خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 564919
Personal Name - Primary Intelectual Responsibility : Ahmadi Safa, Mohammad
Title and statement of responsibility : A Study on the Effects of Explicit Versus Implicit Expert Peers' and Co-Equals' Scaffolding within the Male/Female EFL Learners' Co-Constructed ZPD on the Development of the Speech Acts of Complaint, Request, and Apology [Thesis]/احمدی صفا، محمد;supervisor: Mohammad Khatib;advisor: Fahimeh Marefat, Gholamreza Tajvidi
Language of the Item : eng
Internal Bibliographies/Indexes Note : Biblography
Dissertation of thesis details and type of degree : PH.D
Discipline of degree : , Department of English Language and Literature
Body granting the degree : , Faculty of Persian Literature and Foreign Languages
Summary or Abstract : . این تحقیق بر آن است تا تاثیر متغیر همیاری ارائه شده به دو شیوه ی مستقیم و غیر مستقیم از طرف گروه های هم سطح و غیر همسطح بر توسعه ی دانش کاربرد شناسی زبان بینابین به طور کلی و توانایی تشخیص و تولید سه نقش زبانی شکایت ، تقاضا و عذر خواهی به طور خاص را در دانشجویان مذکر و مونث سطوح پایه ی رشته ی مترجمی زبان انگلیسی بسنجد
: Developmental interlanguage pragmatics studies have only recently drawn the researchers' interest and attention and among the limited number of studies in this area, socio-culturally oriented studies are quite scarce. Hence, the role of concepts like peer scaffolding, and the Zone of Proximal Development (ZPD) in Interlanguage Pragmatics (ILP) development is one of the rich areas in need of attention. As an endeavor to assess the applicability of sociocultural theory for the language teaching purposes in general, and pragmatic instruction in particular, this study was done to investigate the significance of the effect of expert peers' ZPD-wise, co-equal peers'ZPD-insensitive and teacher fronted ZPD-insensitive scaffolding on the EFL learners' pragmatic development in the recognition and production of appropriate realization forms of the three speech acts of request, complaint, and apology. Furthermore, the study aimed at the investigation of the differential impact of the given scaffolding strategies on the EFL learners' choice of the speech act realization strategies in the given situations. In addition, attempt was made to see whether or not any one the adopted scaffolding strategies' impact on the learners' pragmatic development in both recognition and production of pragmatically appropriate language forms in the given situations is sensitive to their gender.A major implication of the study is that peer learning is more effective for the pragmatic competence development than the metapragmatic instruction of the language teachers. What's more the study implies that pragmatic competence is only partially teachable..
Topical Name Used as Subject : Interlanguage Pragmatics
: Zone of Proximal Development
: Scaffolding
: Pragmatic Competence
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)