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تفاوت مهارت نوشتن گروهی زبان آموزان درونگرا و برونگرا

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی:تفاوت مهارت نوشتن گروهی زبان آموزان درونگرا و برونگرا

 

 

 

 

دانشگاه آزاد اسلامی

 

 

واحد تهران مرکزی

 

 

دانشکده زبان‌های خارجی، گروه زبان انگلیسی

 

 

 

 

 

پایان نامه برای دریافت درجه کارشناسی ارشد (M.A)

 

 

عنوان:

 

 

تفاوت مهارت نوشتن گروهی زبان آموزان درونگرا و برونگرا

 

 

 

 

 

استاد راهنما:

 

 

دکتر عبدالله برادران

 

 

 

 

 

سال تحصیلی 94-93

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

(در فایل دانلودی نام نویسنده موجود است)

 

تکه هایی از متن پایان نامه به عنوان نمونه :

 

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

ABSTRACT

 

The present study is an attempt to investigate the difference between extrovert and introvert EFL learners’ cooperative writing. Initially 150 intermediate learners were asked to participate in the study. They sat in a PET and 90 homogenous learners, in term of language proficiency, were selected to fill Persian translation of Eysenck Personality Inventory questionnaire. Based on the results, 30 introvert and 30 extrovert learners were randomly assigned to two experimental groups. Both groups received a model of cooperative learning, i.e. Cooperative Integrated Reading and Composition (CIRC) as their treatment. After the treatment was done, they were asked to cooperatively write two essays in descriptive voice on two different topics. Their writings were scored based on Jacobs, Zingraf, Wormuth, Hartfiel, and Hughery (1981) scoring profile by two raters, and the mean of each student’s scores was considered as their cooperative writing score. Then the performance of extrovert and introvert learners on the test was compared using independent samples t-test. The results indicated that introvert learners significantly outperformed extrovert learners.

 

TABLE OF CONTENT

 

ABSTRACT. 1

 

ACKNOWLEDGMENTS. 1

 

TABLE OF CONTENTS. i

 

LIST OF TABLES. iii

 

LIST OF FIGURES. iv

 

 

 

C H A P T E R   I: BACKGROUND AND PURPOSE. 1

 

1.1 Introduction. 2

 

2.1 Statement of the Problem.. 5

 

3.1 Statement of the Research Question. 8

 

4.1 Statement of the Research Hypothesis. 9

 

5.1 Definition of Key Terms. 9

 

6.1 Significance of the Study. 10

 

7.1 Limitations and Delimitation. 11

 

 

 

C H A P T E R   II : REVIEW OF THE RELATED LITERATURE. 12

 

2.1 Overview.. 13

 

2.2 Need for Writing. 13

 

2.3 Cooperative Writing: subcategory of Cooperative Learning. 15

 

2.4 Cooperative Writing Features. 17

 

2.4.1 Positive Interdependence and Individual Accountability. 18

 

2.4.2. Processing Group Interaction. 18

 

2.4.3. Peer Feedback. 19

 

2.5. Cooperative writing in EFL classrooms. 19

 

2.6. Perspectives on cooperative writing. 21

 

2.7. Benefits of Cooperative Approach in EFL Writing Classroom.. 25

 

2.8. Preparing EFL Students for peer response in writing classrooms. 26

 

2.9. Guidelines for preparing EFL students for peer response. 27

 

2.10. Personality Factors and Teaching Writing. 30

 

 

 

C H A P T E R   III : METHODOLOGY.. 37

 

3.1. Overview.. 38

 

3.2. Participants. 38

 

3.3. Instrumentation. 39

 

3.3.1 Personality Questionnaire. 39

 

3.3.2 Preliminary English Test (PET) 40

 

3.2.2 Essay Writing Test 42

 

3.2.3 Writing Rating Scales. 42

 

3.4 Procedure. 43

 

3.5. Design. 45

 

3.6. Statistical Analysis. 45

 

 

 

C H A P T E R  IV: RESULTS AND DISCUSSION.. 47

 

4.1. Introduction. 48

 

4.2. Participant Selection. 48

 

4.2.1. Descriptive Statistics of the PET Piloting. 49

 

4.2.2. Descriptive Statistics of the PET Administration. 50

 

4.2.3. Identifying the Degree of Extroversion. 51

 

4.3. Posttest 54

 

4.4. Testing the Null Hypothesis. 56

 

4.5. Discussion. 57

 

 

 

C H A P T E R   V : CONCLUSION, PEDAGOGICAL IMPLICATIONS AND SUGGESTIONS. 61

 

5.1. Introduction. 62

 

5.2. Restatement of the Problem.. 62

 

5.3. Pedagogical Implications. 64

 

5.4. Suggestions for Further Research. 66

 

 

 

REFRENCES. 68

 

 

 

Appendices. 76

 

APPENDIX A: Eysenck Personality Inventory. 77

 

APPENDIX B: Preliminary English Test (PET) 80

 

 

 

 

 

LIST OF TABLES

 

Table 4.1 Descriptive Statistics of the PET Piloting. 49

 

Table 4.2 Reliability of the PET in the Pilot Phase. 50

 

Table 4.3 Descriptive Statistics for PET Proficiency Test 51

 

Table 4.4 Descriptive Statistics of the Participants’ Performance in EPI 52

 

Table 4.5 Descriptive Statistics of the Participants’ E-Score in EPI 53

 

Table 4.6 Reliability of the EPI Questionnaire. 54

 

Table 4.7 Descriptive Statistics for the Essay Writing Posttest in Both Groups  54

 

-Test on the Performance of Both Groups in the Essay Writing Posttest 56

 

 

 

 

 

LIST OF FIGURES

 

 

 

Figure 4.1 Histogram of the Scores Obtained on the PET Piloting. 49

 

Figure 4.2 Histogram of the Scores Obtained on the PET Administration. 51

 

Figure 4.3 Histogram of the Participants’ Scores in EPI 52

 

Figure 4.4 Histogram of the E Scores of the Participants in EPI 53

 

Figure 4.5 Histogram of the Writing Posttest Scores Obtained by the Introvert Group  55

 

Figure 4.6 Histogram of the Writing Posttest Scores Obtained by the Extrovert Group  55

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C H A P T E R   I

 

 

 

 

 

 

 

BACKGROUND AND PURPOSE

 

 

 

 

 

1.1 Introduction

 

Living in 21 century and being a part of the global village, writing in English is a fundamental skill. Writing well is a necessity for academic success and a basic requirement for communication. ” It is unique and stands out of the four skills of language because its nature allows for examination and reexamination, debate and decision making, choice and revision and cognitive activities which require higher order thinking skills of communicator” (Hobson& Schafermeyer, 1994, p.51 ).

 

By the sake of writing, learners can participate in a productive practice which sometimes can motivates them to learn new language elements and structures during constant process of reviewing and drafting. Moreover, according to Celce-Murcia (1991), it fosters higher order cognitive activities and mental processing, which is an important component of learning. In addition, it invites feedback, either overt or covert, based on which students make adjustments in their learned language system.

