Detail An exploratory study of factors affecting the process and product of writing in English as a Foreign Language Bibliografi Author: Angelova, Maria ; Yang, Lynne (Advisor) Topik: EDUCATION; LANGUAGE AND LITERATURE|LANGUAGE; RHETORIC AND COMPOSITION Bahasa: (EN )    ISBN: 0-599-31288-2     Penerbit: State University of New York     Tahun Terbit: 1999     Jenis: Theses - Dissertation Fulltext: 9931461.pdf (0.0B; 12 download) Abstract The purpose of this study is to investigate the way a number of different factors influence the quality of EFL writing. The study was prompted by the paucity of research on FL writing that investigates, simultaneously, the full range of mutually influencing factors, which play a role in the writing process. The following factors are studied here: (a) FL proficiency; (b) L1 writing competence; (c) use of cohesive devices; (d) metacognitive knowledge about the writing task; (e) writing strategies and (f) writers' personal characteristics. Although it does not claim to be comprehensive, the study is an attempt to integrate multiple perspectives in the investigation of EFL writing in a single piece of research. The goal is to gain a deeper understanding of both the product and process of writing in a foreign language. Quantitative methods are used to build the large picture of EFL writing. Qualitative methods are employed to provide a richer description of pieces of the puzzle, than could be obtained from the quantitative analysis alone. Data were provided by 120 junior students from an English Language School in Bulgaria, who wrote an argumentative essay. A subset sample of 40 essays representing good and poor writing was selected for further analysis. Finally, qualitative data from two case studies with some of the writers were analyzed in order to complete the profile of good and poor writers. The findings indicate that writing in a foreign language is a complex, multifaceted process, which is influenced by a number of linguistic, cognitive, and social factors. The quality of the written product seems to be affected mostly by the students' knowledge and use of lexical cohesive devices, their method of planning the content of the written product, their metacognitive knowledge about the conventions of writing in the target language as well as their attitude to writing in general and confidence in writing in FL. The results from the study suggest that we need a model of EFL writing that incorporates linguistic, cognitive and social features in order to help our students to improve their writing in an effective and efficient manner. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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