The Effect of Teaching Rhetoric on Writing Skills of Iranian Intermediate EFL Learners in a Talented High School in Sirjan

The goal of the study was to incorporate rhetorical training as a technique to develop EFL learners’ writing in a talented high school in Sirjan. The study initially addressed three types of questions about error corrective feedback in the impact of rhetorical teaching on the writing development of the intermediate EFL learners. Two groups of EFL learners, only females aged between ۱۵ to ۱۸, participated in the experiment. First, the experimental group (EG), with ۳۰ subjects, and the other, the control group (CG), ۳۰ learners build up the study subjects. A set of comprehensive writing activities and tasks were used to develop the writing ability of the learners in EG. On the other hand, the learners in the EG were exposed to the teacher training with emphasizing the role of rhetoric as a tool to improve writing. The researcher used three scorers to estimate the initial and post knowledge of the learners in both groups. This would decrease the subjectivity of scoring writing tasks. The data of the experiment was based on the pre-test and post-test scores. T test was used as a parameter to discover any difference between the performances of the two groups from pre to post-test. Besides, Spearman Correlation parameter was implemented to discover any meaningful relationship between the two pre and post-test of each group. The results of the study proved that the EG outperformed the CG. High correlation was investigated between the two pre and post-test.

کلیدواژه ها:

Rhetoric ، ethos ، logos ، pathos ، audience ، context