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Record identifier : 564243
Personal Name - Primary Intelectual Responsibility : Hassany, Esmail
Title and statement of responsibility : The effect of deductive and inductive teaching of grammar on reading comprehenson of iranian high school students [Thesis]/اسماعیل حسنی;supervisor: Dr. M. Vowruzi;advisor: Dr. J.B. Sadeghian
Publication, Distribution,Etc. : , June 1995
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bbibliographical P. 54 - 58
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 : On reaction to overemphasis on top - down models of reading in Second language contexts. has been a reaconsideration of the importance of lower - level processes in reading. This study investigated the effct of inductive and deductive approaches on the reading Comprehension of Iranian high school students. In this regard following questions were asked: 1. Do inductive and deductive approaches have equal effects on the reading comprehension of high school students? 2. Is there a significant different between these two approches concerning their effects. On reading comprehension of Iranian EFL learners? The hypothesis was put forward was a null hypothesis: " There is no significant difference between dedutive and inductive approaches concerning their effects on the reading comprehension of Iranian high school students". From the result of this study we can also imly that language teachers should employ both deductive and inductive methods in teaching grammatical points. In addition , teachers should be flexible enough to rate the two approaches alternately..
Information of biblio record : TL
 
 
 
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