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Record identifier : 564642
Personal Name - Primary Intelectual Responsibility : Jahanbakhsh, Ismaeel
Title and statement of responsibility : Reading Purpose, Gender, and Incidental Grammar Learning While Reading: A Case of Iranian EFL Learners [Thesis]/جهانبخش، اسماعیل;supervisor: Nowroozi;advisor: Mostafayee
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allame Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: تعیین هدف خواندن، جنسیت و یادگیری تصادفی گرامر به هنگام خواندن‌است. فرضیه های تحقیق: هیج تفاوت معناداری بین خواندن برای درک مطلب و خواندن برای لذت در بین دانش آموزان ایرانی که انگلیسی را به عنوان زبان خارجی مطالعه می کنند از لحاظ مقدار تصادفی گرامر هنگام خواندن وجود ندارد. هیج تفاوت معناداری بین دانش آموزان دختر ایرانی و دانش آموزان ژسر ایرانی از لحاظ مقدار یادگیری تصادفی گرامر هنگام خواندن وجود ندارد. نتیجه‌گیری: نشان داده شد که مقداری از نکات گرامری را می توان به صورت تصادفی یادگرفت پس لازم نیست همه نکات گرامری تدریس شود. باید به اهداف خواندن توجه بیشتری شود و قبل از اینکه دانش‌آموزان به خواندن واداشته شوند اهداف ممکن بررسی و بهترین هدف برای خواندن متن مورد نظر به دانش آموزان داده شود
: Learning a second language can be done in two different ways, intentionally or incidentally. Different studies (Knight, 1994; Swanborn and Glopper, 2002; Shirmohammady, 2003) have explored incidental learning in the area of vocabulary. Moreover, Sadeghi's (2006) study dealt with incidental learning of grammar. None of the previous studies, however, have taken the gender of the participants and the reading purpose into account. The purpose of this study was to examine the effects of gender and reading purpose on incidental grammar learning. Participants were 55 male and female Iranian EFL learners studying the first half of the third book in the New Interchange Series by Jack C. Richards (Richards, 1997).They were randomly assigned to four treatment groups namely, male "reading for fun", male "reading for comprehension", female "reading for fun", and female "reading for comprehension. Students in two groups read some reading passages for fun while students in the other two groups read the same passages for comprehension. The sentences in the passages including passive voice had been paraphrased into active voice in the footnotes. The passages were the same for both "reading for fun" and "reading for comprehension" groups. However, they had been typed in different fonts and followed by different kind of questions. The participants' task was to read the mentioned passages in the last 20 minutes of some of the sessions of a term in an English Language Institute (Gooyesh Language Institute) and discuss the questions. All groups took the pretest, did the above mentioned task, and took a posttest. The results showed that when students read the passages for comprehension they did more incidental grammar learning. A second result was the fact that females did much more incidental grammar learning than males did..
Topical Name Used as Subject : Incidental learning
: Grammar
: Intentional learning
: Reading Purpose
: Explicit learning
Information of biblio record : TL
 
 
 
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