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Record identifier : 564667
Personal Name - Primary Intelectual Responsibility : Mirzae, Azizullah
Title and statement of responsibility : On the Effect of the ZPD-Sensitive Dialogic Discourse Scaffolding on the Microgenetic Appropriation of Metadiscourse in Task-Based EFL Writing [Thesis]/میرزایی ( فتاحی)، عزیزالله;supervisor: Mansoor Fahim;advisor: Mohammad Khatib., Parviz Birjandi
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Ph. D.
Body granting the degree : , Allame Tabatabai University The Faculty of Persian Literature and Foreign Language
Summary or Abstract : بکار گرفتند تا انجام کارهدفمند و دست یابی هم‌گروه های خویش را به تسلط در استفاده از نشانه‌های فراگفتمانی آسان نمایند ZPD آشکار ساختند که اعضاء گروه ها مکانیسم های هم سازی فراوان و گوناگونی را در سطوح مختلف ZPD روی فراگیری مایکروژنتیک و استفاده از نشانه های فراگفتمانی انگلیسی بود از همه مهمتر این پیشرفت از لحاظ آماری مدارگروه های درون کلاسی ZPD هدف تحقیق: بررسی تاثیر همسازی گفتمانی متاثر از فراگیر بر فراگیری مایکروژنتیک فراگفتمان در نگارش کار هدفمند - محور زبان خارجی انگلیسی است. نتایج حاصل از تحقیق نشانگر وجود تاثیر قابل توجه هم سازی گفتمانی زبان دوم متاثر از
: This study sought to adopt a Vygotsky-inspired sociocultural approach to the investigation of the co-construction and microgenetic appropriation (Lantolf and Thorne, 2006) of L2 metadiscourse resources (Hyland, 2005) by EFL learners performing collaborative writing tasks. The study employed four intact EFL writing classes at Allameh Tabataba'i University (Tehran) in the form of a pretest [treatment] posttest comparison group design. The participants were 160 EFL students (both male and female, mostly aged 19 to 23, NSs of Persian, one Chinese). After examining the homogeneity of the classes using an actual TOEFL (ETS), they were assigned to four different treatment conditions: (i) teacher-directed formal teaching, (ii) comprehensible-input enhancement without ZPD-based mediation-in-interaction, (iii) the non-ZPD (random) L2 discourse scaffolding, and (iv) the ZPD-sensitive L2 discourse scaffolding. The ZPD groups were required to audio-record their task-focused social interactions and also write four learner-specific weekly compositions and one delayed essay. Each class met one (two-hour) session per week for a total of five weeks.The results of a GLM Repeated-Measures ANOVA and the related post hoc comparisons (using SPSS 15) of the groups' (task-based, metadiscourse-oriented) writing pretest-posttest scores indicated a substantial effect for the ZPD-sensitive L2 discourse scaffolding on the ZPD participants' microgenetic appropriation and use of English metadiscourse resources. More important, this improvement was found to be statistically more significant than the other groups' development. Particularly striking were the findings of the microgenetic analysis of the ZPD intraclass groups' 'activity'-based social interactions, revealing that the group partners employed different manifold scaffolding dynamics (such as intersubjectivity, negotiation for meaning, modeling solutions, etc.) at various levels of the ZPD to expedite the task performance and their peers' microgenetic attainment of self-regulation using L2 metadiscourse. The initially asymmetrical discourse construction grew progressively mutual with the less capable peers offering increasingly more self-initiated repairing moves and assuming more responsibility within the activated reciprocal ZPD. As to the analysis of the inter-session essays, interestingly, a progressive trend was evidenced in the participants' appropriate use of L2 metadiscourse resources. Further, the intraclass interview demonstrated that most students enjoyed the ZPD-based course. In sum, the findings have various insightful implications for L2 research and pedagogy..
Topical Name Used as Subject : sociocultural
: microgenetic appropriation
: metadiscourse resources
: task
: EFL Writing
Information of biblio record : TL
 
 
 
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