Dr. Mansooreh Amiri & Maryam Malekshahian,

Lorestan University, Iran

Mastering L2 writing has always been presenting, and will continue to present, L2 learners with a considerable challenge (Zhang, 2008). This is due to the fact that becoming a skilled L2 writer “requires the mastery of a variety of linguistic, cognitive, and sociocultural competencies” (Barkaoui, 2007) including proficiency both in the L1 and the L2, metacognitive awareness, and knowledge of the rhetorical conventions of the two languages (Jalilifar, 2008; Myles, 2002). The last on the list (i.e. rhetorical conventions) came into light only after Kaplan’s pioneering work. According to Kaplan’s findings, people of different cultures use different (or contrastive) rhetoric while thinking in general and speaking and writing in particular. Consequently, reading and comprehending a text developed by a speaker of a language such as Persian would be difficult for a speaker of another language like English. Although it has been trending in new directions (Sugiharto, 2007), thenceforth the area has been mainly concerned with the impact of L1 rhetorical features on L2 writing (Zhang, 2008).    In the recent decades, the area has had a major impact on the way L2 teachers approach L2 writing. Yet, it has not significantly find its way into Iranian context of L2 teaching in general and L2 writing in particular. As a result, Iranian students with different levels of proficiency have difficulty developing L2 writing products as they are supposed to. In the present study our concern was to tech rhetorical conventions to of L1 and L2 to language learners in a hope to help them in their writing skills.


The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.