 

Writing has always been regarded as an important part of academic life which serves different functions and purposes. But writing has always been a difficult skill (Graham, Harris & Manson, 2005) so teachers need some ways to encourage learners and motivate them to write. One way for motivating learners to write is use of cooperative learning techniques. Humans are social and cooperation has been used in all aspects of our lives.  So, cooperative learning groups in learning situations can be an acceptable teaching approach.  (Johnson & Johnson, 1994; Kagan, 1990; Slavin, 1995).

 

According to Deutch (1999) Kurt Lewin field theory and social interdependence have great roles in cooperative learning. Social interdependence started in early 1900s. Kurt Koffka who was one of the major figures of Gestalt psychology suggested that interdependence is different in dynamic wholes. “For interdependence to exist there must be more than one person or entity involved, and the persons or entities must have impact on each other in that a change in the state of one causes a change in the state of the others. It may be concluded that it is the drive for goal accomplishment that motivates cooperative and competitive behavior.” (Sharan, 2010, p.113)

 

In the late 1940s, one of Lewin’s graduate students, Morton Deutsch, extended Lewin’s reasoning about social interdependence and formulated a theory of cooperation and competition. Deutsch’s basic premise was that the type of interdependence structured in a situation determines how individuals interact with each other which, in turn, largely determine outcomes. “Positive interdependence tends to result in promotive interaction; negative interdependence tends to result in oppositional interaction, and no interdependence results in an absence of interaction.”(Johnson, D. W., Johnson, R. T., & Holubec, E. 2008, p.121)

 

Cooperative writing is the instructional use of small groups so that students work together to maximize their own and each other’s learning. In this way students will interact with each other and the teacher during the instructional session. As Johnson & Johnson (2008) stated within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members.

 

“The basic elements are Positive interdependence, Promotive interaction, Interpersonal and small group skills, Group processing, and individual and group accountability which are essential for effective group learning, achievement, and higher-order social, personal and cognitive skills (e.g., problem solving, reasoning, decision-making, planning, organizing, and reflecting).” (Johnson, D.W & Johnson R.T. 2005, pp.285-360)

 

According to Sharan, Y. (2010) the benefits of cooperative learning are a better mutual relationship, respect, and higher communication. It also has advantages in thinking strategies.  Competitive learners have difficulty in obtaining a balance between being competitive and interacting with others. Their emotional interaction and trust

 

 are two other concerns.

 

Personality types are distinguished from personality traits, which come in different levels or degrees. For example, according to type theories, there are two types of people, introverts and extroverts.), Myers and Briggs (1995 as cited in Bernsterin, Penner, Clarke, Stewart, and Roy 2008) introversion and extroversion are part of a continuous dimension, with many people in the middle.

 

Although extroversion maybe considered as socially desirable, it is not always an advantage. Conversely, while introversion maybe perceived as less socially desirable, it is strongly associated with positive traits such as intelligence and giftedness for many years, researchers have found that introverts tend to be more successful in academic environments, which extroverts may find boring. Personality traits, along with other factors such as skill and interest, are used to predict future academic and career performance.”(Ryckman 2004, p.61).

 

2.1 Statement of the Problem

 

Many EFL teachers complain and wonder why their students do not show considerable improvement in their writings every time they check the students’ writings. This shortcoming on the part of a student’s maybe partly due to personality traits and partly due to atmosphere of the class which is more competitive and teacher-centered rather than cooperative and learner-centered.

 

Surely, these teachers are not aware of benefits of cooperative writing. Moreover, they may not be aware that learning will not occur at all until students are motivated and psychologically and affectively ready to learn.

 

Furthermore, teachers probably expect all the students to the inputs in an identical way despite their totally different personalities. Put in other words, these teachers ignore the fact that each student is totally different human being with his/her unique cognitive style and personality.

 

According to Hobson & Schafermeyer (1994) writing is a productive activity that involves learners in an active participation and activates their mental processing by its nature of revision, examination and decision making which require higher order of thinking skills.

 

It also seems that teachers need to create a classroom atmosphere that encourages students to participate in all activities including writing. In most of the cases, classes are populated and consist of mixed-ability students, with fast and slow students together. Given these situations, how can the teacher involve all the students in the activities and let them have an active role in the class? A possible solution to this problem is that the teacher should increase the opportunity for students’ participation. Many ways have been proposed in this regard. One way is Cooperative Writing.

 

The researcher’s interest in Cooperative writing came from the observation of Iranian EFL learners in Tehran institutions and universities which had problems in group work with their learning and mostly had competitive rather than cooperative interests and how it is possible to boost cooperation among them through teaching writing skill.

تأثیر بازخورد استنباطی بر روی دقت و روانی بیان زبان آموزان ایرانی سطح متوسط

هدف از انجام این پژوهش بررسی بازخورد استنباطی بر روی دقت و روانی بیان است. بدین منظور شصت زبان  آموز دختر سطح متوسط موسسه زبان معرفت از طریق آزمون همگون سازی(PET) انتخاب شدند و بطور تصادفی در دو گروه کنترل و آزمایش تقسیم شدند. سپس از طریق پیش آزمون ،بصورت یک مصاحبه ساخت مند، سطح روانی و دقت بیان آنها سنجیده شد. در کلاس گروه آزمایش به مدت سیزده هفته بازخورد استنباطی انجام شد در صورتی که گروه کنترل هیچ بازخوردی در این مدت دریافت نکردند.بعد از سیزده هفته از هر دو گروه پس آزمون ،بصورت مصاحبه ساخت مند ، گرفته شد. سپس برای سنجش تأثیر گذاری بازخورد استنباطی از روش های آماری ANCOVA و t-test استفاده  نمرات پیش آزمون و پس آزمون با یکدیگر مقایسه شد.در نتیجه ی تحلیل آماری مشخص شد که بازخورد استنباطی سبب بهبود دقت و روانی بیان زبان آموزان گردیده است.

 

Table of Contents

 

Acknowledgements. v

 

Abstract vi

 

Chapter One. 1

 

Introduction. 1

 

1.1. Background of Purpose. 1

 

1.2. Theoretical Framework. 2

 

Corrective Feedback Types. 2

 

1.2.1. Positive vs. Negative Feedback. 4

 

1.2.2. Implicit vs. Explicit Feedback. 5

 

1.2.3. Reformulations vs. Prompts Feedback. 6

 

1.3. Statement of the Problem.. 8

 

1.4. Research Questions: 9

 

1.5. Research Hypotheses. 9

 

1.6. Significance of the Study: 10

 

1.7. Definition of Key Terms. 10

 

Chapter Two. 13

 

Review of Related Literature. 13

 

2.1. Introduction. 13

 

2.3. Hypotheses behind Corrective Feedback. 14

 

2.3.1. Schmidt‘s Noticing Hypothesis. 14

 

2.3.2. Long‘s Interaction Hypothesis. 15

 

2.3.3. Swain’s Output Hypothesis. 16

 

2.4. Corrective Feedback and Accuracy. 16

 

2.5. Corrective Feedback and Fluency. 18

 

Chapter Three. 21

 

Methodology. 21

 

3.1. Introduction. 21

 

3.2. Participants and Setting. 21

 

3.3. Instrumentation. 21

 

3.4. Procedure. 23

 

3.5. Study Design. 24

 

Chapter Four. 25

 

Data analysis, Discussions and Results. 25

 

4.1. Introduction. 25

 

