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Developing Voice in EFL Learners’ Argumentative Writing through Dialogical Thinking: A Promising Combination | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 145-166 اصل مقاله (815.85 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.28900.1210 | ||
| نویسندگان | ||
| Hoda Divsar* 1؛ Khorshid Amirsoleimani2 | ||
| 1Department of Teaching English as a Foreign Language (TEFL), Payame Noor University (PNU), Tehran, Iran | ||
| 2MA in TEFL, Department of Teaching English as a Foreign Language (TEFL), Payame Noor University (PNU), Rasht, Iran | ||
| چکیده | ||
| Dialogical thinking paves the way for EFL learners to express their thoughts in discussion, be able to convince the intended audience effectively, and provide reasons for the way they think, which consequently leads to the manifestation of individual voice. This study examined the effect of teaching dialogical thinking on the development of voice in the writing skill of a group of intermediate female EFL learners. To this end, twenty-two EFL learners were selected randomly and were assigned to two groups, namely experimental and control groups. Oxford Placement Test was administered to ensure the participants’ homogeneity in terms of their language proficiency level. The experimental group received treatment on the dialogical thinking based on Alexander’s (2008) dialogical teaching model in the form of analytical discussions on eight controversial topics in ten sessions. On the other hand, the control group was asked to take part in the routine written classroom activities. To measure the expression of voice, Helms-Park and Stapleton’s (2003) Voice Intensity Rating Scale (VIRS) was used. The findings revealed that dialogical pedagogy stimulated logical arguments, sound reasoning, and sensible evaluations, and consequently, led to the manifestation of the individual voice via linguistic and rhetorical devices. | ||
| کلیدواژه‌ها | ||
| dialogical thinking؛ EFL؛ instruction؛ voice؛ writing | ||
| عنوان مقاله [English] | ||
| تقویت ابراز عقیده در نگارش استدلالی فراگیران زبان انگلیسی ازطریق تفکر مباحثه‌محور: تلفیقی امیدبخش | ||
| نویسندگان [English] | ||
| هدی دیوسر1؛ خورشید امیر سلیمانی2 | ||
| 1استادیار آموزش زبان انگلیسی،گروه زبان و ادبیات، عضو هیئت علمی دانشگاه پیام نور، تهران، ایران | ||
| 2کارشناس ارشد آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه پیام نور، رشت، ایران | ||
| چکیده [English] | ||
| تفکر مباحثه‌محور مسیری را برای فراگیران زبان انگلیسی به‌عنوان زبان خارجی می‌گشاید تا افکار خود را درقالب بحث ابرازکنند، بتوانند مخاطب موردنظر را به‌طور مؤثر متقاعدکنند و برای طرزتفکرشان دلیل ارائه‌دهند که درنتیجه، به تجلی صدای فردی می‌انجامد. در این پژوهش به بررسی تأثیر آموزش تفکر مباحثه‌محور بر تقویت ابراز عقیده در مهارت نگارش گروهی از فراگیران دختر زبان انگلیسی به‌عنوان زبان خارجی با سطح متوسط مهارت زبانی پرداخته‌شده‌است. به‌این‌منظور، 22 زبان‌آموز براساس نمونه‌گیری تصادفی انتخاب و به دو گروه آزمایش و گواه تقسیم شدند. برای اطمینان از همگن‌بودن شرکت‌کنندگان ازنظر سطح بسندگی زبانی، از آزمون تعیین‌سطح آکسفورد استفاده‌شد. گروه آزمایش براساس الگوی آموزش مباحثه‌محورِ الکساندر (2008) درقالب بحث تحلیلی درخصوص هشت موضوع بحث‌برانگیز درطول ده جلسه تحت آموزش قرارگرفت. ازطرف‌دیگر، از گروه گواه خواسته‌شد تا در فعالیت‌‌‌های کلاس نگارش عادی شرکت‌کنند. برای اندازه‌گیری ابراز عقیده، مقیاس ارزیابی میزان ابراز عقیدۀ هِلمز-پارک و استَپلتون (2003) مورد استفاده قرارگرفت. یافته‌‌‌ها نشان‌داد که آموزش مباحثه محور، بحث منطقی، استدلال درست و ارزیابی منطقی و به تبع آن، تجلیِ صدای فردی را ازطریق ابزارهای زبانی و بلاغی برمی‌انگیزد. | ||
| کلیدواژه‌ها [English] | ||
| تفکر گفت‌وگومحور, فراگیران زبان انگلیسی به‌عنوان زبان خارجی, آموزش, ابراز عقیده, نگارش | ||
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