Scaffolding Advanced Writing through Writing Frames
محورهای موضوعی : language teaching
سارا صالح پور
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Nasrin Hadidi
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
بیوک بهنام
3
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
کلید واژه: writer&rsquo, s block, negative transfer, Zone of Proximal Development, lexical bundles, extended prefabricated lexical bundles,
چکیده مقاله :
Mastering writing has always proved an almost insurmountable barrier to EFL learners. In an attempt to alleviate problems advanced EFL learners have with writing, this study aimed at investigating the effect of scaffolded instruction through writing frames constructed from extended prefabricated lexical bundles. 40 female advanced English students, selected out of a population of 65, were randomly assigned into experimental and control groups. The participants of both groups were assigned a writing pre-test prior to any instruction, and a writing post-test following the twenty-session scaffolded instruction in both groups. The results revealed that the participants in the experimental group outperformed their counterparts in the control group as a result of the writing frames they were provided with. Overall, it is concluded that scaffolded instruction through writing frames can be a useful means of helping advanced students to improve their writing quality.
یادگیری نگارش انگلیسی همواره مانع بسیار بزرگی برای زبان آموزان بوده است. در تلاشی جهت کاهش مشکلاتی که زبان اموزان انگلیسی در سطح پیشرفته در نگارش دارند تحقیق حاضر بر آن شد تا تاثیر آموزش داربستی را از طریق چهارچوبهای نگارش که از گروههای مبسوط واژگانی از پیش ساخته ایجاد شده اند را بررسی کند. برای این منظور 40 زبان آموز دختر در سطح پیشرفته که از میان یک جمعیت 65 نفری انتخاب شده اند بطور تصادفی در دو گروه آزمایشی و کنترل قرار گرفتند. به شرکت کننگان در هر دو گروه یک پیش آزمون قبل از دادن هر گونه آموزشی به آنان و یک پس آزمون نگارش بعد از20 جلسه آموزش داربستی داده شد. نتایج نشان داد که شرکت کنندگان در گروه آموزشی بدلیل برخورداری از آموزش داربستی بهتر از گروه کنترل عمل کردند. روی هم رفته نتیجه گیری می شود که آموزش داربستی از طریق چهارچوبهای نگارش می تواند وسیله مفیدی برای کمک به زبان آموزان سطح پیشرفته در بهبود کیفیت نگارش آنها باشد.
Adderly, S. (2000).Investigating the teaching of writing frames: Raising standards in boy’s writing.A research project funded by the Teacher Training Agency as part of the Teacher Research Grant Scheme. London: TTA publications.
Allen, D. (2009). Lexical bundles in learner writing: An analysis of formulaic language in the
ALESS learner corpus.Komaba Journal of English Education, 1, 105-126.
Amirghassemi, A., Azabdaftari, B., &Saeidi, M. (2013). The effect of scaffolded vs. non-scaffolded written corrective feedback on EFL learners’ written accuracy. World Applied Sciences Journal, 22(2), 256-263.
Bahns, J. (1993). Lexical collocations: a contrastive view. ELT, 47(1), 56-63.
Bereiter, C., &Scardamalia, M. (1985).Children's difficulties in learning to compose. In G. Wells & J. Nicholls (Eds.), Language and Learning: An Interactive Perspective (pp. 33-54). Basingstoke: Falmer Press.
Bobb-Wolff, L. (1996). Brainstorming to autonomy.Forum, 34(3), 38-52.
Bodrova, E. (1998). Scaffolding emergent writing in the zone of proximal development.Literacy Teaching and Learning, 3 (2), 1-18.
Cottingham, M., &Dabron, J. (1999).What impacts can developments in literacy teaching have on teaching and learning history? A research project funded by the Teacher Training Agency as part of the Teacher Research Grant Scheme.London : TTA publications.
Cudd, E.T., & Roberts, L. (1989).Using writing to enhance content area learning in the primary grades.The Reading Teacher, 42(6), 117-119.
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum Associates.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16 (2007), 148-164.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation.English for Specific Purposes, 27, 4-21.
Karami, M. (2013).Exploring effects of explicit vs. implicit teaching of collocations on the writing performance of Iranian EFL learners.Journal of Language Learning and Applied Linguistics World, 4(4), 197-215.
Kazemi, M., Katiraie, S., &Rasekh, E. A. (2014).The impact of teaching lexical bundles on improving Iranian EFL students’ writingskill.Procedia - Social and Behavioral Sciences, 98, 864-869.
Lewis, M., & Wray, D. (1995).Developing children’s non-fiction writing: working with writing frames. Leamington Spa: Scholastic publications.
Lipscomb, L., Swanson, J., & West, A. (2004).Scaffolding.In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 1-17).Retrieved June 11, 2007, from http://projects.coe.uga.edu/epltt/.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong.Journal of Second Language Writing, 16(4), 219–237.
McKenzie, J. (1999). Scaffolding for success.From Now On:The Educational Technology Journal, 9(4). Retrieved April, 2015, from www.fno.org/dec99/scaffold.html.
Mogahed, M., M. (2013).Planning out pre-writing activities.International Journal of English and Literature. 4(3),60-68.
Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nattinger, J., &DeCarrico, J. (1992).Lexical phrases and language teaching. Oxford: OUP.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24(2), 223-242.
Nunan, D.(1989). Designing tasks for the communicative classroom.Cambridge: Cambridge University Press.
Palincsar, A. S. (1998). Keeping the metaphor of scaffolding fresh: A response to C. Addison Stone’s ‘The metaphor of scaffolding.Journal of Learning Disabilities, 31(4), 370-373.
Panahzadeh, P., &Gholami, J. (2014). The relative impacts of planned preemptive vs. delayed reactive focus on form on language learners’ lexical resource.The Journal of Language Teaching and Learning, 4(1), 69-83.
Pang, W. (2010). Lexical Bundles and the Construction of an Academic Voice: A Pedagogical Perspective. Asian EFL Journal,47 (1), 10-11.
Rezvani, P. (2014). The effect of scaffolding genre-based instruction of humorous narrative texts on Iranian EFL learners’ writing performance, motivation for writing, and humorous Writing.An unpublished doctoral dissertation, Islamic Azad university of Tabriz, Iran.
Rezvani, P., Saeidi, M., & Behnam, B. (2015).The effect of scaffolding genre-based instruction of narrative texts on Iranian EFL learners’ writing performance.Journal of Humanities and Social Sciences, 8 (5(1)), 693-709.
Schwieter, J. W. (2010). Developing second language writing through scaffolding in the ZDP: A magazine project for an authentic audience. Journal of College Teaching and Learning, 7(10), 13-45.
Vygotsky, L. (1978).Mind in Society: The development of Higher Psychological Processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1987). The collected works of L.S. Vygotsky.New York: PlenumPress.
Ziad, M. A. (2011). Effects of web-based pre-writing activities on college EFL students’ writing performance and their writing apprehension.Journal of King Saud University – Languages and Translation,23, 77–85.
