حسين گروسي

Despite the innate capability to appreciate others’ thoughts grounded in the theory of mind, stu-dents do not include alternative arguments when they are writing argumentative essays. A con-siderable number of studies on students' writing has highlighted that employing counterargument in students’ argumentative essays improves the quality and persuasiveness of them of those es-says. To enable students to generate complete counterargumentation in their argumentative es-says, in the present study, 4 interventions using writing tasks strengthened by the discourse prim-ing, applying a repeated measured design, were administered to 26 Iranian English as foreign language (EFL) graduate university students eva‎luating whether priming can occur in discourse level and if so, to what extent this phenomenon improve the quality of students’ argumentative essays. The findings revealed that by performing this elicitation precisely, almost all students not only used counterarguments but also rebuttals to rebut alternative thoughts thereby a complete model of argument in their mind was constructed that helps them to make well-quality writing. These findings have addressed the considerable potential of using priming as an effective means in second language acquisition. Likewise, our findings demonstrated the possibility of using priming as a pedagogical tool at the discourse level, and accordingly it heralds a prospective ar-gument on tracing such line of research in L2 writing discourse. our findings besides drawing a potential pedagogical implication.

پرايمينگ زبان دوم , ديسكورس پرايمينگ , نوشتن مباحثه اي , دانشجويان كارشناسي ارشد

L2 priming , discourse priming , argumentative writing , MA students

hossein garoosi

mohammad amini farsani