چکیده:
The current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assigned to four groups: two experimental and two control groups. Employing an experimental pretest/posttest design, the learners of the two experimental groups received instruction on the three components of register; that is, field, tenor, and mode along with the implementation of a three-phase teaching/learning cycle, whereas the learners in the control groups were exposed to a conventional writing instruction. Quantitative analysis of the learners’ writing performance on the pre- and posttest measures revealed the contributory role of register instruction in improving Iranian EFL learners’ writing performance, regardless of their English proficiency level. Furthermore, having been surveyed through a researcher-made questionnaire, the advanced and intermediate learners expressed their positive attitude towards the instruction. The findings highlighted the necessity of superseding the traditional linguistic-based writing instruction by a contextual and situational teaching methodology similar to what has been implemented in the current study.
خلاصه ماشینی:
The Efficacy of an SFL-Oriented Register Instruction in Improving Iranian EFL Learners’ Writing Performance and Perception: Language Proficiency in Focus Mohammad Yousefi Osguee1, Nader Assadi Aidinlou2*, Masoud Zoghi 3 1, 2, 3.
g. , Harmer, 2007; Hayes & Flower, 1980; Lee, 2013; Nunan, 1989; Richards & Renandya, 2002; Salma, 2015; Tribble, 1997), writing is the most daunting challenge faced by learners in their first-hand experience of language learning.
g. , Hasan & Akhand, 2010; VanderPyl, 2012; Setyono, 2014; Corneille, 2017; Liaghat & Biria, 2018).
To discover the prominent role of context in an SFL- oriented language pedagogy, the following statements of Halliday (1978) can be taken into consideration: If the context is theorized in linguistic terms as another stratum in the organization of language itself, this enables us to model its variation and complexity, taking account of the differing situational contexts for different levels and kinds of teaching/learning activities, as well as the processes and the institutions of education and the different cultures within which they are located.
Giving prominence to the components of register; namely, field, tenor, and mode, the present study sought to bridge the gap in the literature, aiming to explore the efficacy of an SFL-oriented register instructing on Iranian EFL learners’ writing performance, with a central focus on English proficiency.
g. , Brisk & Zisselberger, 2010; Chiang, 2013, Mosayebnazhad & Assadi Aidinlou, 2011; Schulze, 2011) which validated the usefulness of an SFL-oriented writing instruction in various EFL contexts.