4.2. Data analysis and investigation of research questions. 25

 

4.2.1. Descriptive Statistics. 25

 

4.2.2 Inferential statistics. 29

 

4.3. Discussion. 34

 

Chapter Five. 36

 

Conclusion. 36

 

5.1. Introduction. 36

 

5.2. Conclusion. 36

 

5.3. Pedagogical Implications. 38

 

5.4. Suggestions for Further Research. 38

 

References. 39

 

Appendix (1): Test specification. 44

 

Appendix (2): Accuracy measures. 48

 

Appendix (3): Fluency measures. 49

 

Appendix (4): Homogeneity Test and Pretest 50

 

Appendix (5): posttest 51

 

 

 

Abstract

 

 

 

The present study was conducted to investigate the effect of elicitation feedback on speaking accuracy and fluency. To fulfill the purpose of the study, 60 female intermediate learners at Marefat Language Institute were chosen by means of administering a proficiency test preliminary English test (PET). They were randomly divided into

 

 two homogeneous groups, one as the experimental group and the other as the control one. These learners were pretested through a structured interview to check their current speaking accuracy and fluency level.

 

Of course, the experimental group was provided with elicitation feedback, while the control group received no feedback. After thirteen sessions of treatment, the two groups were post tested through another structured interview. The scores of the participants demonstrated that the experimental group performed better than the control group. The analysis of the data was done through the analysis of covariance (ANCOVA) and t-test. Finally, it was concluded that employing elicitation feedback has positive effect on speaking accuracy and fluency.

 

Key words: elicitation feedback, accuracy, fluency

 

 

 

Chapter One

 

 

Introduction

 

 

1.1. Background of Purpose

 

English is an international language and the desire for learning English for communication is increasing. So, many language learners seemingly attend language classes to improve their speaking ability. According to Folse (2006), the ability to speak a language is synonymous with knowing that language for most people, since speech is the most basic means of human communication. Realizing the high importance of this skill in English as a Foreign Language (EFL) programs is very important to developing ways of giving feedback that are in line with various L2 acquisition theories in order to reduce students` errors in their speaking and scientifically scrutinizing the effects of them.

 

Over the years, the role of corrective feedback (CF) in EFL or English as a Second Language (ESL) classrooms has been an argumentative issue. Feedback is an important part in teaching and learning, so it has been considered in both second language theories and language pedagogy. It is a challenge for language teachers to ensure that learners develop accuracy in their speaking as well as fluency. Feedback has a corrective function so giving more attention to it can improve the learners` performance through learning process. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (Brown, 2001; Burns & Joyce, 1997).

 

Teachers should be careful in providing corrective feedback because it has both positive and negative effects. The positive effects of feedback can make language learning more effective since it helps L2 learners notice the gap between their utterances and the target forms, which elicits uptake or repair. This can promote changes in their inter language systems and lead them to the next linguistic developmental stage. Moreover, when learners understand that making mistakes is a part of the learning process, and that their teachers try to help them learn target forms, they are likely to take risks and build up confidence through practice. On the other hand, the negative effects can hinder learners’ language development by creating barriers between teachers and their students and raise the students’ level of anxiety (Allwright & Bailey, 1991; MacIntyre & Gardner, 1994).

The Effect of Reading Comprehension on Three Dimensions of Vocabulary Knowledge

 

 

یادگیری و آموزش لغات زبان خارجی از دیدگاه اکثر زبان آموزان و معلمان ایرانی مهمترین جنبه یادگیری زبان است. نحوه آموختن و آموزش لغات به طور موثر و کارآمد هنوز یک موضوع بحث برانگیز است. گرچه مطالعات بسیاری در زمینه یادگیری لغات انجام شده است اما مطالعات کمی بر روی یادگیری جنبه های مختلف دانش لغات از طریق خواندن صورت گرفته است. هدف این تحقیق بررسی تأثیر خواندن و درک مفاهیم بر روی یادگیری سه جنبه از دانش لغات از جمله تشخیص فرم لغت، تشخیص معنای لغت و تولید لغت در بین زبان آموزان خارجی می باشد. همچنین این تحقیق به بررسی این موضوع می پردازد که خواندن روی کدام جنبه از دانش لغات بیشترین تأثیر را دارد. جهت انجام تحقیق، دو متن شامل 20 لغت جدید به همراه معانی فارسی آنها  بعنوان ابزار جمع آوری اطلاعات مورد استفاده قرار گرفت تا دانش لغات زبان آموزان سنجیده شود. شرکت کنندگان در تحقیق حاضر شامل 40 زبان آموز مذکر ایرانی سطح متوسط در آموزشگاهی در شهر شیراز بودند. از شرکت کنندگان خواسته شد متن ها را خوانده و به چند سوال درک مطلب پاسخ داده و بلافاصله پس از خواندن متن و پس از گذشت دو هفته، دانش لغات آنها توسط سه تست تشخیص فرم لغت، تشخیص معنای لغت و تولید لغت مورد بررسی قرار گرفت.

 

نتایج بدست آمده توسط آزمون آماری تحلیل واریانس بیانگر این است که خواندن و درک مفاهیم بر روی هر سه جنبه از دانش لغات هم در کوتاه مدت وهم در بلند مدت مؤثر بوده است. همچنین نتایج حاکی از آن است که در کوتاه مدت تأثیر خواندن و درک مفاهیم بر روی تشخیص معنای لغت بیشتر از تشخیص فرم و تولید لغت می باشد و در بلند مدت تأثیر خواندن و درک مفاهیم بر روی تشخیص فرم لغت بیشتر از دو جنبه دیگر است.

 

واژگان کلیدی: فراگیران زبان انگلیسی بعنوان زبان خارجه، خواندن و درک مفاهیم، دانش لغات، تشخیص فرم لغت، تشخیص معنای لغت، تولید لغت

 

Abstract

 

Foreign language vocabulary learning and teaching is considered as a major aspect of L2 acquisition by both learners and teachers. It is still a contentious issue how learners acquire vocabulary effectively and efficiently or how it can best be taught. Although much research has been done to examine how vocabulary is learned by English as Foreign Language learners (EFL), few studies have examined how different dimensions of vocabulary knowledge are learned through reading a text. The purpose of this study is to investigate the effects of reading comprehension on three dimensions of vocabulary knowledge, namely form recognition, meaning recognition and production among EFL learners. Furthermore, it investigates which dimension of vocabulary knowledge benefits most from reading comprehension. To conduct the study, two reading texts included 20 target words with their Persian translation were employed as data collection instruments to measure the participants’ vocabulary knowledge. The participants were 40 Iranian male intermediate EFL learners at a language institute in Shiraz. They were asked to read the texts and answer a number of comprehension questions. Their vocabulary knowledge was examined immediately after reading the texts and two weeks later by three tests of form recognition, meaning recognition and production.

 

One-way repeated measure ANOVA was employed to examine the differential effects of reading a text on different dimensions of vocabulary knowledge. The results indicated that reading comprehension has statistical effects on the acquisition of three dimensions of vocabulary knowledge in both short and long term retention. It also indicated that in short term retention, reading comprehension promoted the acquisition of meaning recognition knowledge more than the form recognition and production in the post-test. However, with regard to long term retention, the findings revealed that reading comprehension promoted the acquisition of form recognition knowledge more than the other two dimensions of vocabulary knowledge.

