تاثیر متقابل تکرارفعالیت و تکنیکهای فراخوانی بر نوشتار توضیحی و توصیفی زبان آموزان

سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 423

فایل این مقاله در 25 صفحه با فرمت PDF قابل دریافت می باشد

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:

شناسه ملی سند علمی:

JR_LGHOR-3-1_012

تاریخ نمایه سازی: 23 دی 1398

چکیده مقاله:

Due to the significance of the methods and techniques teachers use to engage learners in the learning process, many studies have been conducted on them. Accordingly, this study aimed at finding out the impact of two techniques, task repetition and elicitation, on EFL learners’ expository and descriptive writing ability. For this purpose, seventy 10th-grade female students in four intact classes were selected based on convenience sampling. First, Oxford Placement Test (OPT) was used to check their homogeneity and 56 who were in the acceptable range were selected. The classes were then randomly divided into two experimental groups, task repetition group (TG) and elicitation techniques group (EG), each comprising two classes. To measure the learners’ writing ability, two pretests of expository and descriptive writing were administered to both groups. During the study, TG received expository and descriptive topics to write about and one week later, the same topics were offered to be written about again. In EG, each session the participants received a writing task and the teacher used question and answer about the topics before learners were assigned to write about them. These were done several times during the study in each group. At the end, two posttests of expository and descriptive writing similar to the pretests were administered. The results of repeated-measures two-way ANOVA and MANOVA showed that both task repetition and elicitation techniques had positive effects on expository and descriptive writing of EFL learners; however, TG outperformed EG in their expository writing. Further conclusions are discussed.

نویسندگان

Zahra Asadi Vahdat

MA Graduate, ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran

Kobra Tavassoli

Assistant Professor, ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran

مراجع و منابع این مقاله:

لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :
  • Ahmadi, H., Ghaemi, F., & Birjandi, P. (2016). The effect ...
  • Ahmadian, J., & Tavakoli, M. (2011). The effects of simultaneous ...
  • Ahmed, R. Z., & Bidin, S. J. B. (2016). The ...
  • Alsubaie, S. (2015). An analysis of classroom discourse: Elicitation techniques ...
  • Ardin, M. (2018). The effect of diagnostic assessment vs. dynamic ...
  • Baleghizadeh, S., & Asadi, R. (2013). The effect of task ...
  • Baleghizadeh, S., & Derakhshesh, A. (2012). The effect of task ...
  • Bozorgian, H., & Kananian, M. (2017). Task repetition on accuracy ...
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles ...
  • Brown, J. D., & Bailey, K. M. (1984). A categorical ...
  • Burke, L., Poll, G., & Fiene, J. (2017). Response to ...
  • Bygate, M. (2006). Areas of research that influence L2 speaking ...
  • Bygate, M., & Samuda, V. (2005). Integrative planning through the ...
  • Doff, A. (1988). Teach English: A training course for teachers, ...
  • Edwards, L. (2007). Solutions placement test: Elementary to intermediate. New ...
  • Elbow, P. (1988). Writing with power: Techniques for mastering the ...
  • Ellis, R. (2003). Task-based language learning and teaching. New York: ...
  • Ellis, R. (2005). Planning and task performance in a second ...
  • Farahian, M., & Rezaee, M. (2012). A case study of ...
  • Gass, S., Mackey, A., Fernandez-Garcia, M., & Alvarez-Torres, M. J. ...
  • Harmer, J. (2007). The practice of English language teaching. Harlow, ...
  • Hawkes, M. L. (2011). Using task repetition to direct learner ...
  • Hedge, T. (2005). Writing. Oxford, England: Oxford University Press. ...
  • Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. ...
  • Iranmehr, A., Salehi, N., & Rezaie, F. (2017). The effect ...
  • Kane, T. S. (1988). The new Oxford guide to writing. ...
  • Kang, S. (2017). The effects of task repetition on Korean ...
  • LLC Learning Express (2014). 501 writing prompts (2nd ed.). New ...
  • Long, M. H. (1985). A role for instruction in Second ...
  • The relationship between task repetition and language proficiency [مقاله ژورنالی]
  • Muijs, D. (2004). Doing quantitative research in education with SPSS. ...
  • Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL ...
  • Nunan, D. (2004). Task-based language teaching. Cambridge, England: Cambridge University ...
  • Nazemi, M., & Rezvani, E. (2019). Effects of task familiarity ...
  • Pallant, J. (2005). SPSS survival manual: A step by step ...
  • Panavelil, A. (2015). Teaching and learning to write: Using a ...
  • Rahman, R., & Ambreen, M. (2018). Concept mapping for improving ...
  • Richards, J. C., & Schmidt, R. (2010). Longman dictionary of ...
  • Rubdy, R. (1998). Task. ELT Journal, 52(3), 264-265. ...
  • Satiawatia, E. A. (2017). A study on elicitations for students’ ...
  • Sinaga, M. (2017). The effect of roundtable and clustering teaching ...
  • Tseng, C. C. (2001). Teaching and grading expository writing. New ...
  • Uso-Juan, E., Martinez-Flor, A., & Palmer-Silveira, J. C. (2006). Towards ...
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner ...
  • Walsh, S. (2006). Investigating classroom discourse. London, England: Routledge. ...
  • Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh, UK: ...
  • William, J. D. (2003). Preparing to teach writing: Research, theory, ...
  • Wright, B. M. (2016). Display and referential questions: Effects on ...
  • نمایش کامل مراجع