جستجوی مقالات مرتبط با کلیدواژه « summary writing » در نشریات گروه « ادبیات و زبان ها »

The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.

Considering the challenges inherent in learning and teaching of summary writing in EFL/ ESL settings, it is crucial to look into various instructional techniques thoroughly. This study investigated the relative effectiveness of three summary writing techniques: Sequence map, answering question, and 3-2-1 technique. To this end, 60 language learners from an English language institute in Ahvaz participated in the study. Before implementing the instructional techniques, a pre-test was administered to gauge the participants' fundamental knowledge of L2 summary writing. Three experimental groups were instructed through the already-mentioned techniques for ten weeks while the control group was given no such treatment. Finally, a post-test was administered to ascertain the effectiveness of such techniques in improving EFL learners' summary writing. The TOEFL-iBT scoring rubric was adopted to score the summaries holistically.  Paired sample t-test and ANOVA were run to analyze the data. The findings revealed that the sequence map group outperformed the other three groups in terms of the written summaries. The study further implies that the employment of graphical or spatial representation of textual concepts reduces the complexity and ambiguity of the presented information.

This study aimed at investigating the impact of writing on Iranian EFL college students’ rhetorical organization. Thirty Iranian female undergraduate students majoring in English at Al-zahra University participated in the current study. The writing instructions included two stages, each lasting for four weeks. The participants were assigned to a control group and an experimental group according to an “S” model and received writing instructions based on genre and process approaches. The experimental group received writing instruction on text structure designed according to descriptive genre for the first four weeks, followed by the instruction on the process approach for the second four weeks. However, the control group received the process writing instruction only during the second stage. The research questions focused on whether summary writing with instructions on text structure improves students’ rhetorical organization or not. Also, the study sought to find out how students’ rhetorical organization improves when instructions on text structure are used as a supplementary tool to the process approach. The design of the study was quasi experimental. The findings revealed that summary writing with instructions on text structure helps students have better performances in rhetorical organization, concerning content, organization, language use, and syntactic complexity. Also, the obtained results indicated that genre and process approaches can be complementary, and summary writing with instructions on text structure can be used as a supplementary tool to the process approach.