چکیده:
ESL students who write in English may present written material in a rhetorical and organizational mode that reflects the pattern which is valued in their native culture and rhetoric. Considering the violation of English code of writing in the writings of Iranian students, we will notice one common characteristic: They are reluctant (or ignorant of) to write a unified paragraph. Their writing consists of one whole page or two. They do not divide their writing into separate paragraphs. The knowledge of the writer on any subject begins and ends as much as the time or space for writing allows with no paragraph separation. The length of sentences is extraordinary, and the position of modifiers does not seem natural according to the code of English sentence pattern. This means that elements transferred from L1 rhetoric result in a production which does not match the English language style and rhetoric, despite the fact that some students lack grammatical competence. As a result, this type of writing is labeled unacceptable, vague or erroneous by English language standards. The focus of this study is to use English major students' writings to identify the elements which violate English language pattern of writing. The sources of errors responsible for non-English language rhetoric will be classified after a short theoretical review in the literature and finally suggestions for the elimination of errors will be presented.
خلاصه ماشینی:
"To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores.
They can draw on their literacy skills and knowledge of their literacy practices from their first language (interlingual transfer), "when one is writing in an L1, words and grammatical structures may be readily available in an automatized way, as they are in speaking" (Shoonen, et al.
The great majority of literate learners have developed their L1 literacy in formal educational settings, so it is possible that their relatively rapid progress in ESL classes reflects, at least in part, their comfort and familiarity with classroom routines and ways of learning (Scriber & Cole, 1981) rather than a direct transference of their literacy skills.
"Students learning English composition as a second or foreign language struggle with many structural issues including selecting proper words, using correct grammar, generating ideas and developing ideas about specific topics" (Kim, & Kim, 2005).
The comparison of two groups’ performance regarding the components considered in writing Discussion First language influence appeared as an important research topic in the field of language teaching in the 1950s, mostly focusing on the negative transfer of L1 writing patterns, essay structures, words selection, etc.
In the case of organization and language use, although there wasn’t a significant difference between groups, the mean score of the controlled group was slightly more than the experimental group, indicating that in L2 writing, students are more sensitive to the correct use of grammatical structures, logical sequencing, cohesive ties, word order, tense and agreement."