Voice in Short Argumentative Texts Written by Undergraduate Learners of English
Publish place: Journal of Teaching Language Skills، Vol: 33، Issue: 1
Publish Year: 1393
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JTLS-33-1_005
تاریخ نمایه سازی: 6 اردیبهشت 1400
Abstract:
The present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. ۴۲ undergraduate learners of English as a foreign language (۳۶ girls and ۶ boys) spent ۴۵ minutes to individually complete in-class position-taking writing tasks for three weeks. Their overall academic writing quality scores assigned based on portfolio assessment were studied in relation to their voice expression quantified using a voice intensity rating scale (VIRS). Findings indicated that, among the components of authorial voice, only “assertiveness” showed a positive moderate relationship with academic writing quality (r=۰.۴۵, p≤ ۰.۰۵). In the follow-up qualitative analyses of voice-expression strategies, interviews with participants whose voice intensity had been rated either as the strongest or as the weakest showed nine strategies for voice expression. At the sentence-level, high-voice participants most frequently used intensifiers to express assertiveness, while low-voice writers tried to use other lexico-grammatical tools. At the text-level, both high-voice and low-voice participants were concerned about the effect of the topic on their voice expression. The findings imply that undergraduate English as a foreign language writers do try to express voice and that the required strategies can be one of the targets of EFL writing research and instruction.
Keywords:
EFL writing , English as a foreign language , Authorial voice , second language writing , academic writing
Authors
Abbas Zare-ee
University of Kashan
Navvab Hematiyan
University of Kashan
Sajjad Askari Matin
University of Tehran
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