An Empirical Study of Claims and Qualifiers in ESL Students' Argumentative Writing Based on Toulmin Model

Autor/in	Yang, Rui
Titel	An Empirical Study of Claims and Qualifiers in ESL Students' Argumentative Writing Based on Toulmin Model
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 6 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Rui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-022-00133-w
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Persuasive Discourse; Writing Instruction; Universities; Reputation; Educational Quality; Form Classes (Languages); Writing Evaluation; Teaching Methods; Classification; Foreign Countries; Correlation; Writing Skills; Difficulty Level; College Students; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Persuasion; Persuasive Kommunikation; Schreibunterricht; University; Universität; Quality of education; Bildungsqualität; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Ausland; Korrelation; Writing skill; Schreibfertigkeit; Schwierigkeitsgrad; Collegestudent
Abstract	English argumentative writing is difficult in second language writing for ESL students. Although there has been a lot of research on English argumentative writings, empirical research focusing on claims in argumentative writing is very scarce. Based on the Toulmin model, this paper studied the relationship between the claims and English argumentative writing performance. 117 time-limited writings were collected at a top university in Northeast China. The qualifiers were in the form of words, participle and sentence (QW, QP, QS), based on which claims were classified. Through the text analysis of each argumentative writing, 23 types of claims were extracted. Types of claims and 117 argumentative writings were scored respectively. Correlation analysis showed that claims based on qualifier divisions did not predict holistic writing performance. Claims in the higher-mark writings were also discussed. The findings led us to conclude corresponding pedagogy implications in promoting argumentative writings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01