Arabic rhetorical interference in the essays Of M. A. students of linguistics
| المصدر: | وقائع الندوة الدولية الخامسة: التفاعلات في تعليمية اللغات والثقافات |
|---|---|
| الناشر: | جامعة قرطاج - المعهد العالي للغات |
| المؤلف الرئيسي: | Said, Nour El Houda (Author) |
| محكمة: | نعم |
| الدولة: |
تونس |
| التاريخ الميلادي: |
2016
|
| مكان انعقاد المؤتمر: | قرطاج |
| رقم المؤتمر: | 5 |
| الهيئة المسؤولة: | جامعة قرطاج - المعهد العالي للغات - وحدة البحث فى اللغة والأشكال الثقافية |
| الصفحات: | 235 - 265 |
| رقم MD: | 916516 |
| نوع المحتوى: | بحوث المؤتمرات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
This study investigated Arabic rhetorical interference in Tunisian EFL students’ argumentative writings. Sixty students were asked to write argumentative essays about two topics in sociolinguistics as a part of their coursework. Data analysis was mainly descriptive. Abu Radwan's (2012) list was adapted to the needs of the current investigation. Each targeted rhetorical feature of the actual list of investigation was counted for its occurrence in the Tunisian EFL students’ argumentative essays. The results were matched up to Abu Radwan's group of American M.A students and they revealed that Tunisian students’ writings were likely to display frequencies of usage of the targeted features more often than native speakers of English in their compositions. In other words, these students recurrently used COORDINATION, LEXICAL REPETITION, WE INCLUSIVE and repeatedly misused the definite article THE in front of plural/mass nouns generics in their EFL writings. Furthermore, the obtained findings confirmed that Tunisian students, in regardless their advanced levels of proficiency, kept displaying very salient Arabic specific rhetorical features in their EFL argumentative writings, which lent support to Kaplan’s view on Contrastive Rhetoric Theory. |
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