خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 564660
Personal Name - Primary Intelectual Responsibility : Nezhad Ansari, Dariush
Title and statement of responsibility : A Multiple Intelligence-Based Investigation into the Effects of Feedback Conditions on EFL Writing Achievement [Thesis]/نژاد انصاری، داریوش;supervisor: fahim;advisor: khatib, Nouroozi
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 : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی میزان تاثیر بازخوردهای چندگانه در پیشرفت مهارت نگارش به زبان انگلیسی دانشجویان ایرانی براساس نظریه های هوش چندگانه‌می باشد. نتایج نشان داد که هم در کوتاه مدت و هم در بلند مدت تفاوت معناداری بین گروه چهارم و دیگر گروهها وجود دارد و این گروه پیشرفت قابل ملاحظه ای در مهارت بندنویسی کسب نمود. در نتیجه ثابت گردید که بکارگیری نظریه هوش چندگانه در آموزش نگارش می تواند تاثیر معناداری در عملکرد زبانی فراگیران داشته باشد. رابطه معناداری بین استراتژی های تصحیح نگارش فراگیران و هوش حاکم آنها وجود دارد
: This study aimed at finding out whether the type of feedback that EFL learners received during the process of writing paragraphs could have any significant effect on their short and/or long term writing achievement. On the other hand, the effectiveness of Multiple Intelligence Theory, as proposed by Gardner (1983), in writing revision was the second objective of the study. MI theory claims that there are at least nine different human intelligences and each learner has one dominant personal MI profile. This theory stresses that if individual learner variations are taken into consideration and classroom activities are diversified, there will be a wider variety of learners getting improved in the target language. The participants in this study were 147 EFL students at Esfahan University taking their writing course with the researcher. Four groups were formed: Group One received tutor response; Group Two, peer response; Group Three, self response; and Group Four, alternate responses (teacher, peer, and self). The results made it clear that statistically significant differenced were traced among the groups. The alternate responses group outperformed the other groups and consequently MI approach to teaching writing was proved to be effective in the short and long term improvement of EFL writers. As a secondary goal, the researcher also investigated the relationship between participants' dominant MI profiles and the kind of feedback that improved their writing performance on the one hand and the relationship between their dominant MI profiles and their writing revision strategies, on the other. An analysis of chi-square showed that the two variables, i.e. MI dominant profiles and the type of feedback, were correlated. The results also indicated that there was a significant relationship between the participants' writing revision strategies and their MI profiles. Finally an attempt was made in this study to investigate the relationship between participants' writing revision strategies and their writing performance. An analysis of covariance indicated that the type of revision strategies did not have any significant effect on the participants' writing achievement..
Topical Name Used as Subject : Multiple Intelligences Theory
: Dominant MI Profile
: Tutor Response
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)