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The Effect of Syntactic Awareness-Raising Techniques on Iranian Intermediate EFL Learners’ Written Narrative Task Performance | ||
Journal of Language Horizons | ||
دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 9-30 اصل مقاله (455.06 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.29797.1243 | ||
نویسندگان | ||
Behzad Mahmoudy1؛ Saeideh Ahangari* 2؛ Mahnaz Saeidi3 | ||
1PhD. Candidate, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
2Assistant Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran, | ||
3Associate Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran. | ||
چکیده | ||
Attention to language awareness is prominently increasing with the passage of time due to the effects different awareness-raising techniques might have on language learners’ performance. The present study specifically focused on the effects of syntactic awareness-raising techniques on Iranian intermediate EFL learner's written narrative task performance. The participants in the study included 40 intermediate learners whose initial homogeneity in terms of language proficiency was assessed via a General English Test. They were further randomly assigned to one control group and one experimental group, each comprising 20 participants. The amount of instructional time was 17 sessions, during which the participants in the experimental group received syntactic awareness-raising techniques through 'story grammar elements' and 'word order correction'. Right after the treatment, a post-test comprising a written narrative task was administrated. Data analysis results demonstrated that the experimental group which received the syntactic awareness-raising techniques outperformed the control group in retelling short stories in written form. The findings of the current study highlight the contribution of language awareness to the improvement of proficiency in EFL learners and pave the way for its inclusion in language teaching syllabuses. | ||
کلیدواژهها | ||
narrative task؛ written task؛ story grammar element؛ language proficiency؛ word order correction | ||
عنوان مقاله [English] | ||
تأثیر تکنیکهای ایجادِ آگاهیِ نحوی بر عملکردِ نوشتاری فعالیت داستانمحور در زبانآموزانِ سطحِ متوسط ایرانی | ||
نویسندگان [English] | ||
بهزاد محمودی1؛ سعیده آهنگری2؛ مهناز سعیدی3 | ||
1دانشجوی دکتری، گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
2استادیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
3دانشیار، گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
چکیده [English] | ||
با گذشت زمان به سبب تأثیرات احتمالی تکنیکهای متفاوت ایجادِ آگاهی بر عملکرد زبانآموزان، توجه به آگاهی زبانی به طور چشمگیری افزایش یافتهاست. پژوهشِ حاضر به ویژه، به بررسی اثرات چنین تکنیکهایی بر عملکرد نوشتاری فعالیت داستانمحور در زبانآموزانِ سطحِ متوسط ایرانی میپردازد. شرکتکنندگان پژوهش حاضر، مشتمل بر 40 زبانآموز بودند که همگنیِ اولیة آنها، از جنبة مهارت زبانی، با یک آزمونِ زبانِ عمومی مورد سنجش قرار گرفت. سپس، آنها به طور تصادفی در یک گروه آزمایش و یک گروه کنترل - که هر یک مشتمل بر 20 نفر بودند، قرار گرفتند. دورة آموزش 17 جلسه، به طول انجامید که طی آن به شرکتکنندگانِ گروهِ آزمایش، تکنیکهای ایجاد آگاهیِ نحوی از طریق «اجزای دستوریِ داستان» و «تصحیح آرایشِ واژگانی» آموزش داده شد. بلافاصله پس از آموزش، پسآزمونی مشتمل بر فعالیت داستانمحور گرفته شد. یافتههای برآمده از تجزیه و تحلیل دادهها نشان داد گروه آزمایش که با چنین تکنیکهایی آموزش دیده بودند، در مقایسه با گروه کنترل، در نقلِ داستانهای کوتاه به صورت مکتوب، عملکرد بهتری داشتند. یافتههای پژوهشِ حاضر، نقشِ آگاهیِ زبانی در بهبودِ مهارتِ زبانی در زبانآموزان را برجسته نموده و راه را برای گنجاندن این گونه تکنیکها در برنامههای آموزشی، هموار میسازد. | ||
کلیدواژهها [English] | ||
فعالیت داستانمحور, فعالیت نوشتاری, اجزای دستوری داستان, مهارت زبانی, تصحیح آرایش واژگانی | ||
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