آموزش داده شد. اما گروه آزمایشی از یک برنامه درسی متشکل ازدوازده جلسه تلخیص نگاری بر خوردار بود. جهت تحلیل داده ها که از راه پیش آزمون و پس آزمون بدست آمده بود، از تحلیل کوواریانس استفاده شد. یافته های پزوهش نشاهن داد که مشارکت جویان در گروه آزمایشی نسبت به آ نهای که در گروه کنترل بودند از عملکرد بهتری در تولید متون منسجم و با کیفیت بر خوردار بودند. نتیجه ای که می توان گرفت این است که آموزش تلخیص نگاری، به عنوان یک مهارت اساسی، می تواند توانایی نگارش را بهبود بخشیده و فرصت های بیشتری برای دانشجویان در جهت استفاده از ادوات ارتباطی فراهم کرده و در نتیجه متون منسجم تری را تولید کنند.
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