Comparison of University Level EFL Learners' Linguistic and Rhetorical Patterns as Reflected in Their L1 and L2 Writing
Bu makale, İranlı İngilizce öğrencilerinin anadillerinde ve yabancı dilleri olan İngilizcede yazdıkları yazı örneklerinin dilsel ve sözbilimsel yapıları üzerinde durmakta ve olası nicel farklılıkları belirlemeyi amaçlamaktadır. Bu amaçla, bir İngilizce bölümünden 30 İranlı İngilizce öğrencisi ( Kız=21, Erkek=9) içeren bir İngilizce sınıfı seçilmiş ve katılanlardan iki ayrı oturumda aynı konu üzerinde İngilizce ve Farsça tartışmacı bir tarzda kompozisyon yazmaları istenmiştir. Daha sonra bu kompozisyonlar iki uzman tarafından ESL (İkindi Dil olarak İngilizce) Kompozisyon Profiline ( Jacobs ve ark. ,1981) göre değerlendirilmiştir. Aynı zamanda, hem İngilizce hem de Farsça kompozisyonlarda kelime sayısı, her bir cümledeki kelime sayısı, kelime yazım hataları ve T-birim sayıları sayılmıştır. Toplanan veri anadil ve yabancı dildeki yazı örneklerinin dilsel ve sözbilimsel yapılarını karşılaştırmak için kullanılmıştır. Çalışmanın sonucu gösterdi ki: a) anadil ve yabancı dilde yazma toplam notları arasında orta dereceli pozitif bir korelasyon (r=0.47 p
This study focused on the linguistic and rhetorical patterns of L1 and L2 writing samples of Iranian EFL learners and aimed to determine possible quantitative differences. For this purpose, an intact EFL class including 30 Iranian EFL learners at an English department (F=21, M=9) was selected and the participants were asked to write English and Persian compositions on the same topic in an argumentative style in two separate sessions. These tasks were then holistically scored according to the ESL Composition Profile (Jacobs et. al. 1981) by two expert scorers. The number of words, number of words per sentences, number of spelling errors and number of T-units were also manually counted for both the English and the Persian tasks. The collected data were used to compare and contrast the linguistic and rhetorical patterns of the L1 and L2 writing samples. The results of the study showed that: a) there was a moderate positive correlation (r=0.47 p<0.05) between L1 and L2 writing total scores, b) texts written in L1 were significantly longer than those written in L2, c) L1 writing texts were more complex than L2 writing ones in terms of T-units, d) T-units in texts written in L1 were more than those written in L2, and e) the number of spelling errors in L2 writing samples were higher than those of L1 writing samples. These results were compared to those of similar studies comparing L1 and L2 writing. Implications arising from these findings were also explained.
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -
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