تعداد نشریات | 25 |
تعداد شمارهها | 924 |
تعداد مقالات | 7,621 |
تعداد مشاهده مقاله | 12,424,299 |
تعداد دریافت فایل اصل مقاله | 8,843,845 |
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 | ||
مراجع | ||
Andrews, S. (2008). Teacher language awareness. Oxford University Press. https://doi.org/10.1093/elt/ccn033 Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1-29. https://doi.org/10.2167/beb392.0 Behroozi, M., & Amoozegar, A. (2014). Challenges to English language teachers of secondary schools in Iran. Procedia-Social and Behavioral Scien have no relvance ces, 136(0), 203-207. https://doi.org/10.1016/j.sbspro.2014.05.314 Berns, G. S., Blaine, K., Prietula, M. J., & Pye, B. E. (2013). Short-and long-term effects of a novel on connectivity in the brain. Brain connectivity, 3(6), 590-600.
https://doi.org/10.1089/brain.2013.0166
Brunstein, J. C., & Maier, G. W. (2005). Implicit and self-attributed motives to achieve: Two separate but interacting needs. Journal of personality and social psychology, 89(2), 205-222. https://doi.org/10.1037/0022-3514.89.2.205
Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching
English to speakers of other languages (pp. 14-20). Cambridge University Press.
https://doi.org/10.5785/17-1-135
Cleave, P. L., Girolametto, L. E., Chen, X., & Johnson, C. J. (2010). Narrative abilities in monolingual and dual language learning children with specific language impairment. Journal of Communication Disorders, 43(6), 511-522. https://doi.org/10.1016/j.jcomdis.2010.05.005 Crookes, G., & Gass, S. M. (1993). Tasks in a pedagogical context: Integrating theory and practice. Multilingual Matters. https://eric.ed.gov/?id=ED375677 Cruz de Quiros, A. M., Lara‐Alecio, R., Tong, F., & Irby, B. J. (2012). The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, 35(1), 87-113. https://doi.org/10.1111/j.1467-9817.2010.01472.x Davies, P., Shanks, B., & Davies, K. (2004). Improving narrative skills in young children with delayed language development. Educational review, 56(3), 271-286. https://doi.org/10.1080/0013191042000201181 Dickinson, D., & McCabe, A. (1991). The acquisition and development of language: A social interactionist account of language and literacy development. In J. F. Kavanagh (Ed.), Communicating by language (pp. 1-40). York Press. https://psycnet.apa.org/record/1991-98982-001 Dolati, R. I., & Mikaili, P. (2011). Opinions related to the main reasons on Iranian students' difficulties in English proficiency. Australian Journal of Basic and Applied Sciences, 5(11), 1142-1148. https://www.researchgate.net/publication/216755519_Opinions_related_to_the_main_reasons_on_Iranian_Students'_difficulties_in_Spoken_English_proficiency Duinmeijer, I., de Jong, J., & Scheper, A. (2012). Narrative abilities, memory and attention in children with a specific language impairment. International Journal of Language & Communication Disorders, 47(5), 542-555. https://doi.org/10.1111/j.1460-6984.2012.00164.x Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. Blackwell. https://doi.org/10.1177%2F026765839200800204 Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. https://www.tesl-ej.org/wordpress/issues/volume7/ej27/ej27r5/ Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based
approach. TESOL Quarterly 25(4), 605-628. https://doi.org/10.2307/3587079
Gaux, C., & Gombert, J. E. (1999). Implicit and explicit syntactic knowledge and reading in pre‐adolescents. British Journal of Developmental Psychology, 17(2), 169-188.
https://doi.org/10.1348/026151099165212
Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18(7-9), 583-616. https://doi.org/10.1007/s11145-004-7109-0 Green, L. B., & Klecan-Aker, J. S. (2012). Teaching story grammar components to increase oral
narrative ability: A group intervention study. Child Language Teaching and Therapy,
28(3), 263-276. https://doi.org/10.1177%2F0265659012456029
Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299. https://doi.org/10.1177%2F1362168807077561 Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education, 13(2), 175-197. https://doi.org/10.1016/S0898-5898(01)00061-4 Hayward, D., & Schneider, P. (2000). Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Language Teaching and Therapy, 16(3), 255-284. https://doi.org/10.1177%2F026565900001600303 Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603-626. https://doi.org/10.1177%2F0265532209355669 Hill, L. A. (2004). Steps to understanding. Oxford University Press. https://www.languagecentre.ir/download/eng/books/steps-to-understanding Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399-415. https://doi.org/10.1016/j.system.2006.02.002 Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461-473. https://doi.org/10.1093/applin/amp048 Kalanzadeh, G. A., Mirchenari, N., & Bakhtiarvand, M. (2013). Perceived problems in using communicative language teaching (CLT) by EFL Iranian teachers. The International Journal of Language Learning and Applied Linguistics World, 2(3), 5-16. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.429.43&rep=rep1&type=pdf#page=6 Kawauchi, C. (2005). The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 143-164). John Benjamins. https://www.jbe-platform.com/content/books/9789027294647-lllt.11.09kaw Koda, K., & Zehler, A. M. (2008). Learning to read across languages: Cross-linguistic relationships in first-and second-language literacy development. Routledge.
