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Record identifier : 564807
Personal Name - Primary Intelectual Responsibility : Babanezhad Kafshgar, Neda
Title and statement of responsibility : The Effect of Learner Characteristics on Syntactic and Lexical Complexity of Written Products [Thesis]/بابا نژاد کفشگر، ندا;supervisor: Vaezi;advisor: Marefat
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 : , TEFL
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر ویژگی های شخصیتی یادگیرنده ها بر پیچیدگیهای نحوی و پیچیدگیهای لغوی نوشته آنان است. نتایج نشان داد که نوشته های افغراد برونگرا از پیچیدگیهای لغوی بیشتری از افراد درونگرا برخوردار بود. نتایج هیچ گونه تفاوتی را بین گروه تفکر گرا / انگیزه گرا در زمینه ویژگیهای زبانی نوشته ها نشان نداد. پسرها و دخترها نیز هیچ گونه تفاوتی را زمینه ویژگیهای زبانی نوشته ها نشان ندادند
: Humanistic approaches place the individual s thoughts, feelings and emotions at the forefront of all human development. Learning and particularly language learning is not an exception. Learners unique characteristics may be the most responsible variables causing difference among learners with respect to their learning habits and consequently their language performance. The purpose of this study was to search for the probable effects of learners characteristics on linguistic properties of their writings. Learners characteristics were studied via three main leaner variables; affective, cognitive, and biological variables. Extroversion/ introversion (affective), reflectivity/ impulsivity (cognitive), and gender (biological) were selected as three variables via which the learners could be categorized into different groups. The linguistic properties of the learners written performance were measured through Syntactic Complexity and Lexical Complexity. The participants were selected from a group of university language learners. In order to have a homogeneous group a version of TOEFL was administered and 86 intermediate students were selected to participate in the study. Mean score of TOEFL for the total group was 33.46 and s.d. was 10. The students who scored one standard deviation above and below the mean were selected to participate in the study. Since, the first purpose of this study was to investigate the effects of Extroversion/ Introversion type of personality on the linguistic properties of learners writings, the translated version of EPQ (Eysenck Personality Questionnaire) for extroversion/introversion personality type was administered and accordingly, the participants were divided into two extrovert and introvert groups. The participants were iv asked to write a composition. The compositions were then transcribed into available information for a computer. Then, a computerized text analysis program (Word Smith Tools) was used to measure the linguistic properties of the written compositions. Syntactic complexity of the written texts was calculated through two measures; ratio of subordination and average sentence length. Lexical complexity was measured through lexical diversity and lexical density. The result showed that this type of personality, significantly, contributed to lexical complexity of learners writings. Extrovert learners indicated to write in a more lexically complex way than introvert ones. In order to search for the effects of reflectivity/ impulsivity type of personality on the linguistic properties of learners writings, the translated version of EPQ (Eysenck Personality Questionnaire) for Reflectivity/Impulsivity personality type was administered and the participants were divided into two reflective and impulsive groups. The results showed that there was not any significant difference between reflective and impulsive learners with respect to the linguistic properties of their writings. Female and male learners also indicated no such difference with regard to the linguistic characteristics of their written performance. The findings of this study supported the idea that learning styles of learners affect the most basic decisions they make when composing. Thus, learners and their learning styles must be considered as important factors, not only in teaching situations that the purpose of instruction is to enhance learners general writing proficiency, but also in situations that the purpose of teaching is going through the most detailed aspects of learning a language i.e. teaching use and usage of words.
Topical Name Used as Subject : Extroversion/Introversion
: Reflectivity/ Impulsivity
: Lexical complexity
Information of biblio record : TL
 
 
 
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