A Search for EFL College Students' Culture-Related Rhetorical Templates of Argumentative Writing

Autor/inn/en	Huh, Myung-Hye; Lee, Inhwan
Titel	A Search for EFL College Students' Culture-Related Rhetorical Templates of Argumentative Writing
Quelle	In: English Teaching, 74 (2019) 3, S.55-77 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Persuasive Discourse; Writing (Composition); College Students; Second Language Learning; Second Language Instruction; English (Second Language); Transfer of Training; Decision Making; Student Attitudes; Essays; Cultural Context; Educational Environment; Cultural Traits; Contrastive Linguistics; Majors (Students); Teacher Education Programs; Foreign Countries; Student Characteristics; Writing Strategies; Thinking Skills; Cultural Influences; Text Structure; South Korea + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schreibübung; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; Decision-making; Entscheidungsfindung; Schülerverhalten; Essay; Aufsatzunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Linguistics; Kontrastive Linguistik; Ausland; Schreibtechnik; Denkfähigkeit; Cultural influence; Kultureinfluss; Textstruktur; Korea; Republik
Abstract	This study investigated EFL college students' culture-related templates of written texts along the possibility of inter-cultural transfer. We designed a case study to explore how certain cultural assumptions contribute to EFL students' rhetorical decisions while writing an argumentative writing. The participants were four EFL college students. Multiple data sources include background questionnaires, argumentative essays, and in-depth retrospective interviews. To analyze rhetorical choices in the participants' writing, we identified choices of argumentation subtypes, and introduction and conclusion components. We also categorized the location of the writer's main claim and thesis statement. The interview data were qualitatively analyzed to see what rhetorical resources participants draw from the cultural/educational contexts, and which factors had influenced the participants' rhetorical strategy. Data analyses indicate that each participant manipulated different rhetorical structures to strengthen the rhetorical impact of their writing. Indeed, the complex constellation of individual participants' cultural resources was at play in their L2 writing. This study contributes to our understanding of the rhetorical templates of L2 texts as constructs that are always in process, and therefore adaptable and negotiable. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01