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Record identifier : 564664
Personal Name - Primary Intelectual Responsibility : Mardan, abbas
Title and statement of responsibility : Tackling EFL learners' oral inadequacy through exploratory teaching [Thesis]/مردان، عباس;supervisor: Parviz Birjandi;advisor: Mohammad Khatib, Mehdi Nowroozi
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 Tabatabai University The Faculty of Persian Literature and Foreign Language
Summary or Abstract : مشخص شدند. بیشتر سوالات توسط معلم پرسیده می شود و زبان آموزان در شورع کردن محاورات و یا پرسیدن سوالت نقش فعالی نداشتند. بسیاری اط اطلاعات رد و بدل شده چه در هنگام پرسیدن اطلاعات ارائه اطلاعات و یا در خواست کردن اطلاعات توسط معلم صورت می کرفتIRF هدف تحقیق: بر طرف کردن نارسایی های گفتاری دانشجویان زبان انگلیسی به وسیله تدریس اکتشافی ( یک بررسی اکتشافی، مشارکتی و گروهی در زمینه اثر روش های مختلف تعاملی و فعالیت های مختلف بر دستاوردهای گفتاری زبان آموزان ) می باشد. پرسش های تحقیق: شکل رایج تعامل در کلاسهای گفتاری و شنیداری زبان انگلیسی چیست؟ ایا تعامل معلم محور است یا دانش آموز محور؟ چه فعالیت های در این کلاس ها انجام می شوند؟ یافته های تحقیق: نشان داد که بیشتر کلاس های گفتاری زبان های انگلیسی معلم محور هستند و تعامل غالب در آن کلاس ها با الگوی سه وجهی
: Various studies have already revealed the importance of classroom interaction for the second language acquisition in general and the oral ability in particular (Long, 1981, Porter, 1986; Pica, 1991, Mackey, 1999; Ohta 2001;). But in spite of the prominant role of interaction, other studies indicate that it is usually asymmetrical and the classroom power relationship is too one-sided. It is mostly teacher-centered; it is the teacher who initiates talks, assigns roles, chooses the speakers and controls the class. Teachers tend to do most of the talking (Gazden, 1988). L2 classrooms are characterized by an abundance of questions asked by teacher (White & Lightbown, 1991), and a high proportion of teacher initiated interactions (Bialy Stok, et al.1978). Adopting a multimethodological approach, this study investigated: 1. the degree of interaction between the teachers and the learners in listening and speaking classes by using a qualitative and exploratory approach. 2. The influence of various interactional patterns in combination with the activity types on the development of the oral abilities of the EFL learners. For the first stage of the study, four intermediate EFL classes in Semnan University were chosen. The classes were taught by one of the researcher and one of his colleagues. At the same time, they were observed regularly by the same instructors. Two instruments i.e. a modified version of the COLT observation scheme and audio-recordings were used to record and transcribe the classroom interaction. The recorded and transcribed data were used to measure the amount of teacher talking time (TTT) in comparison with student talking time (STT), the proportion of turn-taking by each individual learner, the types of questions exchanged in class interaction, and the amount of form-based instruction in comparison with task-based instruction. The data gathered indicated that most of the opportunities for language use were taken by the teacher. The number of display questions was significantly higher than referential questions. Teacher talking time in a typical class was on average 75 and at times as high as 95 . Most of the learners in these classes were almost silent. There was a swaying of discourse from form-based instruction toward task-based one with the significant predominance of form-based instruction. The findings of the observational data inspired the researchers to compare experimentally two modes of interaction i.e. a teacher-centered interactional pattern and a student-centered one, in combination with two types of activities in lab classes. The subjects involved were 120 male and female intermediate students in Semnan University. The homogeneity of the groups was tested by a language proficiency test and an OPI before the treatment. They were interviewed by three raters based on an OPI scale before and after the treatment. The result of the statistical analyses revealed a significant difference in favor of the student-centered interaction. This finding-in lines with recent process-oriented learner-centered approaches-shows the prominent role of the learner-learner interaction in the development of oral abilities. It can provide more opportunities for participation and negotiation than a teacher-led approach. The findings of the experimental study revealed that student-centered task-based approach has the highest influence on the oral abilities of the learners. In any case, student-centeredness was more influential than the teacher-centeredness. The result of the study did not reveal a significant difference between the activity types, but it was revealed that combining the type of interaction and activities may influence the result of the study. In fact it was shown that there is an interaction between the activity types and the interactional patterns..
Topical Name Used as Subject : Expl
: Oral Inadequacies
: oratory Teaching
: Interactional patterns
: Teacher
Information of biblio record : TL
 
 
 
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