Abstract:
Students whose first language is not English, for example ‘Iranian students’, seek to continue their education in English-speaking universities. They are required to sit for the International English Language Testing System (IELTS) as evidence of their language proficiency. Despite meeting the required IELTS band scores, a number of them face difficulties with academic requirements. This paper reports on a qualitative study of a formal IELTS (Academic Version) preparation course in Tehran for five months. The purpose of this study was to investigate class tasks that generate opportunities for producing verbal argumentative texts. The focus was on aspects of verbal argument literacy practices. Accordingly, sixteen adult candidates of both genders, who were holding ‘BA’ and ‘MA’ Degrees in different educational fields, were selected to participate in the study. The paper discusses the course which provided learners with opportunities: (a) to develop argumentative texts, (b) to utilize a range of linguistic resources in composing their texts, (c) to observe argumentative conventions in organizing and structuring their texts, and (d) to interpret, evaluate and elaborate arguments. However, based on the findings, the discourse knowledge that Other Than English as First Language (OTEFL) students bring with themselves into English-speaking universities may not be at an appropriate level for commencing university study as far as IELTS is concerned.
