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Tehran
January 2003
ABSTRACT
Teaching of ESL writing has undergone great changes in the twentieth century,
approaches that have been proposed in this regard are Controlled Composition,
Purposes (Erazmus, 1960; Pincas, 1962; Kaplan, 1967; Taylor, 1981; Zamel,
1982; Reid, 1984; Horowitz, 1986; Raimes 1991). Each of these approaches has a
to students’ errors has undergone great changes. While earlier approaches of ESL
writing emphasized the correction of all errors by the teacher, the most recent
correcting their own errors. The emphasis has changed, of course, to just those
errors that may hinder communication (Van Houten, 1980; Terrell, 1985; Byrne,
1988; Power 2002). However, teachers need to inform the students of the quality
of their pieces of writing. Therefore, teachers have to use some criteria to grade
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the students’ written works as objectively as possible (Magnan 1985; Chastain
(Schumann, 1975; Fillmore, 1979; Stern, 1983; Brown, 1994; Shepherd, 2002).
the other hand, on the writing improvement of the pre-intermediate students, the
following two Null-Hypotheses were proposed: (1) The two methods of self-
To carry out the study, 128 pre-intermediate Iranian male EFL students were
assigned into four main groups: (1) extroverts who corrected their own writings;
(2) extroverts whose writings were corrected by the teacher; (3) introverts who
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corrected their own writings; (4) introverts whose writings were corrected by the
The obtained results showed that personality type had no significant effect on
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