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The Primacy of Teacher Imperative Commentaries in the Improvement of Iranian English Majors’ Writing Ability | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 6، دوره 3، شماره 1، مهر 2011، صفحه 119-150 اصل مقاله (150 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2012.81 | ||
| نویسندگان | ||
| Mojgan Rashtchi1؛ Shahriar Mirshahidi* 2 | ||
| 1Islamic Azad University, North Tehran Branch, Iran | ||
| 2Oklahoma State University, Stillwater, USA | ||
| چکیده | ||
| In this study, the researchers investigated a critical aspect of EFL/ESL writing pedagogy-the impact of teacher written commentary on student writer’s earlier drafts. Compositions of 80 Iranian undergraduate English majors were commented on using a trio of imperatives, statements, and questions on both content and form. Overall, the results indicated that the comments in the imperative form helped students improve their EFL/ESL writing ability more than the other two types. However, the difference between statements and questions was found not to be significant. The findings of this study, once again, emphasized the need for EFL/ESL writing instructors to communicate to learners with appropriate types of written comments. Moreover, employing imperative sentences can orient student writers towards a more accurate (i.e. form-focused) and appropriate (i.e. content-focused) composition writing. | ||
| کلیدواژهها | ||
| Imperative Comments؛ Multiple-draft Writing Class؛ Questions as Comments؛ Statement as Comments؛ Teacher Written Commentary | ||
| مراجع | ||
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