چکیده:
In an effort to expand the disciplinary discussions on transfer in L2 writing and because most studies have focused on transfer as reuse and not as an adequate adaptation of writing knowledge in new contexts, the present study as the first of its kind aimed to explore the issue of adaptive transfer in an English for General Academic Purposes (EGAP) writing course. The study thus focused on types of adaptive transfer across disciplines and the processes involved in achieving them. The data were collected through interviews conducted on writing samples both from the participants' EGAP class and their other courses in the university (non EGAP). The results showed five categories of adaptive transfer including 'organizing, grammar refining, rephrasing, metaphorizing, and resource using'. Also, the analysis of the data demonstrated a variety of processes involved in the accomplishment of adaptive transfer, which all pointed to the multidimensionality of evaluation and re-evaluation that the writers conducted to achieve their composing potential. Additionally, the results revealed slight disciplinary inconsistency for the categories of adaptive transfer detected, with the English Language enjoying the highest and Electrical Engineering the lowest frequency of such transfer. The results imply that EGAP classes can create a directive condition for the enhancement of learning transfer.
خلاصه ماشینی:
"2 Data collection Transfer of learning was detected in the writing samples that the students handed in to their teacher both from the EGAP class and the other courses of their own majors where their university instructors encouraged and accepted the projects to be submitted in English.
As the direct transfers had already been extracted and underlined in all the samples, in this new phase of adaptive transfer detection, the 13 participants were interviewed for the possible indirect use of their learning in the intact parts of their writings.
It has to be reiterated that transfer of skills in this study refers to the learning elements from the textbook which students carried over into new contexts of writing (consisting of (1) students-reported ones, (2) ten targeted learning elements, both considered as direct transfer; and (3) the reformulated or redefined learning elements considered as indirect or adaptive transfer), and processes are those explanations that students provided talking about how they redefined or reformulated their past learning into novel and dissimilar composing tasks.
This bears some opposite relation with the claim that adaptive transfer is a process of reshaping learned writing knowledge in the unfamiliar contexts alone (DePalma & Ringer, 2011).
As a prevailing concept in education in general and L2 writing in particular, transfer notion has to transcend the limits of application and replication of knowledge and also involve the processes used to form relations of similarities and generalizations across different contexts (Broudy, 1977; Lobato, 2003)."