CHAPTER 11: Integrated Summarizing Read-to-Write Tasks: Patterns of Textual Borrowing and the Role of the Written Genre

CHAPTER 11: Integrated Summarizing Read-to-Write Tasks: Patterns of Textual Borrowing and the Role of the Written Genre
Book: The Assessment of L2 Written English across the MENA Region A Synthesis of Practice

Author: Katayoun Rezaei & Elaheh Sotoudehnama

Abstract

The present study aimed to unravel the patterns learners use in borrowing strings of words from source texts while summarizing, considering the role of genre type of the texts. Hence, a mixed method study was conducted in which the performance of 22 Iranian EFL learners at the tertiary level across two summarizing tasks with different genres of reading source materials; namely argumentative and expository, was analyzed. In the qualitative stage, the levels of paraphrasing in the participants’ writings were coded through content analysis, based on Shi’s (2004) classification, to detect the patterns of text borrowing. Thereupon, in the quantitative analysis stage, repeated measure ANOVAs were conducted to evaluate the effect of genre type on the integrated writing performance of the learners. The findings indicated that genre type has a significant impact on the textual borrowing patterns of learners; hence, calling for raising the learners’ awareness of different written genres and the
nstruction of paraphrasing, synthesizing, and the concept of plagiarism, in the context of the present study.

Publish by springer: 2020