Voice in Short Argumentative Texts Written by Undergraduate Learners of English
محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 33، شماره: 1
سال انتشار: 1393
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 153
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شناسه ملی سند علمی:
JR_JTLS-33-1_005
تاریخ نمایه سازی: 6 اردیبهشت 1400
چکیده مقاله:
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.
کلیدواژه ها:
EFL writing ، English as a foreign language ، Authorial voice ، second language writing ، academic writing
نویسندگان
Abbas Zare-ee
University of Kashan
Navvab Hematiyan
University of Kashan
Sajjad Askari Matin
University of Tehran
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