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Coherence Errors in Iranian EFL Learners' Writing: A Rhetorical Structure Theory Approach | ||
Journal of Language Horizons | ||
مقاله 1، دوره 1، شماره 1، مرداد 2017، صفحه 9-37 اصل مقاله (567.2 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2017.8588.1011 | ||
نویسندگان | ||
Alireza Ahmadi* 1؛ Salma Parhizgar2 | ||
1Associate Professor in Shiraz University, | ||
2Master student of English language teaching, Shiraz University | ||
چکیده | ||
One of the key elements in the organization of any piece of writing is its coherence. To date, many propositions have been given regarding the definition, analysis, and evaluation of text coherence. In the current study, Mann and Thompson's (1988) Rhetorical Structure Theory (RST) was adopted as the method of text analysis to detect the coherence breaks in writing samples. In order to see what problems Iranian EFL learners have with regard to text coherence, 64 essays in descriptive and argumentative genres written by male students of a language institute in Shiraz were analyzed. The essays were analyzed for discourse errors using RST. The findings indicated that Iranian EFL learners committed eight different types of coherence errors, namely irrelevant content, violation of complet-edness, violation of connectedness, incorrect place, incorrect relation, crossed dependency, scattered units, and topic. The reason behind these errors partly came from the learners' tendency to write in an inductive order, and partly from their inability to coherently connect the constitu-ent parts of their texts together. Genre difference was also proved to be significant in the number of coherence relations and in the type and number of coherence errors. In general, descriptive writing samples were more coherent than argumentative ones. | ||
کلیدواژهها | ||
Rhetorical Structure Theory (RST)؛ coherence errors؛ de-scriptive writing؛ argumentative writing؛ genre. | ||
عنوان مقاله [English] | ||
بررسی خطاهای انسجامی در نگارش انگلیسیِ زبان آموزان ایرانی در چارچوبِ نظریه ی ساختار بلاغی | ||
نویسندگان [English] | ||
علیرضا احمدی1؛ سلما پرهیزگار2 | ||
1دانشیار و عضو هیئت علمی گروه زبانشناسی و زبانهای خارجی، دانشگاه شیراز | ||
2دانشجوی کارشناسی ارشد آموزش زبلن انگلیسی، دانشگاه شیراز | ||
چکیده [English] | ||
یکی از کلیدی ترین عناصر در ساختار هر نوشته ای انسجام آن است. تا امروز، طرح های بسیاری در خصوص تعریف، تحلیل، و ارزیابی انسجام متنی ارائه شده است. در راستای اهداف تحقیق حاضر، نظر به شناسایی دقیق شکاف های انسجامی در نمونه ای از نوشته های انگلیسی به عنوان زبان خارجی، نظریه ی ساختار بلاغی مَن و تامپسون (1988) به عنوان روش تحلیل متن برگزیده شد. به منظور پی بردن به مشکلاتی که زبان آموزان ایرانیِ زبان انگلیسی در رابطه با انسجام متنی دارند، 64 انشاء در ژانرهای توصیفی و استدلالی که توسط دانشجویان پسرِ یکی از آموزشگاه های زبان در شیراز به رشته ی تحریر در آمده بود مورد بررسی قرار گرفت. برای تحلیل ساختارهای گفتمانیِ ارتباطیِ داده های به دست آمده، نرم افزارِ آر اِس تی تول تحت ویندوز مورد استفاده قرار گرفت. یافته ها روشن نمود که زبان آموزان ایرانیِ زبان انگلیسی مرتکب هشت نوعِ مختلف از خطاهای انسجامی می شوند که عبارتند از: محتوای نامربوط، نقضِ تمامیت داشتن، نقضِ مرتبط بودن، جایگاه نادرست، رابطه ی نادرست، وابستگیِ قطع شده، واحد های پراکنده، و عنوان. علت نهفته در پس این خطاها تا اندازه ای از تمایلِ فراگیران به نوشتن به شیوه ی استقرایی نشات می گیرد، و تا حدودی نیز ناشی از ناتوانی آنان در پیوند دادنِ منسجم اجزای تشکیل دهنده ی متن هایشان به یکدیگر است. نتایج همچنین نشان داد که تفاوت میان ژانر ها در تعداد رابطه های انسجامی و نیز در گونه و تعداد خطاهای انسجامی مؤثر است. به طور کلی، نمونه های نوشتاریِ ژانرِ توصیفی منسجم تر از نمونه های ژانرِ استدلالی بودند. | ||
کلیدواژهها [English] | ||
خطای انسجامی, نظریه ی ساختار بلاغی, رابطه های انسجامی, سبک متنی | ||
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