Writing an argumentative essay: the use of meta-discursive didactic sequences to improve students' skills

Q1 Arts and Humanities

XLinguae Pub Date : 2023-04-01 DOI:10.18355/xl.2023.16.02.22

Zaure Umirzakova, L. Akhmetova, N. Saenko, N. Barakhanova

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引用次数: 0

Abstract

The study purpose is to explore how the application of a meta-discursive didactic sequence organizes and schematizes the development and writing of an argumentative essay. In the course of the study, a corpus of argumentative essays (90 works) written in English by 4th-year students of technical specialties of the Technical Institute (branch) of the North-Eastern Federal University named after M.K. Amosov (n = 45), Moscow Polytechnic University (n = 45) and the University of International Business (Almaty, the Republic of Kazakhstan) (n = 45) was considered. The observation lasted 13 weeks and consisted of three stages. According to the research results, 71.1% of students from the Technical Institute (branch) of NEFU correctly used the essay superstructure, 57.7% – macrostructure, and 42.2% – microstructure. It was found that the learning strategies focused on the meta-discursive approach are better developed among bilingual students. At the same time, monolingual students from Moscow Polytechnic University showed the following results: 28.8% – mastered the superstructure of writing an argumentative essay, 35.5% – macrostructure, and 46.6% – microstructure. Further research will be aimed at separating these categories and a step-by-step analysis of the process of argumentative essay writing following a meta-discursive sequence. The study limitations were manifested in the bilingualism of one category of students and the monolingualism of the other, which significantly affects the outcome of the data obtained.

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议论文写作:使用元话语教学序列来提高学生的技巧

本研究的目的是探索元话语教学序列的应用如何组织和示意议论文的发展和写作。在研究过程中，考虑了东北联邦大学技术学院（分院）技术专业四年级学生以M.K.阿莫索夫（n=45）、莫斯科理工大学（n=45。观察持续了13周，分为三个阶段。根据研究结果，东北大学技术学院（分院）71.1%的学生正确使用了论文的上层结构，57.7%的学生正确地使用了宏观结构，42.2%的学生正确正确地使用微观结构。研究发现，以元话语方式为主的学习策略在双语学生中得到了更好的发展。同时，莫斯科理工大学的单语学生表现出以下结果：28.8%的学生掌握了写议论文的上层结构，35.5%的学生掌握宏观结构，46.6%的学生掌握微观结构。进一步的研究将旨在分离这些类别，并按照元话语序列逐步分析议论文写作的过程。研究的局限性表现在一类学生的双语能力和另一类的单语能力上，这显著影响了所获得数据的结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

XLinguae Arts and Humanities-Philosophy

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： The XLinguae (ISSN 2453-711X online, ISSN 1337-8384 print) is the European scientific language double-blind peer-reviewed journal covering philosophy, linguistics, applied linguistics fields on Modern European languages. It is published by the Slovenská Vzdelávacia a Obstarávacia s.r.o., Nitra, with frequency of 4 issues per year: January + Special Issue, April, June, and October. The main objective of the Journal is to promote and sustain the language and culture diversity.