جهت دسترسی به کاربرگه ی زیر، از این لینک استفاده کنید. http://dl.pgu.ac.ir/handle/Hannan/160378
Title: تاثیر بازخورد اصلاحی و توضیحات فرازبانی در نگارش انگلیسی به عنوان زبان خارجه در ایران
Authors: گلیا محمدی
Keywords: بازخورد، تصحیح خطا، بازخورد اصلاحی مستقیم نوشته شده، بازخورد اصلاحی غیر مستقیم نوشته شده، توضیح فرازبانی، حرف تعریف انگلیسی، زبان انگلیسی به عنوان زبان خارجی
Issue Date: 1395
Abstract: This experimental study is conducted to improve the current status of EFL feedback, which could have many applications in teaching writing. For this aim, sixty nine Iranian EFL learners were divided into four groups through convenient sampling procedure. The first group was offered direct error correction; the second group was offered metalinguistic explanation feedback, while the third one received the integration of direct feedback and metalinguistic explanation. This study also included control group. The target structure in this study was English article system. Their first and last writings were selected as their pre-test and post-test. Two months after the treatment, they produced another draft as a delayed post-test. By running T-test and ANOVA it was revealed that offering feedback helped learners to gain more accuracy. Also it would be interesting for future researchers to evaluate the impact of feedback on two structures which vary in saliency and have varying level of difficulty to see if feedback would have equal effect on them. This experimental study is conducted to improve the current status of EFL feedback, which could have many applications in teaching writing. For this aim, sixty nine Iranian EFL learners were divided into four groups through convenient sampling procedure. The first group was offered direct error correction; the second group was offered metalinguistic explanation feedback, while the third one received the integration of direct feedback and metalinguistic explanation. This study also included control group. The target structure in this study was English article system. Their first and last writings were selected as their pre-test and post-test. Two months after the treatment, they produced another draft as a delayed post-test. By running T-test and ANOVA it was revealed that offering feedback helped learners to gain more accuracy. Also it would be interesting for future researchers to evaluate the impact of feedback on two structures which vary in saliency and have varying level of difficulty to see if feedback would have equal effect on them. This experimental study is conducted to improve the current status of EFL feedback, which could have many applications in teaching writing. For this aim, sixty nine Iranian EFL learners were divided into four groups through convenient sampling procedure. The first group was offered direct error correction; the second group was offered metalinguistic explanation feedback, while the third one received the integration of direct feedback and metalinguistic explanation. This study also included control group. The target structure in this study was English article system. Their first and last writings were selected as their pre-test and post-test. Two months after the treatment, they produced another draft as a delayed post-test. By running T-test and ANOVA it was revealed that offering feedback helped learners to gain more accuracy. Also it would be interesting for future researchers to evaluate the impact of feedback on two structures which vary in saliency and have varying level of difficulty to see if feedback would have equal effect on them. This experimental study is conducted to improve the current status of EFL feedback, which could have many applications in teaching writing. For this aim, sixty nine Iranian EFL learners were divided into four groups through convenient sampling procedure. The first group was offered direct error correction; the second group was offered metalinguistic explanation feedback, while the third one received the integration of direct feedback and metalinguistic explanation. This study also included control group. The target structure in this study was English article system. Their first and last writings were selected as their pre-test and post-test. Two months after the treatment, they produced another draft as a delayed post-test. By running T-test and ANOVA it was revealed that offering feedback helped learners to gain more accuracy. Also it would be interesting for future researchers to evaluate the impact of feedback on two structures which vary in saliency and have varying level of difficulty to see if feedback would have equal effect on them. This experimental study is conducted to improve the current status of EFL feedback, which could have many applications in teaching writing. For this aim, sixty nine Iranian EFL learners were divided into four groups through convenient sampling procedure. The first group was offered direct error correction; the second group was offered metalinguistic explanation feedback, while the third one received the integration of direct feedback and metalinguistic explanation. This study also included control group. The target structure in this study was English article system. Their first and last writings were selected as their pre-test and post-test. Two months after the treatment, they produced another draft as a delayed post-test. By running T-test and ANOVA it was revealed that offering feedback helped learners to gain more accuracy. Also it would be interesting for future researchers to evaluate the impact of feedback on two structures which vary in saliency and have varying level of difficulty to see if feedback would have equal effect on them. پژوهش حاضر با هدف بهبود وضعیت فعلی بازخورد اصلاحی در محیط EFL ، که می تواند کاربردهای زیادی دراموزش نگارش داشته باشد، انجام شده است. شصت و نه زبان آموزان ایرانی به روش مناسب به چهار گروه تقسیم شدند. به گروه اول تصحیح خطا مستقیم ارائه شده بود. به گروه دوم بازخورد توضیح فرا زبانی ارائه شده بود، در حالی که گروه سوم ادغام بازخورد مستقیم و توضیح فرازبانی دریافت کرده اند. این مطالعه همچنین شامل گروه کنترل بود که هیچ بازخوردی دریافت نکرده اند. ساختار هدف در این مطالعه حرف تعریف در زبان انگلیسی بود. زبان اموزان نگارش را در محیط کلاس انجام دادند. اولین نوشته و آخرین نوشته زبان اموزان به عنوان پیش آزمون و پس آزمون انتخاب شد. دو ماه پس از دریافت بازخورد، آنها نگارش دیگری به عنوان پس آزمون با تاخیرتولید کردند. تست هایی که توسط T-test وANOVA انجام شد نشان داد که ارائه بازخورد به زبان آموزان برای به دست آوردن دانش بیشتر کمک کرد. هر سه نوع بازخورد دانش زبان آموزان را بهبود بخشید اما آنها سطوح مختلفی از موفقیت را نشان دادند. پس آزمونی که با تاخیر انجام شد نشان داد که ادغام بازخورد اصلاحی مستقیم با توضیح فرازبانی پایدار ترین تاثیر را در افزایش سطح دانش زبان اموزان دارد. ارائه بازخورد اصلاحی به زبان اموزان با توجه به سطح مهارتشان در پرداختن به انواع خاصی از ساختار زبانی نه تنها در کوتاه مدت موثر است بلکه در دراز مدت نیز میتواند تاثیر پایداری داشته باشد. همچنین این امر می تواند مورد توجه پژوهشگران آینده قرار بگیرد و به بررسی تاثیر یکسان یا متفاوت بازخورد اصلاحی در دو ساختار که در برجستگی متفاوت هستند و سطح متفاوتی از دشواری دارند بپردازند.
Description: پایان‌نامه کارشناسی ارشد در رشته اموزش زبان انگلیسی
URI: http://dl.pgu.ac.ir/handle/Hannan/160378
Type Of Material: Thesis
Appears in Collections:English Language & Literature زبان و ادبیات انگلیسی

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