بررسی تفاوت ساختار بلاغی نگارش تفسیری فارسی و انگلیسی و کاربرد آن در ارزیابی کتاب‌های درسی دانشگاهی آموزش نگارش زبان دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه شیراز

2 دانشجوی دکترای زبانشناسی

چکیده

هدف تحقیق حاضر، بررسی تفاوت‌ها و شباهت‌های ساختارهای بلاغی الگوهای گفتمانی در بندهای تفسیری 30 دانشجوی فارسی‌زبان دانشگاه شیراز که زبان دوم یادگیری‌شان انگلیسی است، و نیز بررسی مواد آموزشی مورد نظر استادان درس نگارش، و ارائة راهکارهایی برای پیشرفت نگارش دانشجویان فارسی‌زبان و کتب آموزشی است. برای تعیین نمود مقولة تفاوت‌های ساختار بلاغی، کتاب درسی دانشگاهی Paragraph Development: A Guide for Students of Englishبررسی شد. این تحقیق از دیدگاه نظری بر پایة نظریه‌های کپلن و کونر و از دیدگاه عملی بر پایة روش‌های بررسی متن بکر و دهقان‌پیشه است. طبق نتایج تحلیل داده‌ها، براساس الگوهای دهقان‌پیشه (1971)، دانشجویان فارسی‌زبان پس از تحقیقات بسیار و استفاده از کتاب‌های درسی جدیدتر در نوشتار تفسیری انگلیسی همچنان از الگوهای زبان فارسی استفاده می‌کنند که به جملات ناهنجار و نامقبول می‌انجامد، زیرا در کتاب‌های مذکور ضعف آموزش نگارشی زبان انگلیسی به فراگیران فارسی‌زبان دیده شد. اما با آموزش مناسب مباحث بلاغت و گنجاندن آن‌ها در کتاب‌های درسی دانشگاهی می‌توان از این خطاهای دستوری کاست.

کلیدواژه‌ها


عنوان مقاله [English]

A Contrastive Rhetorical Analysis of the Iranian EFL Learners’ English and Persian Expository Writings: Implications for University Second Language Writing Textbooks Evaluation

نویسندگان [English]

  • Nasser Rashidi 1
  • Azam Cheraghi 2
1 Dept. of foreign languages and linguistics, College of literature and humanities, Shiraz University
2 PhD student of linguistics
چکیده [English]

Linguists compare different languages for different reasons. If we compare two or more languages for discovering the similarities and differences between them, we would do contrastive linguistics. Several contrastive rhetorical studies have been carried out on Asian languages, but a few studies have been conducted on the rhetorical contrasts between English and Persian languages. The objective of this research is to help the teachers to be aware of differences in writing styles of different languages. Several studies have shown that when the students learn the methods of the first language, they always transfer them to the second language. For example, the writings of EFL students, regardless of the courses passed in writing, have structural problems in comparison with native English students’ writings. This study examines the differences and similarities of the discourse features or rhetorical patterns of expository paragraphs written by 30 ESL students of Shiraz University. Theoretically, this research is based on Kaplan and Connor’s studies. Practically, it is based on Becker and Dehghanpisheh (1971). In addition, to investigate if these rhetorical structure contrasts among languages are reflected in the university EFL learners’ writing textbooks, the university textbook of Paragraph Development: A Guide for Students of English was reviewed. Results of the data analysis showed that the English writings of Persian students are significantly different from the writings written by native English speakers. Furthermore, Persian students of English used L1 rhetorical patterns in their English writings that make them produce deviant and unnatural sentences. One of the reasons for this problem might be attributed to the university second language writing textbooks, including the textbook (Paragraph Development: A guide for Students of English) reviewed in the current study that almost lack any specific section on the contrasts between the second and first language rhetorical organization.

کلیدواژه‌ها [English]

  • Contrastive rhetoric
  • Contrastive analysis
  • expository paragraph
  • Discourse Analysis
  • Culture
 
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