Krashen, S., & Seliger, H. (1976). The role of formal and informal linguistic environments in adult second language learning. International Journal of Psycholinguistics, 3(4), 15-20.https://doi.org/10.1016/j.sbspro.2010.03.976 Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45(3), 261-284. https://doi.org/10.1515/iral.2007.012 Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253 Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52.
http://doi.org/10.1075/sibil.2.07lon
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C.
Doughty & J. Williams (Eds.), Focus on form in classroom second language
acquisition (pp. 15-41). Cambridge University Press.
https://files.eric.ed.gov/fulltext/ED507438.pdf
Loschky, L., & Bley-Vroman, R. (1990). Creating structure-based communication tasks for
second language development. University of Hawai'i Working Papers in English as a
Second Language, 9(1), 161-209.
Vroman%20(1990)WP9(1).pdf
McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45-56. https://pubs.asha.org/doi/abs/10.1044/1058-0360.0301.45 Miller, J. F., Andriacchi, K., & Nockerts, A. (2016). Assessing language production using SALT software: A clinician's guide to language sample analysis. Middleton.
http://www.saltsoftware.com/ssdownload/BookPDF/SALTReferenceBook.pdf
Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241.
https://doi.org/10.1017/S0142716400002046
Ortiz, A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30(3), 321-332. https://doi.org/10.1177%2F002221949703000307 Pang, J. S. (2010). Content coding methods in implicit motive assessment: Standards of measurement and best practices for the picture story exercise. In O. C. Schultheiss & J. C. Brunstein (Eds.), Implicit motives (pp. 119-150). Oxford University Press. https://www.semanticscholar.org/paper/Content-coding-methods-in-implicit-motive-standards-Pang-Pang/54549e6c66f19aff8304cff326f8ddbab502f906 Paul, A. M. (2012). Why kids should learn cursive (and math facts and word roots). Time. https://ideas.time.com/2012/11/08/why-kids-should-learn-cu-cursive/ Paul, R., & Smith, R. L. (1993). Narrative skills in 4-year-olds with normal, impaired, and late-developing language. Journal of Speech, Language, and Hearing Research, 36(3), 592-598. https://pubs.asha.org/doi/abs/10.1044/jshr.3603.592 Petersen, D. B., Gillam, S. L., Spencer, T., & Gillam, R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: An early stage study. Journal of Speech, Language, and Hearing Research, 53(4), 961-981. https://doi.org/10.1044/1092-4388(2009/09-0001) Pica, T. (1985). The selective impact of instruction on second language acquisition. Applied Linguistics, 6(3), 14-22. https://doi.org/10.1093/applin/6.3.214 Pray, L. (2005). How well do commonly used language instruments measure English oral-language proficiency? Bilingual Research Journal, 29(2), 387-409. https://doi.org/10.1080/15235882.2005.10162841 Rahimpour, M. (2001). The acquisition of instructed and naturalistic situation. Journal of Faculty of Letter and Humanities, 44(16), 10-39.https://www.sid.ir/en/journal/ViewPaper.aspx?id=35974 Ramsay, J. E., & Pang, J. S. (2013). Set ambiguity: A key determinant of reliability and validity in the picture story exercise. Motivation and Emotion, 37(4), 661-674. https://doi.org/10.1007/s11031-012-9339-9 Riley, J., & Burrell, A. (2007). Assessing children’s oral storytelling in their first year of school. International Journal of Early Years Education, 15(2), 181-196. https://doi.org/10.1080/09669760701289136 Ruhi, A. (2001). Toward operationalizing focus on form in EFL classroom setting [Unpublished doctoral dissertation]. Tabriz University. https://elt.tabrizu.ac.ir/article_4407_7a8a172c6ddd57fd5daf121a6d29e61a.pdf Samantaray, P. (2014). Use of story telling method to develop spoken English skill. International Journal of Language & Linguistics, 1(1), 40-44. http://ijllnet.com/journals/Vol_1_No_1_June_2014/5.pdf Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129 Scura, V. (2016). The effectiveness of task based language teaching versus traditional second language acquisition teaching methods. Bulletin of the Institute for Excellence in Higher Education, 3(2), 193-199. http://hdl.handle.net/10097/00120923 Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics,17(1), 38-62. https://doi.org/10.1093/applin/17.1.38 Skehan, P., & Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance planning and task performance in a second language. John Benjamins. https://doi.org/10.1075/lllt.11.12ske Snowling, M. J. (2000). Language and literacy skills: Who is at risk and why? In D. V. M. Bishop & L. B. Leonard (Eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome (pp. 245-259). Psychology Press. https://psycnet.apa.org/record/2000-16939-014 Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32(3), 178-199. https://doi.org/10.1177%2F1053815110379124 Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 53-120). Ablex. https://files.eric.ed.gov/fulltext/ED121474.pdf Sullivan, A., & Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(6), 971-991. https://doi.org/10.1002/berj.3180 Tong, X., Deacon, S. H., & Cain, K. (2014). Morphological and syntactic awareness in poor comprehenders: Another piece of the puzzle. Journal of learning disabilities, 47(1), 22-33. https://doi.org/10.1177%2F0022219413509971
Tunmer, W. E. (1989). The role of language-related factors in reading disability. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 91-131). University of Michigan Press. https://psycnet.apa.org/record/1989-98463- | ||
آمار تعداد مشاهده مقاله: 653 تعداد دریافت فایل اصل مقاله: 531 |