 

Key words: EFL learners, reading comprehension, vocabulary knowledge, form recognition, meaning recognition, production

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

1.0. Overview

 

This chapter is concerned with an introduction of the study, statement of the problem, significance of the study, purpose of the study, research questions, research hypotheses, and definition of the key terms.

 

1.1. Introduction

 

Vocabulary is one of the significant aspects of language, which plays a great role in L2 learning. As noted by Swan and Walter (1984) vocabulary acquisition is the largest and the most significant task that language learners face.

 

Furthermore, vocabulary acquisition is crucial for the acquisition of skills: reading, writing, and listening. Without enough vocabulary, listening, reading comprehension, writing and speaking are inefficient. Besides, as noted by Wilson (1986) without grammar very little can be conveyed; without vocabulary nothing can be conveyed. Thus, vocabulary learning is an essential part of language learning. Learning words can be considered as the most important aspect of second language acquisition (Knight, 1994).

 

Learners, who recognize the communicative power of vocabulary, might reasonably aim to acquire a working knowledge of a large number of words – the more words they have, the more precisely they can express the exact meanings they want to.

 

Rubin and Thompson (1994) found that vocabulary learning is the heart of mastering a foreign language, since one cannot speak, understand, read, or write a foreign language without knowing many words. In many countries, there are many EFL students who have never had the opportunity to converse with any native speakers even though they have access to different types of materials written in the English language. Therefore, the need for reading and extracting information from these texts seems to be vital. As noted by Sofiyatun (2009), “The success of learning any subject matter depends on the competence of reading comprehension” (P.2). By reading books, magazines, newspapers, and bulletins, people can gain a lot of information. Therefore, it can be assumed that the success of obtaining information depends on the reading itself.

 

 

 

One common belief among first language (L1) researchers is that most of words acquired by children during the process of first language acquisition are acquired incidentally in that words are learned when the child’s attention is focused on an on-going task (e.g., talking to his/her parents or reading or listening to a story) rather than specific lexical items. Specifically, the most common task through which children expand their vocabulary knowledge is reading comprehension (Anderson et al., 1988; Nagy, 1988). For instance, Anderson et al. (1988) claim that, during primary and secondary school years, when children acquire literacy knowledge, they usually read about one million words per year and therefore it would be probable that reading activities are a more important source of L1 vocabulary acquisition than other language skills, particularly the listening skill.

 

Up to the 1980s, grammar was the central study area for second language acquisition research. However, in the last three decades, vocabulary has become a major focus of linguistic works or, to quote Meara (1995), “has mushroomed enormously” (p.11), even being at the heart of theories such as the Lexical Learning Hypothesis. According to Malvern et al. (2008), “vocabulary knowledge is indispensable to acquire grammar” (p.270).

 

The heightened interest in L2 vocabulary over the last two or three decades has brought with it a number of suggestions of how vocabulary knowledge should be modeled. It has long been accepted that vocabulary knowledge is instrumental in reading comprehension (Alderson, 2000; Anderson & Freebody, 1981; Mezynski, 1983; Read, 2000).

 

Indeed, although sometimes L2 learners need only partial knowledge of a word in comprehension, more lexical knowledge is obviously desirable in many situations. Over the years, lexical researchers have developed various criteria for understanding what is involved in knowing a word. An early definition (Cronbach, 1942) divided vocabulary knowledge in to two main categories: knowledge of word meaning (generalization, breadth of meaning, and precision of meaning) and levels of accessibility to this knowledge (availability and application).The obvious weakness in this definition is the lack of a place for other aspects of lexical knowledge, such as spelling, pronunciation, morpho syntactic properties, and collocation. Later on, Richards (1976) offered the following assumptions concerning what is involved in knowing a word: frequency, register, syntax, derivation, association, semantic features, and polysemy. These assumptions of lexical knowledge are more inclusive than Cronbach’s framework, because Richards not only incorporated morphological and syntactic properties into the concept but also considered such aspects as word frequency and register characteristics. However, pronunciation, spelling, and collocation seem to be some obvious missing aspects in the framework.

 

1.2. Purpose of the Study

 

This study focuses on two important aspects of language, namely vocabulary and reading comprehension.

 

More specifically, the present study aims to investigate the effects of reading comprehension on three dimensions of L2 vocabulary knowledge. The three dimensions of vocabulary knowledge which are investigated in the current study are form recognition, meaning recognition and production.

