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Record identifier : 564224
Personal Name - Primary Intelectual Responsibility : Jahangiri, Roghieh
Title and statement of responsibility : The effect of visual context on EFL writing performance [Thesis]/رقیه جهانگیری;supervisor: Dr. Nowruzi;advisor: Dr. Ziahosseini
Publication, Distribution,Etc. : , 1994
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography P. 41 - 45
Dissertation of thesis details and type of degree : Master of Arts(M.A)
Body granting the degree : , College of Persian Literature and Foreign Languages Allameh Tabatabaei
Summary or Abstract : Writing is frequently a difficult skill for any language user, that is to say, it represents a fairly challenging task for both native and non - native speakers. It is the multiplicity of skills involved in writing that contributes to the overall difficulty of it. For years teachers and theoreticians had been concerned with the product of writing. Writing had reinforced the accurate appilication of grammtical rules. However, in recent years there has been a " paradigm shift " from product to process. This study aimed at investigating the effects of pictoriak cues EFL students' writing performance. It seeked to provide answers for the following questions: 1. Will the use of pictorial cues have any effect on the fluency of EFL students' writing performance? 2. Does it have any effect on the grammaticality of the writing performance of EFL students? 3. Will it have any effect on the basic organization( representation of information hierarchy) of the students' writing performance? Accordingly the following null hypotheses were set forth: 1. There is no significant diference between the written performance of EFL students recieving the pictorial cues and that of the students recieving no cues, in terms of fluency. 2.There is no significant difference between the written performance of EFL students recieving the pictorial cues and that of the students recieving no cues, in terms of grammaticality. 3. There is no significant difference between the written performance of EFL students recieving the pictorial cues and that of the students getting no cues, in terms of basic organization( representatation of information hierarchy)..
Information of biblio record : TL
 
 
 
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