4 |
An Investigation of Tensions between EFL Teachers` Beliefs and Practices about Teaching Culture
|
|
|
|
In: Gist: Revista Colombiana de Educación Bilingüe, ISSN 1692-5777, Vol 7, 2013, pags. 35-53 (2013)
|
|
BASE
|
|
Show details
|
|
6 |
Academic Writing and Grammatical Accuracy: The Role of Corrective Feedback
|
|
|
|
In: Gist: Revista Colombiana de Educación Bilingüe, ISSN 1692-5777, Vol 6, 2012, pags. 159-176 (2012)
|
|
BASE
|
|
Show details
|
|
7 |
The Use of Different Spelling Strategies among EFL Young Learners
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 15, 2011, pags. 151-159 (2011)
|
|
BASE
|
|
Show details
|
|
9 |
The Impact of Student-Initiated Interaction on EFL Reading Comprehension
|
|
|
|
In: Studies in Literature and Language; Vol 1, No 4 (2010): Studies in Literature and Language; 20-28 ; 1923-1563 ; 1923-1555 (2010)
|
|
BASE
|
|
Show details
|
|
10 |
The Effect of Symmetrical versus Asymmetrical Scaffolding on English Reading Comprehension of EFL Learners
|
|
|
|
In: Studies in Literature and Language; Vol 1, No 7 (2010): Studies in Literature and Language; 104-111 ; 1923-1563 ; 1923-1555 (2010)
|
|
BASE
|
|
Show details
|
|
11 |
A Comparison of English and Farsi Rhetoric and its Impact on English Writing of Iranian Students
|
|
|
|
In: Studies in Literature and Language; Vol 1, No 5 (2010): Studies in Literature and Language; 17-27 ; 1923-1563 ; 1923-1555 (2010)
|
|
Abstract:
This research made a contrastive study of the rhetorical organization of a number of essays written by both native English speakers and Iranian students. The sample of the study was made up of 25 English essays written by Iranian students and 25 essays composed by native English speakers. The essays of both groups were compared based on frequency and distribution of three features: T-units, discourse blocs, and coordinating conjunctions. The result of the quantitative analysis showed that there are significant differences in the use of these three elements between native speakers and Iranian students. Iranian students tend to use more T-units, discourse blocs, and coordinating clauses in their writing. It is argued that this is due to different thought patterns between the two languages claimed by Kaplan’s (1966) contrastive rhetoric. Key words: culture; contrastive rhetoric; T-unit; discourse bloc; coordinate clauses
|
|
URL: http://cscanada.net/index.php/sll/article/view/j.sll.1923156320100105.002 https://doi.org/10.3968/n
|
|
BASE
|
|
Hide details
|
|
|
|