تأثیر استفاده از تیم تیچینگ بر یادگیری لغات در دانش آموزان سال دوم راهنمایی

<h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(0, 51, 102);">متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; text-align: start; background-color: rgb(255, 255, 255);"></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(153, 51, 102);">عنوان : پایان نامه رشته زبان انگلیسی:<span style="box-sizing: border-box; font-weight: 700;">The Effect of Three Semantic Mapping Strategies on the Reading Comprehension of Iranian Intermediate EFL Learners in Kerman</span></span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(153, 51, 102);">&nbsp;</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">Islamic Azad University</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">Bandar-Abbas Branch</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">Department of Foreign Languages</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);"><span style="box-sizing: border-box; font-weight: 700;">The Effect of Three Semantic Mapping Strategies on the Reading Comprehension of Iranian Intermediate EFL Learners in Kerman</span></span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">Supervisor:</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);"><span style="box-sizing: border-box; font-weight: 700;">&nbsp;Dr. Mohammad Shariati</span></span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">Advisor:</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);"><span style="box-sizing: border-box; font-weight: 700;">&nbsp;Dr. Masoud Sharififar</span></span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">A Thesis Submitted in Partial Fulfillment of the Requirement for the Degree of Master of Arts in Teaching English as a Foreign Language (M.A)</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><h2 style="box-sizing: border-box; font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-weight: 500; line-height: 1.1; color: rgb(51, 51, 51); margin-top: 5px; margin-bottom: 5px; font-size: 20px; background-color: rgb(255, 255, 255); text-align: center;"><span style="box-sizing: border-box; color: rgb(0, 0, 255);">May, 2011</span></h2><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(0, 0, 128);">برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">(در فایل دانلودی نام نویسنده موجود است)</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(128, 0, 0);">تکه هایی از متن پایان نامه به عنوان نمونه :</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; color: rgb(128, 0, 0);">(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table of Contents</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Acknowledgement………………………………………………………………………….….I</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table of Contents ………………………………………….………………………….….…II</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">List of Tables……………………………………………………….…………..……………VI</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">List of Graphs……………………………………………………………………………….VII</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Abstract ………………………………………………………………….…………….…VIII</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTER ONE: INTRODUCTION</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><ul style="box-sizing: border-box; margin-top: 0px; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Overview……………………………………………………………………………….1</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Rationale and Background…..……………………………………..………………….1</li></ul><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-1. Foreign Language Learning Strategies..……………………………………………1</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-2. Learning Strategies and Learning Skills………….….………….…………….…..2</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-3. Learning Strategies and Reading Comprehension…..…………………..…………3</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-3-1. Visual Reading vs. Reading Comprehension………………………………5</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-4. Semantic Mapping and Reading Comprehension……….…………….… ……….6</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-4-1. The Effectiveness of Semantic Maps………..……………………………8</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-2-4-2. Problems of Implementation. ……………….……………………..…….12</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><ul style="box-sizing: border-box; margin-top: 0px; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Statement of the Problem ……………………………………………………..……..13</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Purpose of Study…………………………………………………………….……….14</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">The Significance of the Study……………………………………………………..…15</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Research Questions………………………………………………………………..…16</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Research Hypotheses……………………………………….……………………..….16</li><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Definition of Key Words……………………………………………………………..17</li></ul><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-1. Semantic Map……………………………………………………………………17</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-1-1. Characteristics of Semantic Maps………….……………………………20</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-1-2. Constructing semantic Maps……………………..………………………22</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-1-3. Steps of Semantic Mapping……………………………………………..24</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-1-4. Types of Semantic Mapping…………………………………………….24</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-2. Reading Comprehension……………………………………….……………….. 32</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-2-1. Decoding………………………………………………..………….……..33</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-2-2. Vocabulary…………………………………..…………….……….……..34</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-2-3. World Knowledge………………………..…….…………………….…..34</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">1-8-2-4. Active Comprehension Strategies…………..……………………………35</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><ul style="box-sizing: border-box; margin-top: 0px; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;">Limitations of the Study…………………………………………..………………….36</li></ul><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTERTWO: REVIW OF THE RELATED LITERATURE</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">2-1. Introduction………………………………………………..…………………………….37</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">2-2. Theories Relating to Semantic Maps…………………………………………………….37</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">2-3. Theoretical Section………………………………………………….……………….….39</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">2-4. Practical Section…………………………………………………………..…………..…42</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTER THREE: METHODOLOGY</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-1. Introduction………………………………………………………………………………55</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-2. Participants…………………………………………………………………………….…55</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-3. Instrumentation…………………………………………………………………….…….56</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4. Procedures…………………………………………………………………………..……58</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-1. Procedures of Developing a Semantic Map……………………………………..58</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2. Procedures of a Semantic Mapping Activity…..……………………….……….61</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2-1. Introducing the Topic………………………..…………………………….61</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2-2. Brainstorming…………………………………….……………………….61</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2-3. Categorization…………………………………………………………….62</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2-4. Personalizing the Map……………………………………………………63</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-2-5. Post-assignment Synthesis……………….……..…………………….….63</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-4-3. Procedures of Reading Tests………………………….……………………….…64</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">3-5. Design……………………………………………………………………………………66</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-1. Introduction………………………………………..………………………………….…67</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-2. Validity and Reliability of the Study………………………………………..…………..68</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-2-1. Validity of the Pre-test and Post-test……………………………..…….…………68</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-2-2. Validity of the Semantic Maps……………………………..…………….…..…..68</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-3. Reliability of the Tests…………………………………………….………………….…69</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-4. The Conditions of the Research Variables………………….…………………….……..70</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-4-1. Pre-test and Post-test Variable Scores in Experimental Group……..…..………..70</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-4-2. Pre-test and Post-test Variable Scores in Control Group………..….…..…………73</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-5. Consideration of Research Hypotheses……………………………….…………….…..75</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-5-1. First Hypothesis……………………………………………………………………75</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">4-5-2. Second Hypothesis……………………………..…………………………………78</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTER FIVE: CONCLUSION</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">5-1. Introduction………………………………………………………………………………81</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">5-2. Summery…………………………………………………………………………………81</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">5-3. Discussion of Findings………………………………………..……………………..…..82</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">5-4. Pedagogical Implications…………………………………………………………….….84</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">5-5. Suggestions for Further Study…………………………………………….……….……86</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">References……</span>……………………………………………………….……………………..88</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Appendixes</span>………………………..………………………………..……………………..…96</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix A: Reading Comprehension Test as Pre-test……………….…………………..…96</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix B:&nbsp; Reading Comprehension Test as Post-test………………………..….……….98</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix C: Reading Comprehension Lesson 1 and the Related Semantic map..…………100</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix D: Reading Comprehension Lesson 2 and the Related Semantic map………..…102</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix E: Reading Comprehension Lesson 3 and the Related Semantic map…….…….104</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix F: Reading Comprehension Lesson 4 and the Related Semantic map…….…….106</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix G: Reading Comprehension Lesson 5 and the Related Semantic map……….….108</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix H: Reading Comprehension Lesson 6 and the Related Semantic map…….…….110</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix I: Reading Comprehension Lesson 7 and the Related Semantic map……….…..112</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Appendix J: Reading Comprehension Lesson 8 and the Related Semantic map………..….114</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">List of Tables</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.1:</span>&nbsp;The correlation of test-retest…………………………………….…………….…69</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.2:</span>&nbsp;Pre-test and post-test statistics in experimental group………………..………….71</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.3:</span>&nbsp;Pre-test and post-test statistics in control group……………………………….….73</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.4:</span>&nbsp;T-test statistics for comparison between mean scores of experimental and control groups in post-test………………………………….…………………………………….…..76</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.5:</span>&nbsp;The comparison between the pre-test and the post-test in experimental group…………………………….……………………………………………………………77</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Table 4.6:</span>&nbsp;The post-test statistics for three subgroups: A, B and C………………….………79</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">List of Graphs</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.1:</span>&nbsp;Pre-test descriptive statistics in experimental group…………………..………..72</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.2:</span>&nbsp;Post-test descriptive statistics in experimental group……………………………72</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.3:</span>&nbsp;Pre-test descriptive statistics in control group…………………………………..74</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.4:</span>&nbsp;Post-test descriptive statistics in control group………………………………….74</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.5:</span>&nbsp;The comparison of the post-test scores distributed in experimental and control group………………………………………………………………………………………….76</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Graph 4.6:</span>&nbsp;Statistics of sub-groups A, B and C in the post-test……………………………..80</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">Abstract</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">The purpose of the present study was to investigate the effect of semantic mapping strategies on reading comprehension of learners in intermediate level and also to determine the most effective strategy type among: teacher-initiated, student-mediated and teacher-student interactive strategies. Some 60 female participants in high school participated in the study.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Two valid reading comprehension tests were used in this study as pre-test and post-test. To investigate the effect of semantic mapping strategies a treatment after the pre-test and before the post-test was conducted in order to teach semantic mapping strategies to learners. To analyze the recorded data, Sample T-test was used. To determine the best strategy among the three considered kinds, factor analysis was conducted.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">The final analysis showed that using semantic mapping strategies before, during or after reading texts increased the comprehension of the learners and among the three kinds of semantic mapping strategies in this study; teacher-initiated, student-mediated and teacher-student interactive kind; the latter is the most effective one.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><em style="box-sizing: border-box;">Keywords:&nbsp;</em>Semantic mapping strategies, Reading comprehension</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">CHAPTER ONE: INTRODUCTION</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">&nbsp;</span></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p>&nbsp;</p><p><br /></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><ul style="box-sizing: border-box; margin-top: 0px; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;">Overview</span></li></ul><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">The current study investigated the patterns of&nbsp;<em style="box-sizing: border-box;">semantic mapping strategies</em>&nbsp;in reading comprehension texts acquired by Iranian learners of intermediate level. It is essentially a study on the comprehension of texts by EFL learners in Kerman.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">The chapter discusses the place of the current study in the context of foreign language reading comprehension and semantic mapping research, the nature of semantic mapping strategies and the need to conduct a study of semantic mapping in reading comprehension within a foreign language learning context. Given the theoretical framework of the study, the main purposes and the significance of the study, two research questions are formulated.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><ul style="box-sizing: border-box; margin-top: 0px; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><p style="box-sizing: border-box; margin-bottom: 10px;"></p><li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;">Rationale and Background</span></li></ul><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">In this section, going from the general to detailed issues, the basic framework of the present study according to the current learning issues is regarded.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">&nbsp;</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"><span style="box-sizing: border-box; font-weight: 700;">1.2.1 Foreign language learning strategies.&nbsp;</span>Learning strategies are “techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information” (Wenden, 1987:6). Oxford (1990) considered that “any specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” is a language learning strategy. Oxford (1990) divided strategies into two major types, direct and indirect. The indirect strategies are divided into metacognitive, affective, and social strategies. Metacogntive strategies, like&nbsp;<em style="box-sizing: border-box;">advanced organizers</em>, are “actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process” (p. 136).</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Cohen (1998:8) expressed the following:</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Since strategies themselves have sometimes been referred to as ‘good’, ‘effective’, or ‘successful’ and the converse, it needs to be pointed out that with some exceptions, strategies themselves are not inherently good or bad, but have the potential to be used effectively whether by the same learner from one instance within one task to another instance within that same task, from one task to another, or by different learners dealing with the same task. Perhaps if enough learners in a given group successfully use a given strategy in a given task, then claims could be made for the effectiveness of that strategy in that instance for that group. Otherwise, it is safest to refer to what often amounts to panoply of potentially useful strategies for any given task.</p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);"></p><p style="box-sizing: border-box; margin-bottom: 10px; color: rgb(51, 51, 51); font-family: Yekan, Tahoma, Verdana, Helvetica, Arial, sans-serif; font-size: medium; text-align: start; background-color: rgb(255, 255, 255);">Furthermore, various researchers suggested (Ellis, 1994) that one trait of good language learners is that they are able to cater their foreign language learning strategy use to their proficiency level demands.</p>

