Abstract:
It has been known for 4 long time that L1 writers perform differently in different
modes of discourse. Despite its importance, there has been little conclusive evidence
to shed some light on the issue of ESL/EFL learners’ writing performance across
various discourse types. Therefore, this research study was designed to investigate
differences resulting as the effect of four discourse modes, ie. Narrative,
Description, Explanation, and Argument, on EFL writing skill. To do so, in three
different phases, the probable differences were evaluated in three dimensions of
production (through eliciting compositions), recognition (through cloze tests derived
from compositions written in different discourse modes), and finally the learners and
teachers’ attitude towards these types of writing (through questionnaires). Results
show a statistically significant difference among these discourse types, ranking
descriptive and narrative writing as the easiest and argumentative as the most
demanding type of writing. The findings of this study confirm that the L2 leamers
follow the same pattern that has been established for the L1 writers. In other words,
argumentative, compared to descriptive or narrative writing is more demanding, a
fact which may have substantial consequences on language evaluation.
Machine summary:
Vol. 6, Aro, 2, September 2003 87 The Relationship between Topic Difficulty and Mode of Discourse: An In-depth Study of EFL Writers' Production, Recognition, and Attitude Majid Nemati University of Tehran It has been known for a long time that LI writers perform differently in different modes of discourse.
Despite its importance, there has been little conclusive evidence to shed some light on the issue of ESL/EFL learners' writing performance across various discourse types, Therefore, this research study was designed to investigate differences resulting as the effect of four discourse modes, i.
To do so, in three different phases, the probable differences were evaluated in three dimensions of production (through eliciting compositions), recognition (through cloze tests derived from compositions written in different discourse modes), and finally the learners and teachers' attitude towards these types of writing (through questionnaires).
, 1941; Braddock, Lloyd-Jones, and Schoer, 1963; Britton et al.
The present study: aims and research questions The present study is an attempt to investigate those aspects of essay topics which may affect the EFL learner's performance due to the UAL, Vol. 6, No. 2, September 2003 93 differences in the discourse type of the elicited essay.
CONCLUSIONS According to the results of the present study, which has been an attempt to fill in the existing gap in the field of second/foreign language writing with regard to the impact of mode of discourse on essay topic difficulty, the following conclusions may be drawn: 1.