خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 564694
Personal Name - Primary Intelectual Responsibility : Nyiazadeh, Ahmad
Title and statement of responsibility : Input-Output Enhancement and Incidental Learning of Prepositions [Thesis]/نیازاده، احمد;supervisor: Nowruzi;advisor: Mostafaei
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 Tabatabai University The Faculty of Persian Literature and Foreign Language Faculty of Persian Literature and Foreign Languages
Summary or Abstract : مورد بررسی قرار گرفت. نتایج به دست آمده حاکی از برابری نسبی میانگین های حاصله بود. میانگین دارای تفاوت قابل توجهی نیستند و پس از مطالعه در گروه برجسته سازی در متن با گروه برجسته سازی از طریق تولید با یکدیگر مقایسه گردیدنداین بار نیز تفات حاصله قابل توجه نبود t هدف تحقیق: برجسته سازی حروف اضافه در متن و تولید و یادگیری تصادفی این حروف است. پرسش های تحقیق: آیا دستکاری های صورت گرفته در حرف اضافه در متون توجه به آنها را افزایش دده و در نتیجه موجب یادگیری آنها در کلاس های زبان دوم می شود؟ آیا برجسته سازی حروف اضافه از طریق تولید یادگیری تصادفی آنها را افزایش می دهد؟ روش تحقیق: شبه تجربی. یافته‌های تحقیق: همانگونه که اشاره شد پس از انجام آزمون قبل از آغاز تحقیق میانگین های به دست آمده از هر گروه با استفاده از یک آزمون
: Focus on form is currently considered as one of the main concerns of researchers in language teaching. There have been many controversies proposed concerning the need to teach language forms. On the one hand some researchers have claimed instruction and conscious attention to forms just leads to the learning of them and that this learning should be distinguished from acquisition. On the other hand there are many researchers who have reiterated the need for instruction and focus on form specifically in ESL contexts and where three are contrasts between forms in two different languages (L1 and L2). One way to draw attentions to forms has been through implicit input and output enhancement practices. Some studies have shown that these practices are effective in ESL contexts. However, the effectiveness of such procedures to teaching forms especially in EFL contexts should be considered further by the researchers. This study set out to investigate the effects of taking implicit approaches to teaching prepositions. The data collected from the two groups called input enhancement and output enhancement groups for a period of ten sessions showed no noticeable differences in their pretests, posttests mean scores. The study notes that the mere provision of implicit procures to focus on form are insufficient for their learning. This is more evident when considering the contrasts existing in different languages concerning some forms such as prepositions. Consequently, there is a need for taking more explicit procedures such as consciousness-raising and rule explanation to teaching forms. Through the inclusion of such practices students might notice the forms and al notice their applications in their later productions..
Topical Name Used as Subject : Implicit instruction
: Input enhancement
: Incidental learning
: output enhancement
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)