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Record identifier : 564775
Personal Name - Primary Intelectual Responsibility : Khatib, Sarvenaz
Title and statement of responsibility : Applying the Reader- Response Theory in Teaching English Short Stories to Iranian EFL Students [Thesis]/خطیب، سروناز;supervisor: Mansour Fahim;advisor: Mohammad Khatib
Publication, Distribution,Etc. : , 2010
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 : .این تحقیق بر اهمیت و نقش به سزای استفاده از رویکرد خواننده محور در شرکت کاملا فعال زبان آموزان در روند خواندن و درک متون ادبی تاکید دارد از آنجا که دانش آموزان هر ۲ گروه درکی برابر از متون خوانده شده داشتند نظریه نقد خوانند محور می توان با اطمینان جایچزین شیوه های سنتی رایج در تدریس رایج در تدریس ادبیات باشد
: The present study is an attempt to introduce reader- response approach to teaching English literature to Iranian EFL students. The researcher implemented the conventionally used traditional method and the newly introduced readre-response method to teach English short stories to two different groups of Iranian college students. In the traditional method, the teacher is the core of the class and the director of interpretations of the stories, it is thus apparent that in such a context, the student are passive receivers of the teacher's instruction. On the other hand, reader- response approach emphasises the individual interpretations and response of the students through their dynamic and active involvement in the reading and transaction with the text. In this method, the students' responses and reactions towards the stories are closely monitored and valued as projections of their inner thoughts and feelings. This study is performed on two groups of Iranian college students of English Translation at Allameh Tabataba'i University, randomly chosen as experimental and control groups. Throughout eight, 90 minutes classes, they covered six English short stories, while one group instructed with a traditional method and the other, directed with a reader- response approach can indeed give aesthetic responses to literature without sacrificing the comprehension of the literary text. However, there are no significant differences in the level of vocabulary acquisition or degree of motivation of the students of the two groups to read more English literature. It is of the interest of the researcher to observe any differences in the reading comprehension, vocabulary acquisition and motivation for further reading of English literature in the two groups; the first two attributes were evaluated by quizzes and the later, via a questionnaire. The findings reveal that students directed with a reader.
Topical Name Used as Subject : Motivation,
: The Traditional Method
: Aesthetic Response
Information of biblio record : TL
 
 
 
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