A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective
Publish Year: 1390
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ELT-3-8_002
تاریخ نمایه سازی: 10 دی 1401
Abstract:
The writing skill is often perceived as the most difficult language skill since it requires a higher level of productive language control than other skills (Celce-Murcia & Olshtain, ۲۰۰۰). The present study introduced a discourse-based framework for the teaching of writing on the basis Systemic Functional Linguistics (SFL). To this end, ۶۰ students majoring in Teaching English as a Foreign Language (TEFL) were selected from among three different universities and assigned to experimental and control groups. All subjects were pre-tested for homogeneity, and then the experimental group was treated with SFL-oriented discourse knowledge for ten sessions with the non-treated group just receiving the traditional method of teaching writing. Following the treatment, a post-test was administered to the groups the results of which showed that there was a significant difference at p < .۰۵ in the performance of the two groups on writing. It was concluded that the discourse-based teaching had a great effect on the writing of the Iranian TEFL majors.
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نادر اسدی آیدین لو
Assistant professor of Islamic Azad university , Ahar Branch
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