A Study on Indicators of Writing Instruction in Iranian English as a Foreign Language Curriculum at Guidance and High School Educational Levels
Notice bibliographique
Résumé
AbstractIn this study, the indicators of EFL writing instruction have been studied at guidance and high school educational levels. The research questions were as follows: What are the indicators of writing EFL instruction at guidance school and high school EFL curriculum? What are the indicators of writing EFL instruction in Iran's guidance school and high school English textbooks? What are the weak and strong points of the instructional objectives of EFL writing in Iran's guidance school and high school English textbooks according to the indicators of writing instruction in EFL curriculum? To answer these questions, the language arts curriculum of Finland (2004), Lebanon (1995), and Canada (2001), and also Iran's has been analyzed qualitatively (through grounded theory method) at guidance school and high school levels. Because there has been no document as EFL curriculum in Iran's ministry of education, guidance school and high school textbooks were scrutinized carefully to extract the EFL writing theoretical framework and educational objectives. Findings showed that Iran's EFL textbooks for these educational levels have not been developed based on a particular theoretical framework. Here, EFL writing has been considered as something taken for granted and no particular definition has been considered for this language art and its sub-skills. The textbook developers not only did not deal with the conceptual framework of EFL writing, but also they did not develop the educational objectives explicitly. These leaded in developing general and ambiguous exercises in textbooks. In addition, no practical strategy has been presented for EFL teachers to enable them to achieve implied educational objectives in classes. In general, it could be concluded that EFL writing instruction in Iran follows no particular theoretical framework and objective. The implications of the findings would be discussed.Keywords: Writing Indicators, EFL Curriculum, Guidance School, High SchoolIntroductionLanguage plays an important role in thinking, learning and communication. The students who have more ability to better understand and use language can take advantage of this ability. Literacy is something more than just the ability to read or write. The curriculum of different educational levels is specifically dedicated to teaching skills such as listening, speaking, reading, writing, viewing and media literacy. Linguistic abilities and skills enable students to learn about different topics, use language for different purposes, and enable them to communicate successfully. Students should be able to use the language correctly and fluently in different situations. National Language learning in primary school curriculum is important because learning subjects such as science, math, and social sciences could not be possible without language knowledge and skills. On the other hand, the curriculum taught in other academic courses is also very important because they are necessary tools for interaction and integration of information, as well as logical thinking and creative expression in speech and writing of students.English as an international language is the most important means of communication between different nations. The necessity to learn a foreign language is obvious for everyone in today's world. The issue is of more importance in countries such as Iran, wherein the need to introduce the Iranian Islamic culture to the world is of great significance. Accordingly, the importance of EFL in Iran illustrates the need to pay more attention to the role of the English language. Language learning basically entails the integration of the four language skills: listening, speaking, reading and writing. Hence, the development of the four basic language skills constitutes a very important requirement of the curriculum.At guidance school which is the beginning level of learning the foreign language, the foundation of English as foreign language knowledge and skills are developed in students and their instruction is continued throughout school years. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».