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Record identifier : 564760
Personal Name - Primary Intelectual Responsibility : Alemi,Asal
Title and statement of responsibility : The effect of a semi- extensive reading program on the narrative writing ability of EFL students [Thesis]/عالمی، عسل;supervisor: Mohammad Khatib;advisor: Mansour Fahim
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 as a Foreign Language
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : در این تحقیق مشهده شد که رویکرد خواندن نیمه گسترده کتابهای مدرج تاثیر چشمگیری در پیشرفت فراگیری مهادت نوشتار زبان آموزان دارد. همچنین رئیکرد خواندن گسترده همزمان با آموزش تکنیکهای مهارت نوشتار روایی تاثیر بسزایی در پیشرفت توانایی نوشتار رئایی زبان آموزان ایرانی دارد
: Extensive reading (ER) as a beneficial tool for improving language proficiency has drawn a lot of research attention during the last decades. Despite the countless positive results obtained by many researches concerning the overwhelming evidence in support of extensive reading, scant studies as far as EFL reading in Iran is concerned, have been carried out to probe the effect of extensive reading on language skills particularly writing ability and teachers have failed to use this powerful tool effectively. The current study incorporated a controlled semi- extensive reading program as recommended by Shillaw (1999) into the language classroom and investigated the embedded impact of the semi- extensive reading program-extensive reading with graded readers on the students. narrative writing performance. The participants consisted of twenty students in the experimental group and twenty six in the control group who were studying English as a foreign language at intermediate level in Gooyesh Language Institute in Iran. In both groups some useful techniques concerning narrative writing were taught, whereas in the experimental group the students were exposed to a semi- extensive reading program with graded readers as well. Students in both groups were required to write three narratives throughout the term and narratives were evaluated holistically on five analytical scales (content, organization, vocabulary, language use and mechanics) by two independent raters. The scores of the two raters were averaged and entered for statistical analysis. The findings revealed that the implementation of the semi- extensive reading program with graded readers was beneficial in improving the students. narrative writing performance since the students in the experimental group showed significant improvement in their overall narrative writing ability. However, the students in the control group did not show any significant improvement in narrative writing performance on three time intervals despite being taught the techniques of narrative writing. Therefore, it could be claimed that exposing EFL learners to large amounts of comprehensible input in a semi- extensive reading program developed their narrative writing performance. The findings of this study will be of pedagogical and practical value particularly to language teachers and administrators. They can integrate extensive reading with various types of graded readers into their curriculum so that the students can benefit from its power in facilitating the process of mastering the language..
Topical Name Used as Subject : EXTENSIVE READING
: ERP
: Narrative writing
Information of biblio record : TL
 
 
 
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