بررسی مقابله ای مقالات فارسی و انگلیسی دانشجویان بر اساس مدل تولمین: بررسی اثر روش ژانر

the primary goal of the current project was to examine the effect of three different treatments, namely, models with explicit instruction, models with implicit instruction, and models alone on differences between the three groups of subjects in the use of the elements of argument structures in terms of toulmins (2003) model (i.e., claim, data, counterargument claim, counterargument data, rebuttal claim, and rebuttal data) in their english and persian pre- and post-argumentative essays. this study also attempted to portray how students transfer rhetorical patterns in l2 to l1 compositions. furthermore, the placement of thesis statement in the essays was analyzed. after administration of tofel test, 76 out of 103 pnu subjects with intermediate level of english language proficiency were selected. the selected participants were randomly divided into the following three groups, an experimental group which received explicit genre- based approach, a control group which was instructed implicitly in comparison to the self study group with no-instruction treatment. a pre-test and a post-test were administered before and after the treatment. argument moves in 304 english and persian pre- and post- essays were analyzed through descriptive and inferential statistics. the results show that the experimental, control, and self-study participants used claims and data in both their persian and english pre-argumentative essays. however, compared to the use of claims and data, the uses of secondary toulmins elements, counterargument claim, counterargument data, rebuttal claim, and rebuttal data were not used in the english pre-argumentative essays. the quantitative analysis of post-argumentative essays in the genre argumentative text revealed that the participants in the experimental and control groups, in general, used the secondary elements in their post- argumentative essays which were absent in their pre-test. the experimental group improved considerably, the control group improved only slightly while the self-study group didnt. the experimental group outperformed the implicit and no-formal instruction groups after receiving models with explicit instruction on the elements of toulmins model under study. considering the third goal of the study, it was found that, the experimental, and the control groups back transfer english rhetorical patterns based on the adapted toulmins (2003) model of argument structure into their persian essays. this research provides evidence for the transfer from l2 to l1 writing through within-subject comparisons. the results also revealed that a majority of students employed deductive type organizational patterns in both l1 and l2. the study concludes by suggesting that writing teachers might benefit from utilizing explicit genre-based approaches to their teaching, with an emphasis on "moves" analysis, a factor that was not featured prominently in the teaching methodologies taken in the control and self-study groups.