Teaching the academic argument in a university EFL environment
Teaching the academic argument in a university EFL environment
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DOI：
10.1016/j.jeap.2010.05.001
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发表时间：
2010-09-01
影响因子：
3
通讯作者：
Bacha, Nahla Nola
中科院分区：
文献类型：
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作者：
Bacha, Nahla Nola
许多大学EFL学生面临的教育挑战是为他们所需论文的一部分制作书面学术论据。尽管毫无争议地在教育中辩论性写作的重要性，研究表明，EFL学生在制作此类文本方面遇到困难，但对于L1阿拉伯语作家来说，它并没有充分处理。在本文中，描述了先进EAP课程中所需论文中的学术论证的明确教学方法。该方法基于论证和组织计划的论文支持元素，并通过教学/学习周期进行了运作。论文中的学术论证的指示通过周期的五个步骤进行脚手架：构建上下文，建模和解构文本，共同构建文本，独立构造文本并链接相关文本。对一些学生样本论文的定性分析表明，提高了论证结构以及获得的论证写作技巧转移到新主题上。尽管无法推广这些改进，但它被认为是成功地为在EFL环境中为L Arabic学生提供所需的明确指导，并且在任何EFL环境中也可以与学生一起使用。进行教学方法的未来改进的反思和发展。 （c）2010 Elsevier Ltd.保留所有权利。
An educational challenge that many university EFL students face is the production of written academic arguments as part of their required essays. Although the importance of argumentative writing in education is uncontested, and research shows that EFL students find difficulties in producing such texts, it is not adequately dealt with for the L1 Arabic writer. In this paper, an explicit instructional approach in teaching the academic argument in required essays in an advanced EAP course is described. The approach is based on the thesis-support element of argumentation and organizational plans operationalized through a teaching/learning cycle. The instruction of the academic argument in the essay is scaffolded through five steps of the cycle: building the context, modeling and deconstructing texts, constructing texts jointly, constructing texts independently and linking related texts. Qualitative analysis of a few student sample essays indicated improved argumentative structure and transfer of acquired argumentative writing skills to new topics. Although the improvements can not be generalized, it is considered a successful attempt in providing needed explicit instruction for L I Arabic students in an EFL environment and which also could be used with students in any EFL context. Reflections and developments for future improvement of the instructional approach are made. (C) 2010 Elsevier Ltd. All rights reserved.