Rhetorical duality and Arabic speaking EST learners

Halimah, Ahmad Mustafa

doi:10.1016/s0889-4906(99)00031-9

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…Students with a Chinese background, as Matalene (1985) found, tend to offer assertions rather than proofs, a common style in Chinese writing. Arabic undergraduates have been observed to transfer "the long-winded approach" or "flowery introduction" from Arabic discourse into their English writing for science and technology (Halimah, 2001). The nonlinear or indirect approach found in these non-native English students' writing suggests a rhetorical tradition that assumes the readers' primary responsibility in written communication (Hinds, 1983;Kachru, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

Japanese Exchange Students' Writing Experiences in a Canadian University

Shi¹,

Beckett²

2002

TESL

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Section: Literature Reviewmentioning

confidence: 99%

Japanese Exchange Students' Writing Experiences in a Canadian University

Shi¹,

Beckett²

2002

TESL

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Positive Self-Evaluation and Negative Other-Evaluation in NSs’ and NNSs’ Scientific Discourse

Kowalski

2013

Second Language Learning and Teaching

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Writing Processes of EFL Students in argumentative Essays

Mahfoudhi

2003

ITL

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The paper reports on a case study of the writing processes and products of Tunisian EFL university students in an argumentative essay. The data came from (i) audio-taped think-aloud protocols followed by immediate retrospective comments, (ii) experts' comments and grades on the subjects' products, and (iii) a questionnaire administered to the students. Results of the process analysis, using an adapted version of the coding scheme used by A. RAIMES (1985;1987), corroborated by the questionnaire fmdings, showed that students wrote fluently and concerned themselves more with meaning than with granunatical correctness. However, they planned very little, rarely made notes before writing, and rarely rewrote. They faced difficulties especially in fmding the appropriate word and in organizing their ideas. At the local level, products showed inaccurate use of mechanics and granunar. At a more global level, most essays lacked clear thesis statement, substantial support of claims, adequate transitions, and hedged statements. The product problems were partially attributed to little planning, notemaking, and revising. The process strategies were themselves related to writing habits for which the classroom and the exam settings are partly responsible.

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Rhetorical duality and Arabic speaking EST learners

Cited by 4 publications

References 3 publications

Japanese Exchange Students' Writing Experiences in a Canadian University

Japanese Exchange Students' Writing Experiences in a Canadian University

Positive Self-Evaluation and Negative Other-Evaluation in NSs’ and NNSs’ Scientific Discourse

Writing Processes of EFL Students in argumentative Essays

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