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Record identifier : 564812
Personal Name - Primary Intelectual Responsibility : Yassami, Salim
Title and statement of responsibility : Task- based Instruction vs. Teacher- fronted Instruction: Congruent and Non- congruent Collocations at Intermediate and Advanced Classes [Thesis]/یاسمی، سلیم;supervisor: Fahimeh Marefat;advisor: Zia Tajeddin
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 : همواره تدریس لغات جدید در کلاسهای زبان های خارجه از اهمیت خاصی برخوردار بوده است .هم آیی ها بعنوان قسمتی بسیار مهم در تدریس لغات خارجی در سطوح مختلف ذهن بیشتر معلمان و محققان را درگیر کرده است .در این تحقیق تدریس هم آیی های متجانس و نامتجانس بوسیله تدریس معلم محور و تدریس فعالیت محور در سطوح پیشرفته و متوسطه مورد بررسی قرار گرفته است .یافته های تحقیق: یافته های این تحقیق نشان داد که هرچند هر دو روش به یادگیری هم آیی های متجانس و نامتجانس توسط دانش آموزان هر دو گروه کمک کردند ولی دانش آموزان سطح متوسطه از روش معلم محور بیشترین استفاده را بردند .از طرف دیگر دانش آموزان سطح پیشرفته از روش فعالیت محور استفاده بهینه بردید
: Collocations are an indispensable part in language learning. Congruent collocations are those with L1 direct and word by word equivalent, on the other hand, non-congruent collocations do not have a direct equivalent in L1 (so harder to acquire). In this study the effect of two methods, Task-based Instruction (TBI) versus Teacher-fronted Instruction (TFI), on intermediate and advanced learners was analyzed to answer three questions using based Instruction or Teacher-test, ANOVA and ANCOVA. The main idea behind the questions was whether Task-fronted Instruction has any significant effect on improving intermediate and advanced learners' knowledge of congruent and non-congruent collocations. Furthermore, the interaction of the two methods on improving knowledge of collocations in general was analyzed. There were 30 intermediate and 30 advanced learners of English studying at a private institute in Sa'adat abad, Tehran. After administrating the pretest, going through the treatment, and obtaining the results of the post tests, these results were obtained. Task-based Instruction helped both groups to improve their knowledge of both congruent and non-congruent collocations and collocations in general but TBI didn't help intermediate learners to improve their knowledge of non-congruent collocations. Teacher-fronted Instruction helped both groups to improve their knowledge of congruent, non-congruent and general collocations. Knowledge of words and collocations is an indispensable part of learning any language and this study shows that although both methods were useful, advanced learners preferred TBI over TFI and the intermediate learners vice versa. The findings suggest that the reader learners could explore their libratory autonomy in three main ways a) transformation of their identities by creating awareness of their voices, b) their unlearning of language to embody their life experiences and ideas by means of grammar/ing, c) reader learners discoveries of their own position by critical reading of English literature.
Topical Name Used as Subject : collocations
: congruent collocations
: Task
: Teacher
Information of biblio record : TL
 
 
 
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