چکیده:
Mastering writing has always proved an almost insurmountable barrier to EFLlearners. In an attempt to alleviate problems advanced EFL learners have with writing, this study aimed at investigating the effect of scaffolded instruction through writing frames constructed from extended prefabricated lexical bundles. 40 female advanced English students, selected out of a population of 65, were randomly assigned into experimental and control groups. The participants of both groups were assigned a writing pre-test prior to any instruction, and a writing post- test following the twenty-session scaffolded instruction in both groups. The results revealed that the participants in the experimental group outperformed their counterparts in the control group as a result of the writing frames they were provided with. Overall, it is concluded that scaffolded instruction through writing frames can be a useful means of helping advanced students to improve their writing quality.
خلاصه ماشینی:
"In an attempt to alleviate problems advanced EFL learners have with writing, this study aimed at investigating the effect of scaffolded instruction through writing frames constructed from extended prefabricated lexical bundles.
The results on the effectiveness of extended prefabricated lexical bundles fashioned into the writing frames for advanced writingreveal that not only does the collaborative construction of longer chunks of language by putting together the bundles assembled prior to the writing stage provide preliminary scaffolding for writing but also it serves as a helpful prewriting activity which in turn improves writing performance.
Additionally, consistent with the findings of the study by Kazemi, Katiraie and Rasekh (2014) whoexamined how significant the use of lexical bundles, prevalent in the field of applied linguistics, can be in students‟ writing materials, the researcher found that that the extended prefabricated lexical bundles presented through writing frames led to the outperformance of the participants in the experimental group.
In other words, by drawing upon the theory of negative transfer, it can be concluded that the outperformance of the subjects in the experimental group was due to the facilitative effect of the extended chunks, bundles and collocational patterns which formed the writing frames constructed prior to the writing process.
This research confirms evidence that providing advanced EFL learners with a skeleton outline prior to the writing stage, namely, a writing frame constructed from a set of extended lexical bundles, can improve their writing performance which is indicated by the outperformance of the participants in the experimental group."