چکیده:
The literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development.
خلاصه ماشینی:
"Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency Hamid Marashi *1, Azam Chizari 2 1.
Accordingly, this study was an attempt to investigate the impact of critical discourse analysis- based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF).
An earlier study conducted in Iran (Marashi & Yavarzadeh, 2014) also demonstrated that CDA-based instruction impacts learners’ descriptive and argumentative writing.
Historically, the roots of CDA may be traced back to the 1970s which saw the emergence of a form of discourse and text analysis that recognized the role of language in structuring power relations in society but it was in the early 1990s when the label CDA was "emerging as a distinct theory of language, a radically different kind of linguistics" (Kress & van Leeuwen, 1990, p.
5. Course Book The main material used during the treatment was New Total English (Hall & Foley, 2011) which consisted of writing sections, reading texts, dialogs, listening, structure, and glossary designed for intermediate language learners.
The emphasis on the linguistic structure of the text is perhaps augmented through both the discursive practice "Does the text remind us of other texts we have encountered either in its form or in its content?" and textual practice "How does syntactic structure as well as lexical choice affect the meaning?" One may debate at this point over the role of CDA-based instruction if focus on form were the main factor contributing to the improvement of learners’ writing CAF."