بررسی رابطه میان بکارگیری راهبردهای یادگیری ، سبک های یادگیری و خلاقیت زبان آموزان

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی:بررسی رابطه میان بکارگیری راهبردهای یادگیری ، سبک های یادگیری و خلاقیت زبان آموزان

 

 

 

 

دانشگاه آزاد اسلامی

 

 

واحد تهران مرکزی

 

 

دانشکده زبانهای خارجی

 

 

گروه زبان انگلیسی

 

 

 

 

 

پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی

 

 

 

 

 

عنوان:

 

 

بررسی رابطه میان بکارگیری راهبردهای یادگیری ، سبک های یادگیری و

 

 

خلاقیت زبان آموزان

 

 

 

 

 

استاد راهنما:

 

 

دکتر مانیا نصرتی نیا

 

 

 

 

 

استاد مشاور:

 

 

دکتر بهدخت مال امیری

 

 

 

 

 

 

 

 

سال تحصیلی: 1393-1392

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

(در فایل دانلودی نام نویسنده موجود است)

 

تکه هایی از متن پایان نامه به عنوان نمونه :

 

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

ABSTRACT

 

 

 

The thrust of the current study was to investigate the relationship among EFL learners’ use of language learning strategies (SILL), learning style preferences (PLSP), and creativity (CR). To this end, a group of 148 male and female learners, between the ages of 19 and 32, majoring in English Translation and English Literature at Islamic Azad University, Central Tehran were randomly selected and were given three questionnaires: the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford (1990), the Perceptual Learning Style Preference (PLSP) questionnaire by Reid (1984), and a questionnaire of creativity (ACT) by O’Neil, Abedi, and Spielberger (1992). The relationship among language learning strategies, learning style preferences, and creativity was investigated using Pearson’s product-moment correlation coefficient. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. The results of this study indicated that there were significant and positive correlations between EFL learners’ learning strategies and learning style preferences (r = 0.83, p < 0.05), learning strategies and creativity (r=0.73, p < 0.05), and learning style preferences and creativity (r = 0.88, p < 0.05). Also, there were significant and positive correlations among different language learning strategies and learning style preferences, different language learning strategies and creativity, and different learning style preferences and creativity.  Running multiple regression showed that social strategy predicted 79.9 percent of scores on creativity, cognitive strategy increased the predictive power to 82.1 percent, affective strategy added up the percentage of prediction to 82.6 percent, and finally the metacognitive strategy leveled the prediction to 93.2 percent. Also, results of multiple regression for learning styles showed Kinesthetic learning style is the only variable entering the model to predict 93.1 percent of scores on creativity. It can be concluded that the obtained results may help EFL teachers and educators to bear in mind the benefits of developing their learners’ learning strategies and learning style preferences when dealing with promoting creativity in learners.

 

 

 

TABLE OF CONTENTS

 

DEDICATION.. IV

 

ACKNOWLEDGMENTS. IV

 

ABSTRACT.. v.

 

TABLE OF CONTENTS ………………………………………………………………………………………………………………………..VI

 

LISTS OF TABLES. IX

 

LISTS OF FIGURES. XI

 

LISTS OF ABBREVIATIONS. XII

 

CHAPTER I: BACKGROUND AND PURPOSE. 1

 

1.1Introduction. 2

 

1.2 Statement of the Problem… 7

 

1.3 Statement of the Research Questions. 8

 

1.4 Statement of the Research Hypotheses. 10

 

1.5 Definition of Key Terms. 11

 

1.5.1 Language Learning Strategies. 11

 

1.5.2 Learning Style preferences. 12

 

1.5.3 Creativity. 12

 

1.6 Significance of the Study. 13

 

1.7 Limitations, Delimitations and Assumptions. 16

 

1.7.1 Limitations. 16

 

1.7.2 Delimitations. 18

 

1.7.3 Assumptions. 19

 

CHAPTER II: REVIEW OF THE RELATED LITERATURE.. 20

 

2.1         Introduction. 21

 

2.2         Language Learning Strategies. 21

 

2.2.1      Definitions of Language Learning Strategies. 22

 

2.2.2 Background of Research on Language Learning Strategies. 25

 

2.2.3      Taxonomies of Language Learning Strategies. 26

 

2.2.4      Method to Investigate Learning Strategies. 35

 

2.2.5      Researches on Learning Strategies. 38

 

2.3 Language Learning Style. 43

 

2.3.1 What is Learning Style?. 43

 

2.3.2 Development of Learning Style. 45

 

2.3.3 Background of Research on Learning Styles. 54

 

2.3.4 Fundamentals of Learning Styles. 55

 

2.3.5 Definitions of Learning Styles. 56

 

2.3.6 Researches on Learning Styles. 60

 

2.3.7 Differences between Language Learning Styles and Strategies. 65

 

2.4 Creativity. 66

 

2.4.1 The History of Creativity. 66

 

2.4.2 The Background of Creativity. 68

 

2.4.3 Attributes of Creativity. 70

 

2.4.4 Barriers to Creativity. 72

 

