Document Type : Research Paper


1 Imam Khomeini International University

2 English Department, Faculty of Humanities, Imam Khomeini International University, Qazvin


Persuasive/argumentative essays show how much a writer can implement his/her power to convince the reader in favor of his desired intention. However, many writers might encounter different types of challenges during the task of writing and wonder how to overcome them. The purpose of this study was to investigate the effect of concept mapping and brainstorming on the lexical and grammatical accuracy and writing anxiety of Iranian EFL learners’ argumentative essays. In doing so, ninety male and female students ranging from 17 to 35 in Iran National Language Institution (INLI) in Tehran were selected through cluster sampling based on convenience. An essay writing test and the second language writing anxiety inventory (SLWAI) were used both as pre- and post-test. The students were randomly assigned to three equal groups to experience different treatments in a 15-session semester. For data analysis, three separate one-way ANCOVA procedures were used. The results showed that both experimental groups did better than the control group. In lexical accuracy, the two experimental groups had almost the same mean scores, but in grammatical accuracy and writing anxiety, the concept mapping group obtained the highest mean followed by the brainstorming group. The findings of the study can have useful implications for teachers, students, material designers, and language assessors.


Article Title [فارسی]

تاثیر نقشه مفهومی و ذهن کاوی یر اضطراب و دقت در نگارش

Authors [فارسی]

  • عباسعلی زارعی 1
  • بهنام فیض الهی 2

Abstract [فارسی]

نوشتار استدلالی نوعی از نوشتار است که در آن نویسنده توان خود را برای متقاعد کردن خواننده بکار می گیرد. بسیاری از زبان آموزان در هنگام نوشتن به این سبک با مشکلات متنوع روبرو می شوند و عمدتا هم راه بر طرف کردن چنین مشکلاتی را نمی دانند. پژوهش کنونی با هدف بررسی تاثیر راه کارهای نقشه مفهومی و ذهن کاوی بر دقت واژگانی و دستوری نوشتار استدلالی و نگارش هراسی زبان آموزان ایرانی انجام شد. به این منظور، تعداد 90 زبان آموز (خانم و آقا) در بازه سنی 17 تا 35 سال در زبانکده ملی ایران در تهران از طریق گزینش خوشه ای و بر اساس دسترسی انتخاب و به سه گروه تقسیم شدند. برای همگن سازی زبان آموزان، از آزمون نهایی کتاب Passages 1 بهره گرفته شده. پیش از شروع آزمایش، به هر سه گروه یک آزمون نگارش و نیز یک پرسشنامه نگارش هراسی (SLWAI) به عنوان پیش آزمون داده شد. سپس، هر یک از سه گروه به مدت 15 جلسه و بصورت تصادفی به یکی از سه روش نقشه مفهومی، ذهن کاوی و سنتی مورد آموزش قرار گرفت. پس از دوره ی آموزش، پس آزمون نگارش و پرسشنامه نگارش هراسی به هر سه گروه داده شد. داده های به دست آمده با بهره گیری از فرایند انکووا یک سویه مورد پردازش قرار گرفت. نتایج نشان داد که گروههای آزمایشی از هر نظر عملکردی بهتر از گروه کنترل داشتند. همچنین، به لحاظ دقت واژگانی، عملکرد دو گروه آزمایشی تفریبا برابر بود ولی به لحاظ دقت دستوری و کاهش نگارش هراسی، عملکرد گروه نقشه مفهومی از گروه ذهن کاوی هم بهتر بود. این یافته ها می تواند برای زبان آموزان، آموزگاران، تهیه کنندگان مطالب درسی برای آموزش زبان و نیز ارزیابی کنندگان نگارش در زبان انگلیسی کاربری داشته باشد.

Keywords [فارسی]

  • نقشه مفهومی
  • ذهن کاوی
  • دقت دستوری
  • دقت واژگانی
  • اضطراب نگارش

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