خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 564822
Personal Name - Primary Intelectual Responsibility : Goljani,Majid
Title and statement of responsibility : The Effect of Strategies-Based Instruction on Listening Comprehension, Anxiety, Tolerance of Ambiguity, and Risk Taking: A Case of Intermediate EFL Learners [Thesis];supervisor: Fahimeh Marefat;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 Department of English Language and Literature
Summary or Abstract : .هدف تحقی:بررسی تاثیر آموزش استراتژیک محور بر درک شنیداری،اضطراب ،تحمل ابهام ،و ریسک ژذیری در میان زبان آموزان انگلیسی سطح متوسط به عنوان زبان دوم یافته های تحقیق :یافته های این تحقیق نشان دادکه هرچند دو روش به پیشرفت دانش آموزان در مهارت شنیداری کمک کرده است ولی دانش آموزان در گروه آزمایش پیشرفت کاملا قابل ملاحظه‌ای در مقایسه با گروه گواه از خود نشان دادند.نتیجه گیری: هر دو روش به پیشرفت دانش آموزان‌انجامیدولی این تاثیر در آموزش استراتژیک محور که در گروه آزمایشی انجام شدپیشفت کاملا قابل ملاحظه‌ای در گروه گوته از خود نشان داد
: In second language acquisition, Listening comprehension (LC) has been regarded as a long-neglected language skill due to the oversimplified assumption that a learner's ability to comprehend spoken language would develop entirely on its own in an inductive way, through repetition and imitation (Jung, 2003; Vandergrift, 2004) so many factors are involved in a successful listening comprehension like linguistic, conceptual, discourse, acoustic, environmental and psychological variables (Boyle, 1948; Faerch & Kasper, 1986; Goh, 1999; Rost, 1990; Sheils, 1988). Among these factors three psychological variables are selected to be investigated under the Strategies-Based Instruction (SBI). The most important point to mention here is that, the foundation of the study, according to O'Malley, Chamot, Stewner-Manzanares, Russo & Kupper (1985), "the learning styles of different cultural groups need to be taken into account in planning strategy training, since different tasks and types may result different results" (p.57) which shows the importance of uniqueness of strategy training. So, the point that makes this study unique form those related ones that have been investigated the effect of SBI on different parts of language, Bialystok, 1983; Brown & Perry, 1991; Chesterfield & Chesterfield, 1985; Cohen & Aphek, 1980; O'Malley et al., 1985; politzer & McGroatry, 1995; Wenden,1987, is in using different tasks, level of proficiency, context of the study, materials, and three different affective factors. Therefore, in this study, the researcher investigated strategies-based instruction in two video classes each included twenty-five participants, both male and female that were grouped on the basis of convenient sampling, which were taught through SBI and traditional way of teaching listening comprehension via Interchange. The results which had been obtained from two classes were compared to find out the effect of instruction on the risk taking, anxiety, and tolerance of ambiguity of EFL intermediate learners during their listening comprehension. Furthermore, the overall effect of instruction on listening comprehension has been investigated A pre-questionnaire, post-questionnaire administration had been used for answering the first research question which tried to find out the effect of instruction on the anxiety, tolerance of ambiguity, and risk-taking. On the other hand, a pretest-posttest design was used for answering the second research question which figured out the effect of SBI on listening comprehension. Two research instruments were used in this study (questionnaires and a test): Foreign Language Classroom Anxiety Scale (FLCAS) (1986) developed by Horwitz, Horwitz, & Cope, Venturesomeness subscale of Eysenck `s IVE questionnaire (1995), Second Language Tolerance of Ambiguity Scale (SLTAS)(Ely, 1995), and Huang & Eskey (2000) listening comprehension test. Groups were analyzed using paired t-test, matched t-test, and means. Comparing two groups, the results showed that the SBI has had a significant effect on learners' listening comprehension scores and anxiety in such a way that those in the experimental group performed significantly better than ones in control group. A positive correlation between SBI and tolerance of ambiguity and risk-taking was analyzed. The results for the effect of SBI on risk-taking were not significant, though. For the second research question, results were rewarding in figuring out the outperformance of the experimental group in comparison to the control one. No need to say that results will be provoking in the context of teaching listening comprehension to Iranian learners..
Topical Name Used as Subject : Anxiety
: Risk-taking
: Tolerance of ambiguity
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)