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Record identifier : 564709
Personal Name - Primary Intelectual Responsibility : Esmkhani, Amir Hossein
Title and statement of responsibility : On The Effect of storytelling on Iranian EFL Learners's reading Comperhension and Motivayion For reading Stoies in English [Thesis]/اسمخانی، امیرحسین;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 Tabatabai University The Faculty of Persian Literature and Foreign Language Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر داستان گویی بر درک مفاهیم و انگیزه خواندن داستان زبان آموزان ایرانی است. پرسش های تحقیق: آیا هیچ ارتباطی بین داستان گویی و افزایش انگیزه خواندن داستان زبان آموزان وجود دارد؟ آیا هیچ ارتباطی بین داستان گویی و ارتقاء مهارت خواندن و درک مفاهیم زبان آموزان وجود دارد؟ جامعه ام‌اری: شامل زبان آموزان دختر سطح ۸۱ تا ۵۲ ساله بود. یافته های تحقیق: بعد از اتمان بقرکزاری دوم امتحان خواندن و درک مفاهیم و پرسش نامه انگیزه خواندن نشان دهنده تغییر تقریبا محسوسی صرفا در حوزه انگیزه بود. بعد از جمع آمری نمره ها و داده ها در قسمت آماری تحقیق انگیزه خواندن داستان گروه آزمایش نسبت به گروه کنترل تغییر مثبت تقریبا محسوسی کرده بود. این در حالی بود که مهارت خواندن و درک مفاهیم گروه آزمایش تغییری حاصل نکرد
: The need to communicate globally and to improve in most technical, scientific, commercial and other aspects, people have been driven to learn the international language of the world, namely English. There have been a lot of methods and techniques proposed to learn English language rapidly and properly. This study aims at proposing a storytelling technique which plays a crucial role in the development of mother tongue. Language therapists and psychologists have emphasized the importance of storytelling in the process of linguistic and psychological growth of children. In this regard we can list such advantages as, vocabulary retention, listening comprehension improvement, intonation and stress acquisition and the rest. The present study claims that storytelling can be incorporated in the curriculum of even adult foreign or second language learners to help them improve their language through an effective technique. Sixty intermediate level English language learners, who were all female, were divided into two experimental and control groups respectively. The pre-test consisted of, 1.A twenty true or false item reading comprehension questionnaire and 2.A quick motivation test for reading stories, containing twenty items. In the control group the teacher narrated a story for about twenty minutes in each twenty four sessions. After the treatment both groups took both the exams, the first of which differed in the questions while the motivation test remained the same. Using the T-test it was found that; storytelling does not lead to the improvement of reading comprehension whereas it increases the EFL learners' motivation to read stories in English which in turn will provide the students with valuable material to progress in English language learning. The level of significance was 0.1..
Topical Name Used as Subject : Authenticity
: Bottom-up peroceeing
: Comperhension
: Integration
: Literacy
Information of biblio record : TL
 
 
 
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