Effects of Genre-Based Pedagogy on Iranian Medical Researchers’ Discussion Writing Ability
محورهای موضوعی : Research Paper
Sadegh Ghaffari
1
(Department of English Language and Literature, Faculty of Humanities, Urmia University, Urmia, Iran)
Zhila Mohammadnia
2
(Department of English Language and Literature, Faculty of Humanities, Urmia University, Urmia, Iran)
کلید واژه: Keywords: genre-based pedagogy, medical researchers, discussion writing ability,
چکیده مقاله :
Genre-based pedagogy has gained a lot of attention since the mid-1980s. Genre is defined in relation to the use of language in conventionalized communicative situations. In this research, there was an attempt to scrutinize the effects of genre-based pedagogy on Iranian medical researchers’ discussion writing ability. To examine the formulated hypotheses, A group of 35 subjects were randomly selected from medical researchers in Zanjan and Tehran Universities of Medical Sciences. Both male and female researchers were invited to this study. A within-group pre-test and post-test design was implemented. The instructional procedures went on for four sessions before the posttest was administered. The results of the paired t-test revealed that genre-based pedagogy had a significant effect on the discussion writing ability of Iranian researchers of medical sciences. Ultimately, in a Focus-group interview, the participants contended their expertise in writing significantly increased due to the treatment sessions. Implications of this study may include genre-based pedagogy in the Iranian ESP curriculum.
چکیدهآموزش مبتنی بر ژانر از اواسط دهه 1980 توجه زیادی را به خود جلب کرده است. ژانر در رابطه با استفاده از زبان در موقعیت های ارتباطی مرسوم تعریف می شود (سوالز، 1990). در این پژوهش تلاش شد تا تأثیر آموزش ژانر محور بر توانایی بحث نویسی پژوهشگران پزشکی ایران مورد بررسی قرار گیرد. برای بررسی فرضیه های تدوین شده، گروهی متشکل از 35 شرکت کننده به طور تصادفی از بین محققان علوم پزشکی دانشگاه های علوم پزشکی زنجان و تهران انتخاب شدند. محققین زن و مرد هر دو در این مطالعه شرکت کردند. طرح پیش آزمون پس آزمون درون گروهی اجرا شد. مراحل آموزشی به مدت چهار جلسه قبل از اجرای پس آزمون انجام شد. نتایج آزمون t زوجی نشان داد که آموزش مبتنی بر ژانر بر توانایی بحث نویسی پژوهشگران ایرانی علوم پزشکی تأثیر معناداری دارد. در نهایت، در یک مصاحبه گروهی متمرکز، شرکت کنندگان ادعا کردند که تخصص آنها در نوشتن به دلیل جلسات درمانی به طور قابل توجهی افزایش یافته است. پیامدهای این مطالعه ممکن است شامل استفاده از آموزش ژانر محور در برنامه درسی ESP ایران باشد.
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