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Record identifier : 564397
Personal Name - Primary Intelectual Responsibility : Yeganehfar, Mahtab
Title and statement of responsibility : Responding to students' written errors : teacher correction or student self - correction [Thesis]/مهتاب یگانه‌فر;supervisor: Dr. Birjandi
Publication, Distribution,Etc. : , October 2000
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliographical P. 81-84
Dissertation of thesis details and type of degree : master of arts
Body granting the degree : , College of Persian Literature and Foreign Languages Allameh Tabatabaei
Summary or Abstract : Writing is a task which has always been viewed as boring for both students and teachers. what has aggravated rhis negative attitude towards this field of English learning is the way most EFL teachers respond to their student's written assigments. As far as tradition is concerned, the only familiar way for EFL teachers to take up the red pen and being crossing out the errors and writing the correct forms on the papers. No wonder that most students are frustrated and angry when they face their corrected assignment papers which have been peppered with lots of red ink marks.The purpose of this research is to investigate to what degree teacher cues or hints help their students correct their own errors in EFL writing.The assignments of the control group were corrected by the teacher and any errors in verb tenses were corrected on the paper. Two statistical methods were applied here to rejected the null hypothesis which is, " As far as the development of the Iranian Rfl student's writing skills is concerned, there is no statistical proof to support the ideathat the new approach of error indication by underlining grammatical errors is more efficent than the traditional approch of error correction. The results of the two statistical methods used here show that when students correct theirerrors themselves, they reduce the change of error recurrence..
Information of biblio record : TL
 
 
 
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