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Record identifier : 564902
Personal Name - Primary Intelectual Responsibility : Bakhshian Nik, Asal
Title and statement of responsibility : "Suggesting" in Non-native English: The Effect of Explicit vs. Implicit Teaching [Thesis]/بخشیان نیک، عسل;supervisor: Reza Ghafar Samar;advisor: Fahimeh Marefat
Publication, Distribution,Etc. : , 2011
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 : , Faculty of Persian Literature and Foreign Languages
Summary or Abstract : .با توجه به اهمیت توانش منظورشناسی به عنوان بخشی از توانش ارتباطی، محققان به بررسی تأثیر آموزش بر پروراندن این توانش پرداخته اند ..آموزش کنش های گفتاری به عنوان یکی از جنبه های توانش منظورشناسی نیز مورد بررسی قرار گرفته است . .پرورش این توانش در محیط هایی که انگلیسی به عنوان زبان خارجی یاد گرفته می شود اهمیت بیشتری پیدا می کند، زیرا در چنین محیط هایی دسترسی زبان آموزان به منابع یادگیری قوانین منظورشناسی بسیار محدود است بنابراین، این تحقیق به بررسی تأثیر نوع آموزش صریح یا ضمنی به درک و تولید کنش گفتاری" پیشنهاد "توسط زبان آموزان ایرانی با سطح زبانی متوسط می پردازد .همچنین تغییراتی که در نتیجه ی دریافت آموزش در تولید کنش گفتاری پیشنهاد توسط این زبان آموزان به وجود می آید نیز بررسی می شود
: Adopting input enhancement as the theoretical framework, the present study investigated the effect of type of instruction (explicit vs. implicit) on Iranian intermediate EFL learners' recognition and production of the speech act of "suggestion". Three intact classes were randomly assigned to explicit, implicit, and control groups. The explicit group received the highest level of input enhancement (awareness-raising questions and explicit metapragmatic explanation), the implicit group received the lowest degree of input enhancement (exposure to input visually and aurally, and answering awareness-raising questions), and the control group received no pragmatic instruction. The results of One-way ANOVAs revealed that the explicit group outperformed the control group on the posttest of production. However, there was no significant difference in the performance of the three groups on the posttest of recognition. A qualitative analysis of the suggestion productions of the learners in the three groups showed that instruction had a positive effect in reducing the directness of the suggestions in the posttest, and enhanced their repertoire of suggestion realization strategies. In addition, learners' ratings of frequency of use and success in the use of pragmatic learning strategies showed that the implicit group tended to use learning strategies more than the explicit group. Taking both quantitative and qualitative approaches into account while analyzing speech act performance of learners, providing information on the importance of employing the appropriate level of directness, and enhancing the speech act production of the learners through provision of instruction are among implications of this study for researchers, teachers, and textbook writers respectively..
Topical Name Used as Subject : Pragmatics
: Speech Act of Suggestion
Information of biblio record : TL
 
 
 
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