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Record identifier : 564745
Personal Name - Primary Intelectual Responsibility : Rezaei,Saeed
Title and statement of responsibility : On the Effect of Corrective Feedback in Task-based Grammar Instruction: A Case of Recast vs. Metalinguistic Feedback [Thesis]/رضایی، سعید;supervisor: Vaezi;advisor: Marefat
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
Discipline of degree : , Teaching English
Body granting the degree : , Allameh Tabataba'i. University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر بازخورد تصحیحی در آموزش فعالیت محور دستور زبان: مطالعه‌ی بازخورد دوباره تصحیحی در مقایسه با بازخورد فرازبانی است. یافته های تحقیق:نتایج تحقیق حاضر نشان داد که استفاده از رویکرد فعالیت محور در آموزش دستور زبان موثرتر از روش سنتی است. همچنینی یافته های این تحقیق موثر بودن بازخوردهای دوباره تصحیحی و فرازبانی را در آموزش دسترو زبان آنگلیسی نشان داد. براساس داده های این تحقیق از این بین بازخورد فرازبانی موثرتر از بازخورد دوباره تصحیحی تشخیص داده شد
: service teachers.-service or in-based grammar instruction. The results of this study are considered to be useful in methodological issues related to grammar instruction and error correction techniques. Moreover, teacher educators can use the findings of this study in their teacher education courses for pre-based grammar instruction and secondly between the two corrective feedback types metalinguistic feedback was more effective than recast in task-test revealed that first of both corrective feedback types were effective in task-way ANOVA and another t-based language teaching was more effective than the traditional approach in grammar instruction. In addition, the results of the one-test was run and it indicated that task-test was given to the participants in order to measure the effectiveness of the instructional approaches in each group. In order to answer the first research question, an independent t-feedback group (G3), and control group (G4) each comprising of twenty participants. After that a test developed by the researcher inquiring the conditionals and wish statements was given to the participants in order to assure that the participants did not have a prior knowledge of these target structures. Then, each group was treated based on its own specific methodology. After the treatment, the same pre-based grammar instruction. After administering a Nelson test (for the intermediate) eighty participants out of one hundred were selected from the intact classes at the Iran Language Institute. These eighty participants were randomly assigned to four groups namely, recast group (G1), metalinguistic group (G2), no-basedapproach. Furthermore, it investigated the effect of corrective feedback in task-based language teaching and corrective feedback are two fertile areas of research for exploration. This study investigated these two areas in a single study. First it investigated the effect of methodology in grammar instruction, i.e. traditional vs. task-Currently task.
Topical Name Used as Subject : Corrective Feedback
: based Grammar Instruction-Task
: Recast
Information of biblio record : TL
 
 
 
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