A Socio-cognitive Modeling Approach to Teaching English Argumentation  

Oleh:

Cheng, Fei-Wen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 6 no. 1 (2010), page 120-148.
Topik: argumentative writing; EFL writing; English argumentation
Fulltext: Untitled7.pdf (218.99KB)

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Argumentative writing is an important literary activity underlying various writing tasks across all disciplines. To write effective English argumentation requires mastering analytical and evaluative skills. These English rhetorical expectations run counter to the educational practices emphasizing group harmony and conformity. However, few studies have addressed the pedagogical needs of developing explicit instructional approaches to foster argumentation skills for L2 writers. Accordingly, how to teach L2 students a thinking process for achieving well-formed argumentation motivates the present study. This study introduces a socio-cognitive modeling approach, which has been used successfully with English freshmen in an EFL composition course. Results indicate that student essays exhibited significant pre- to post-test gains in specific argumentative features. Participant responses to the evaluation questionnaire on the usefulness of this approach also reflected the same findings as in the textual analysis. These findings illustrate that this socio-cognitive approach can facilitate the composing of effective English arguments by EFL learners.

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