خلاصة:
A pivotal issue in research on writing concerns whether the knowledge
of how genres are constructed and learned in one discipline/genre can
be transferred to other contexts, genres, and disciplines. Yet, studies
conducted so far have not presented a unified and complete view of
how various writing instructional techniques can result in
transferability. This study examined the effect of structuring and
problematizing scaffolding mechanisms and the mediating effect of
learners’ proficiency level on a cohort of Iranian English learners’
ability to transfer the acquired genre-based knowledge to a new
discourse mode. Four groups of thirty pre-intermediate learners
chosen from eight intact classes and four groups of advanced learners
selected from eight intact classes participated in this study. The
performance of the participants in structuring scaffolds,
problematizing scaffolds, and combined structuring and
problematizing scaffolds conditions were compared to that of the
control groups. The results of a two-way ANCOVA revealed that
scaffolding mechanisms could significantly result in genretransferability.
The results also suggested that scaffolding mechanisms
brought about the best results when offered simultaneously. Besides,
the result yielded no significantly moderating effect for learners’
proficiency level. Implications for classrooms are discussed.
ملخص الجهاز:
This study examined the effect of structuring and problematizing scaffolding mechanisms and the mediating effect of learners’ proficiency level on a cohort of Iranian English learners’ ability to transfer the acquired genre-based knowledge to a new discourse mode.
Despite the advantages transferability is assumed to offer in writing programs (Clark & Hernandez, 2011), studies conducted so far have not presented a unified and consistent view of how various writing instructional techniques can result in transferability of genre-based knowledge and whether genre-awareness can be gained and transferred to writing other genres (Yang, 2011).
Besides, the researchers aimed at examining the role of learners’ proficiency level in the effectiveness of scaffolding instructional techniques regarding the transferability of genre-based knowledge.
Given the fact that EFL learners often do not share the same cultural and linguistic backgrounds as those of the English language speaking communities (Kamimura, 2000), their L1 writing experience may provide them with a repertoire of conventions that are not always compatible with those used by native writers (Kutz, Groden, & Zamel, 1993).
Scaffolds are reportedly effective in facilitating the daunting task of writing in another language as they have been reported to assist learners in the acquisition of journal writing skills (Lai & Calandra, 2010; Veerappan, Suan, & Sulaiman, 2011), content knowledge and reviewing skills (Cho & Schunn, 2005) and paragraph writing ability (Baleghizadeh, Timcheh Memar, & Timcheh Memar, 2011).
Since it was the transfer of genre-based knowledge of text structure organization that was of interest in this study, the researchers had to control for the possible effect of the lack of content knowledge on learners’ performance in compare and contrast essays (Hamman & Stevens, 2003).