The Effect of Reading-Based Pre-Writing Activities on the Writing Performance in an EFL Setting
The Effect of Reading-Based Pre-Writing Activities on the Writing Performance in an EFL Setting
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基于阅读的预写作活动对英语环境中写作表现的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Hamed Amin Ali
中科院分区：
文献类型：
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作者：
Omid Tabatabaei;Hamed Amin Ali
阅读与写的关系早已被人们所认识，人们一致认为阅读与写是不可分割的（Castellani，2001）。本研究旨在探讨不同的阅读任务作为写前活动是否能提高中级及中级以上英语学习者的理解和写作能力。更具体地说，本研究探讨了使用比较/对比、描述、原因/结果和问题/解决阅读任务是否会对英语学习者的写作成绩产生影响。此外，本研究旨在探讨阅读任务类型（比较/对比、描述、原因/结果和问题/解决）对英语写作成绩的影响是否存在显著差异。为此，共有120名来自伊斯法罕的英语学院的英语预科和预科学习者参加了这项研究。根据学生的阅读水平，分三个阶段给他们不同的阅读文本，让他们仔细阅读并写摘要。数据的统计分析揭示了三个重要的发现。第一，将不同的阅读任务作为写作前活动，显著提高了中级前和中级后EFL学习者的写作成绩。第二，不同阅读任务对英语学习者写作成绩的影响存在差异。第三，中级后组在完成阅读任务后的写作成绩更好。本研究的发现为二语写作研究提供了新的信息，同时也对英语教师和学生的写作教学有一定的启示。
The relationship between reading and writing has long been recognized, and it is agreed that reading andwriting cannot be separated (Castellani, 2001). This study aimed to examine whether utilizing different reading tasks, as prewritingactivities, could improve both pre and post-intermediate EFL learners’ comprehension and writing. More specifically, itaddressed the question whether using the compare/contrast, description, cause/effect, and problem/solution reading tasks wouldhave any effect on EFL learners writing performance. In addition, this study aimed to determine if there is any significantdifference between reading task types (compare/contrast, description, cause/effect, and problem/solution) and their effect onwriting performance of pre and post-intermediate EFL learners. To this end, a total of 120 EFL pre and post-intermediatelearners from one of the English Institutes of Isfahan participated in this study. The students were given various reading texts inthree phases on the basis of their levels to read carefully and to write summaries. Statistical analyses of the data revealed threeimportant findings. First, administering different reading tasks as pre-writing activities significantly improved the writingperformance of both pre and post-intermediate EFL learners. Second, there was a difference between the effect of variousreading tasks on EFL learners writing performance. Third, post-intermediate group had a better performance in writing afterusing such reading tasks. The findings may add new information to L2 research on writing performance, and pedagogicallyspeaking, the findings of the study may have implications for EFL teachers and students.