2.4.5 Promoting Creativity. 73

 

2.4.6 Important Cognitive Processes Involved in Creativity. 75

 

2.4.7 Researches on Creativity. 77

 

CHAPTER III: METHOD.. 80

 

3.1 Introduction. 81

 

3.2 Participants. 81

 

3.3 Instrumentation. 82

 

3.3.1 Strategy Inventory for Language Learning (SILL) 82

 

3.3.2 The Perceptual Learning Style Preference (PLSP) 86

 

3.3.3 Creativity Questionnaire (ACT) 89

 

3.4 Procedure. 93

 

3.5 Design. 95

 

3.6 Statistical Analyses. 95

 

CHAPTER IV: RESULTS AND DISCUSSION 97

 

4.1 Introduction. 98

 

4.2 Results of the Study. 100

 

4.2.1 Testing Assumptions. 100

 

4.3 Testing the Null Hypotheses. 108

 

4.3.1 Testing the First Null Hypothesis. 108

 

4.3.2 Testing the Second Null Hypothesis. 112

 

4.3.3 Testing the Third Null Hypothesis. 115

 

4.3.4 Testing the Fourth Null Hypothesis. 119

 

4.3.5 Testing the Fifth Null Hypothesis. 123

 

4.3.6 Testing the Sixth Null Hypothesis. 127

 

4.3.7 Testing the Seventh Null Hypothesis. 132

 

4.3.8 Testing the Eighth Null Hypothesis. 136

 

4.4 Construct Validity. 139

 

4.5 Conclusion. 142

 

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS. 146

 

5.1 Introduction. 147

 

5.2 Procedure and Summary of the Findings. 147

 

5.3 Discussion. 153

 

5.4 Pedagogical Implications. 158

 

5.4.1 Implication for EFL Teachers. 158

 

5.4.2 Implication for EFL Learners. 160

 

5.4.3 Implications for EFL Syllabus Designers, Curriculum Developers and Material Producers. 161

 

5.5. Suggestions for Further Research. 162

 

REFERENCES. 164

 

APPENDICES. 184

 

     

 

 

 

 

 

 

 

 

 

 

 

 

 

LISTS OF TABLES

 

 

 

Table 3.1:  Reliability Index of SILL and Its Subcomponents ……………………….….…….…87

 

Table 3.2:  Reliability Index of PLSP and Its Subcomponents ……………………..…….……….90

 

Table 3.3: Subcomponents and Items of the Persian Creativity Test …………………..…………..93

 

Table 3.4: Reliability Index of Creativity Questionnaire………………………………………….94

 

Table 4.1: Descriptive Statistics of SILL………………………………..………………..….……102

 

Table 4.2: Descriptive Statistics of PLSP……………………………………………………….104

 

Table 4.3: Descriptive Statistics of ACT……………………………………………………….105

 

Table 4.4: Correlations between Language Learning Strategies, Learning Style Preferences

 

and Creativity..………………………………………………………………………110

 

Table 4.5: Correlations between Subcomponents of Language Learning Strategies and Learning

 

Styles Preferences……………………………………………………………………114

 

Table 4.6: Correlation between EFL Learners’ Language Learning Strategies and Creativity…117

 

Table 4.7: Correlations between EFL Learners’ learning Style Preferences.and Creativity…… 121

 

Table 4.8: Model Summary; Regression Analysis Predicting Creativity by Using Components                              of Learning Style Preferences and Language Learning Strategies…………….……125

 

Table 4.9: ANOVA Test of Significance of Regression Model Predicting Creativity by Using

 

Subcomponents of Learning Style and Strategies……………………….…………..127

 

Table 4.10: Model Summary, Regression Analysis Predicting Learning Strategy by Using Sub- components of Learning Style Preferences ………………………………………….129

 

Table 4.11: ANOVA Test of Significance of Regression Model Predicting Learning Strategy by Using the Subcomponents of Learning Style Preferences………………………….130

 

Table 4.12: Excluded Variables of Learning Style Preferences………………………………..130

 

Table 4.13: Model Summary; Regression Analysis Predicting Creativity by Using Components

 

of Language Learning Strategies………………………………….……………….133

 

Table 4.14: ANOVA Test of Significance of Regression Model Predicting Creativity by Using

 

Components of Language Learning Strategies…………………………………….134

 

Table 4.15: Model Summary; Regression Analysis Predicting Creativity by Using Components

 

of Learning Style Preferences……………………………………………………..136

 

Table 4.16: ANOVA Test of Significance of Regression Model; Predicting Creativity by Using

 

Components of Learning Style Preferences………………………………………..137

 

Table 4.17: Sampling Adequacy and Sphericity Assumptions………………..………………..139

 

Table 4.18: Total Variance Explained……………………………………………………….…140

 

Table 4.19: Rotated Components Matrix…………………………………………….…..….….141

 

Table 4.20:  Summary of the Findings ………………………………………………………….143

 

 

 

 

 

 

 

LISTS OF FIGURES

 

 

 

Figure 4.1: Scatter Plot of Testing Linearity Assumption of Language Learning Strategies and

 

Learning Style Preferences………………………..………………………………..106

 

Figure 4.2: Scatter Plot of Testing Linearity Assumption of Language Learning Strategy and

 

Creativity……………………………………………………………………..…….107

 

Figure 4.3: Scatter Plot of Testing Linearity Assumption of Learning Style Preferences and

 

Creativity………………………………………………………………..………….107

 

Figure 4.4: Scatter Plot of Studentized Residuals for Creativity…………………….………….109

 

Figure 4.5: Scatter Plot of Testing Linearity Assumption of Language Learning Strategies,

 

Learning Style Preferences and Creativity…………………………………….…..112

 

Figure 4.6: Linearity Assumption of EFL Learners’ Language Learning Strategies and

 

Creativity……………………………………………………………………………..118

 

Figure 4.7: Scatter Plot of Testing Linearity Assumption of EFL Learners’ Learning Style

 

Preferences and Creativity………………………………………………..………….123

 

Figure 4.8: Scatter Plot of Predicting Creativity by Using Components of Language Learning

 

Strategies and Learning Style Preferences……………………………………………128

 

Figure 4.9: Scatter Plot of Testing Assumptions of Linearity and Homoscedasticity………….131

 

Figure 4.10Scatter plot of Predicting Creativity by Using Components of Language Learning

 

Strategies………………………………………………………………………….135

 

Figure 4.11Scatter plot of Predicting Creativity by Using Components of Learning Style

 

Preferences………………………………………………………………………..138

 

 

 

LISTS OF ABBREVIATIONS

 

 

 

 

 

L1: Native Language

 

L2: Foreign Language

 

ESL: English as a Second Language

 

EFL: English as a Foreign Language

 

CR: Creativity

 

PLSP: Perceptual Learning Style Preference

 

SILL: Strategy Inventory for Language Learning

 

ACT: Abedi-Schumacher Creativity Test

 

 

 

 

 

 

 

CHAPTER I

 

 

 

 

 

 

 

 

BACKGROUND AND PURPOSE

 

 

 

 

 

 

 

 

1.1  Introduction

 

 

 

Today, it is almost known that each learner has his/her especial way of learning that may have a fundamental role in his/her success or failure (Fewell, 2010; Zare & Noordin, 2011). Over the recent decades most of the researchers have gradually moved from focusing on teaching paradigms toward exploring individual characteristics (Carson & Longhini, 2002; Oxford & Anderson, 1995). Therefore, the individuals and their differences have been the subject of many studies. Along these lines it seems that there is a highly demanding need to expand studies in these lines (Ghonsooly, Elahi, & Golparvar, 2012; Gilakjani & Ahmadi, 2011; Mohebi & Khodadady, 2011). As Grenbell and Harris (1999) state “methodology alone can never be a solution to language learning. Rather it is an aid and suggestion” (p.10). Most of the theories of learning are all attempts to describe universal human traits in learning (Brown, 2007). They seek to explain globally how people perceive, filter, store, and recall information. Such processes do not account for the differences across individuals in the way they learn, or for differences within any one individual (Brown, 2007) which are very important factors in the process of learning.

