The Efficacy of an SFL-Oriented Register Instruction in Improving Iranian EFL Learners’ Writing Performance and Perception: Language Proficiency in Focus
محورهای موضوعی : language teachingمحمد یوسفی اسگویی 1 , نادر اسدی آیدینلو 2 , مسعود ذوقی 3
1 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
2 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
3 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
کلید واژه: EFL learners, writing performance, register, SFL, teaching/learning cycle,
چکیده مقاله :
The current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assigned to four groups: two experimental and two control groups. Employing an experimental pretest/posttest design, the learners of the two experimental groups received instruction on the three components of register; that is, field, tenor, and mode along with the implementation of a three-phase teaching/learning cycle, whereas the learners in the control groups were exposed to a conventional writing instruction. Quantitative analysis of the learners’ writing performance on the pre- and posttest measures revealed the contributory role of register instruction in improving Iranian EFL learners’ writing performance, regardless of their English proficiency level. Furthermore, having been surveyed through a researcher-made questionnaire, the advanced and intermediate learners expressed their positive attitude towards the instruction. The findings highlighted the necessity of superseding the traditional linguistic-based writing instruction by a contextual and situational teaching methodology similar to what has been implemented in the current study.
این تحقیق با هدف بررسی تاثیر SFL-oriented register بر روی عملکرد نوشتاری زبان آموزان ایرانی با تاکید بر مهارت زبانی آنها انچام گردید. هدف دوم نیز بررسی ادراک و احساس آنها در مورد این نوع تدریس بود. بدین منظورپنجاه زبان آموز سطح متوسط و پنجاه زبان آموز سطح پیشرفته به شکل تصادفی انتخاب شده و در چهار گروه قرار گرفتند.دو گروه آزمایش و دو گروه کنترل. زبان آموزان در هر دو گروه آزمایش بر اساس مولفه های register و اجرای چرخه تدریس و یادگیری مورد تدریس قرار گرفتند ،در حالیکه زبان آموزان در گروههای کنترل با استفاده از روشهای متداول و مرسوم مورد آموزش قرار گرفتند. آنالیز کمی عملکرد نوشتاری در پیش آزمون و پس آزمون بیانگرنقش مثبت تدریس register بود. مهارت زبانی زبان آموزان تاثیری در این اثر مثبت نداشت. علاوه بر این تحلیل پرسشنامه ای که توسط محققین آماده شده بود، نگرش مثبت زبان آموزان نسبت به این نوع تدریس را آشکار ساخت. نتایج اهمیت جایگزینی روشهای سنتی با روشهای زمینه و بافت –محور را نشان داد.
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