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Record identifier : 564693
Personal Name - Primary Intelectual Responsibility : Timcheh Memar, Hossein
Title and statement of responsibility : The Effect of Symmetrical Scaffolding versus Asymmetrical Scaffolding on English Reading Comprehension of Iranian Learners [Thesis]/تیمچه معمار، حسین;supervisor: Nowruzi;advisor: Khatib
Publication, Distribution,Etc. : , 2009
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: بررسی تاثیر حمایت متقارن در مقابل نامتقارن بر روی درک خواندن زبان آموزان ایرانی است. روش تحقیق: شبه آزمایشی. یافته های تحقیق: حاکی از عملکرد بهتر گروه متقارن در مقایسه با گروه نامتقارن بود. زیرا از سه نظریه صفر پیشنهاد شده دوتای آنها که مربوط به عدم پیشرفت معنادر گروه متقارن و پیشرفت مساوی دو گروه بود رد شد و تنها یکی از آنها که در رابطه با عدم پیشرفت معنادار گروه نامتقارن بود پذیرفته شد
: The present study was aimed at clarifying the effect, if any, of symmetrical scaffolding versus asymmetrical scaffolding on English reading comprehension of Iranian students. To this end, the focus of the study was translated into three null hypotheses addressing these two types of scaffolding. The research was carried out in six classes and 80 elementary male students were employed as the subjects of the study. The six classes were randomly assigned to two inter-class groups, i.e. symmetrical group (SG) and asymmetrical group (AG). Then two parallel tests in the form of a cloze test were served as the pre- and post-tests. Since the students answered the tests with the help of their dictionaries, the results were treated as the potential knowledge, ZPD, of the students in reading comprehension. In each of the three classes of the SG, the students with the similar ZPDs in reading comprehension were grouped together. While in each of the three classes of the AG, the students with different ZPDs in reading comprehension were grouped together. After the intra-class group assignment, the students worked on ten reading comprehension texts in their groups. At the end of the study two independent and two dependent t-tests were run. It came to be known that the SG outperformed the AG. Therefore, the first two null hypotheses concerning the similarity between the two types of scaffolding and insignificant effect of the symmetrical scaffolding were rejected and the third one in regard to insignificant effect of the asymmetrical scaffolding was accepted. Not accepting a student as more knowledgeable than other (MKO) in the AG could be one of the enigmatic reasons of the outperformance of the SG..
Topical Name Used as Subject : Asymmetrical Scaffolding
: MKO
: Scaffolding
: ZPD
Information of biblio record : TL
 
 
 
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