 

Among different personal traits, individual learners’ learning style preferences provide valuable insights into the educational context (Felder & Spurlin, 2005; Sternberg, 1990; Xu, 2011).  Learning style is inherent and pervasive and is a blend of cognitive, affective, and behavioral elements (Willing, 1988). Learning style includes four aspects of a person: a) preferred or habitual patterns of mental functioning; b) patterns of attitudes and interests that affect what an individual will pay most attention to in a learning situation; c) a tendency to seek situations compatible with one’s own learning patterns; and d) a tendency to use certain learning strategies and avoid others (Brown, 2000).

 

Keefe (as cited in Brown, 2000) stated that learning styles might be thought of as “cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (p. 114).

 

Dyer (1995) noted that each preferred learning style has a matching preferred method of instruction. When mismatches exist between learning styles of the learners in a class and the teaching style of the teacher, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school (Felder, 1996). Therefore, identifying these learning styles, which are stated by Cornett (1983) as the overall patterns that give general direction to learning behavior, might be a key element to raise instructors’ awareness of their weaknesses and strengths and impede negative feedbacks. Accordingly, Reid (1995) states that developing an understanding of learning environments and styles “will enable students to take control of their learning and to maximize their potential for learning” (p. 25).

 

Also, Brown (2007) believes that every individual approaches a problem or learns a set of facts from a unique perspective. In this view, the learner is considered as an active participant that the effects of teaching will be partly dependant on what s/he knows such as his/her prior knowledge, what s/he thinks about during learning and his/her active cognitive processes (Weinstein & Underwood, 1985). This has brought attention to language learning strategies which an individual learner applies during the learning process to facilitate second language learning (Oxford, 1990; Wenden, 1991).

 

Learning strategies are “any set of operations, plans, or routines used by learners to facilitate the obtaining, retrieval, storage and use of information” (Macaro, 2006, p. 342).

 

Many scholars such as Eliss (1994); O’Malley and Chamot (1996); Oxford (1990); Rubin (1978); Stern (1992) have classified learning strategies into categories, but Oxford’s classification is popular (Eliss, 2008). Her taxonomy consists of direct and indirect strategies. Direct strategies are specific procedures that learners can use to improve their language skills. Indirect strategies, on the other hand, include things such as evaluating one’s learning and cooperating with others (Elis, 2008). Furthermore, the frequency use of strategies and particular types of strategies vary among EFL learners. In this respect the influential effect of learning style should also be considered as suggested by Carson & Longhini, (2002); and Littlemore, (2001).

 

Researchers such as Ehrman (1989) and Oxford (1995) suggest that learning style has a significant influence on students’ choice of learning strategies, and that both styles and strategies affect learning outcomes. But in spite of the diversity of researches on learning styles and strategies, relatively no studies have addressed the relationship between these two variables and another very influential factor in foreign language learning process called creativity (CR).

 

Humans are all born with a potential for creativity and creativity can be nurtured “at all stages and in all fields of human endeavor” (Sarsani, 2005, p. 47). To this end, according to Agarwal (1992), developing CR at all levels in the education system is increasingly recognized as being critical in improving educational attainment and life skills, particularly in second or foreign language learning and teaching.  “Discussion of creativity in relation to language teaching and learning has been extensive and continues to be a very major point of application of a wide range of theories of creativity” (Carter, 2004, p. 213). In fact, “Creativity is an inherent aspect of all pedagogical tasks” (Mishan, 2005, p. 83).

 

The field of creativity as it is known today has been developed basically thanks to the outstanding attempts made by Guilford and Torrance (Sternberg, 2009). In the modern world, creativity is fundamentally important in all aspects of life and since creativity is complex in nature different viewpoints have been put forward to explain the concept emphasizing different aspects of it (Sarsani, 2006).

 

“Creativity is generally characterized as the ability to create new and original products which are considered as

 

 appropriate for the features and limitations of a given task, where products can refer to a variety of ideas, viewpoints, and innovations” (Lubart, 1994, p.15). “These products must be original as they should not be just a mere copy of what already exists” (Lubart & Guignard, 2004, p. 43).

 

According to Sarsani (2005), “Philosophy sees creativity as a process of change” (p. 132). Education must thus “Enable people to generate and implement new ideas and to adapt positively to different changes in order to survive in the current world” (Jeffrey, Craft & Leibling, 2001, p. ix). In all actuality, “Creativity is an inherent aspect of all pedagogical tasks” (Mishan, 2005, p. 83).

 

Correspondingly, the ability to shift between  different modes of  styles and strategies while performing in a creative setting  and understanding the relationship among these variables might provide an explanation on how well an individual corresponds to the phenomena of language learning.

 

1.2 Statement of the Problem

 

 

 

In learning a second or foreign language, every language learner tries to cope with the problems in his/her own way. That is because every individual learns and organizes information in a unique perspective (Brown, 2007). In fact individual learner variables influence learning outcomes. These variables as Larsen-Freeman (1991) notes include age, socio-psychological factors, creativity, personality, cognitive style, hemisphere specialization, learning strategies, learning styles and other factors such as memory, gender, etc. In a view to the research done over the good language learners, Ehrman (1996) and O’ Malley & Chamot (1990) found that successful language learners are not characterized by their use of special strategies that others do not use, but instead by their ability to coordinate strategies with their own learning style preferences.

 

Beside language learning styles and language learning strategies, the importance of creativity in learning language cannot be underestimated. Ottó (1998) argues that creativity is an important factor which differs among individual learners.

 

Despite the indicated support of creativity as a prominent aspect of teaching/learning (Agarwal, 1992; Albert & Kormos 2011; Lee & Kim, 2011; Ormerod, Fritz, & Ridgway, 1999), little effort has been devoted to analyzing the variables that make learners more creative (Carter, 2004).  Researches into language learning strategies and  learning styles so far has been insufficient to find any relationships among the style preferences of learners, the strategies that learners use and the degree of creativity of language learners (Ghonsooly, 2012; Khaksar, 2008; Pishgadam, 2001; Salehi & Bagheri, 2011). Based on the above-mentioned points, it seems that knowing the possible relationship among language learning strategies, learning style preferences, and creativity may have a positive impact on language learning. Therefore, this study was intended to see whether there is a significant relationship among these three variables -use of language learning strategies, learning style preferences, and creativity, regarding EFL learners.

 
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