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Record identifier : 564839
Personal Name - Primary Intelectual Responsibility : Saharkhiz Arabani, Arash
Title and statement of responsibility : The Use of Conjunctive Cohesive Devices in Writing: Intentional Learning (Consciousness-Raising and Textual Enhancement) vs. Incidental Learning [Thesis]/سحرخیز عربانی، آرش;supervisor: Mohammad Khatib;advisor: Fahimeh 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 : , Teaching English as a Foreign Language
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : .تاثیر انواع وظیفه بر یادگیری زبان و به ویژه یادگیری ابزار انسجامی به صورت دقیق و یکپارچه بررسی نشده است .از اهداف این تحقیق به بوته آزمایش گذاشتن ۰این دو وظیفه) ایجاد آگاهی و ارتقای متن (در مورد ابزار انسجامی ربطی است. سوال اول :آیا تدریس تاثیری بر تولید صحیح ابزار انسجامی ربطی در نوشتار دارد؟آیا تفاوت معناداری بین تاثیرات وظیفه ایجاد آگاهی و وظیفه ارتقای متن بر روی تولید صحیح ابزار انسجامی ربطی در نوشتار دانش آموزان وجود دارد؟یافته های تحقیق: در پاسخ به سوال اول، دو گروه تدریس شده) وظیفه ایجاد آگاهی و وظیفه ارتقای متن بصورت معناداری بهتر از گروه مقایسه یادگیری تصادفی بودند .در پاسخ به سوال دوم، تفاوت معناداری بین دو گروه تدریس شده) وظیفه ایجاد آگاهی و وظیفه ارتقای متن یافت نشد
: This research is carried out with three layers of issues on SLA and form- focused instruction in mind: first interventionist teaching and intentional learning vs. non- raising task represented explicit teaching, while a textual enhancement task represented implicit teaching. There were three groups of intermediate learners: a consciousness-raising vs. textual enhancement. Also Halliday and Hasan s cohesion theory [Halliday, M. A. K., and Hasan, R. (1976). Cohesion in English. London: Longman.] has been set as the basis for this study. In this study the researcher tried to explore the effect of explicit and implicit means of instruction on the acquisition of cohesive devices via two tasks which cater to either of the two approaches to teaching the devices. A consciousness-interventionist teaching and incidental learning, second explicit teaching vs. implicit teaching, and last consciousness- raising group (27 participants), a textual enhancement group (26 participants), and a comparison group (24 participants). They were pretested through a conjunction test and were shown to lack any considerable knowledge of the devices under study: they received eight 30- minute sessions of instructions; and they were post- tested through a composition test. The number of accurate and meaningful uses of devices in their essays was the criterion to score their essays. The results were then analyzed through the Kruskal- Wallis test to show the overall difference and then through the Mann U Whitney to find where the differences exactly lay. It was shown in the study, by comparing the performances of these groups with that of a comparison group, that instruction does have an effect on the acquisition of cohesive devices. While the performances of the learners on the former task were better than on the latter, this difference did not prove significant. The researcher concluded that maybe by running a delayed post- test he would have come to a more significant difference between the two groups. We can conclude that by letting go of the rigid beliefs of just attaching to either means of instruction and neglecting the other and of the dogmatic feelings of comfort in teaching the devices through traditional bilingual lists and boring context- reduced exercises and thus by mixing both means of instruction we can provide better contexts in classrooms for the enhancement of the acquisition of these devices among our learners..
Topical Name Used as Subject : Writing
: Cohesive Chain
: Cohesive Device
: Explicit Learning
Information of biblio record : TL
 
 
 
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