نقشه لندفرم، شکل های مختلف سطح زمین و فرایندهای سهیم و مؤثر در تشکیل و تکوین آن را نمایش می دهد و تهیه آن در مناطق ساحلی، عموماً محدوده قانون مند ساحلی (CRZ) را شامل می شود. این محدوده بر طبق تعریف وزارت محیط و جنگل های كشور هند اراضی 500 متری از بالاترین خط مد به طرف خشكی و اراضی بین پایین ترین خط جزر تا بالاترین خط مد را شامل می شود .با توجه به اینکه این منطقه مرز بین خشکی و دریا را شامل می شود، جریان های آبی بالاخص جزر و مدهای دریایی لندفرم های خاصی را در این مناطق به جای خواهد گذاشت.
تهیه نقشه لندفرم در این مناطق با بدست آوردن شناخت وضعیت نوار ساحلی، می تواند به برنامه ریزی و مدیریت بهتری از نظر صنعتی،
تجاری، مسكونی، زیست محیطی، جهان گردی، توریستی و غیره منجر شود. تهیه نقشه لندفرم در محدوده قانون مند ساحلی از یک سو و تهیه مدل سه بعدی شهر با تفکیک مطلوب در محدوده ای فراتر از محدوده ی قانونمند ساحلی در کنار هم، درکی دقیق و واقعی از عوارض طبیعی و مصنوعی به دنبال خواهد داشت که در دو حیطه ی نظامی و صنعتی جهت نیل به اهداف آنها بسیار مثمرثمر خواهد بود.
نقشه لندفرم ها را می توان از روش مطالعات میدانی، با عملیات پیش پردازش و پس پردازش تصاویر سنجش از دور و با استفاده از اطلاعات مکانی و توصیفی موجود تهیه نمود. در این پروژه، نقشه لندفرم منطقه جاسک را بعد از بدست آوردن آمار جزر و مد در این منطقه، و متعاقباً تعیین محدوده قانون مند ساحلی و در ادامه، مدل سه بعدی شهر با تفکیک مطلوب در محدوده ای فراتر از محدوده ی قانون مند ساحلی با استفاده از تصاویر ماهواره ای از قبیل Landsat،1 Cartosat و Aster تهیه و برای اعتبار سنجی، مقایسه ای بین مطالعات میدانی محدود و این نتایج انجام خواهد گرفت.
در نهایت علاوه بر مقایسه عملکردی که بین تصاویر ماهواره ای مختلف جهت تهیه نقشه لندفرم و مدل سه بعدی منطقه صورت می گیرد، سعی خواهد شد تا با بهره گیری از ویژگیهای منحصر به فرد هر کدام از تصاویر به طور جداگانه و تلفیقی از آنها با داده های میدانی و همچنین اطلاعات مکانی و توصیفی موجود منطقه، بهترین نقشه لندفرم و مدل سه بعدی منطقه تهیه گردد
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی:
عنوان : The impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners` listening comprehension
Islamic Azad University
Rasht Branch
Faculty of Human Science
Presented in Partial Fulfillment of the Requirements for (M.A) degree
Title
The impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners` listening comprehension
Supervisor:
Dr. Abdorreza Tahriri
Date:
January 2014
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)
Table of contents
Abstract…………………………………………………………………………………………………………….1
Chapter 1: Introduction
1.0 Preliminaries…………………………………………………………………………2
1.1 Theoretical Framework…………………………………………………………….5
1.2 Statement of the Problem…………………………………………………………..7
1.3 Significance of the Study………………………………………………………….10
1.4 Purpose of the Study…………………………………………………………………11
1.5 Research Questions of the Study………………………………………………….11
1.6 Hypothesis of the Study……………………………………………………………12
1.7 Definition of Key Terms………………………………………………………….12
1.7.1 Listening Skill……………………………………………………………..12
1.7.2 Listening comprehension………………………………………………..12
1.7.3 Video material……………………………………………………………13
1.7.4 Silent viewing………………………………………………………………13
1.7.5 Freeze-frame viewing…………………………………………………….13
1.8 Outline of the Study……………………………………………………………….14
1.9 Summary…………………………………………………………………………..14
Chapter 2: Review of the Literature
2.0 Preliminaries…………………………………………………………………………15
2.1 Significance of the Listening Skill…………………………………………………15
2.2 The Listening Process………………………………………………………………17
2.2.1 Top-down Processing……………………………………………………17
2.2.2 Bottom-up Processing……………………………………………………18
2.3 Components of the Listening Skill…………………………………………………20
2.4 Types of the Listening Skill………………………………………………………21
2.5 A Historical Overview of the Listening Instruction………………………………24
2.6 Teaching Listening…………………………………………………………………28
2.7 Areas of Research in the Listening Comprehension………………………………31
2.8 Video Material……………………………………………………………………33
2.8.1 Dual Coding Theory (DCT)……………………………………………..35
2.8.2 Authenticity………………………………………………………………37
2.8.3 Studies on Using Video Material in Language Classes…………………38
2.8.4 Studies on Using Captions and Subtitles…………………………………..47
2.8.5 Studies on Using Advance Organizers……………………………………..54
2.9 Summary……………………………………………………………………………59
Chapter 3: Methodology
3.0 Preliminaries…………………………………………………..………………….60
3.1 The Design of the Study………………………………………………………….60
3.2 Participants……………………………………………………………………….61
3.3 Instruments and Materials………………………………………………………….62
3.3.1 Oxford Placement Test………………………………………….………62
3.3.2 IELTS Listening Test………………………………………..………….63
3.3.3 Close-ended Questionnaire………………………………….………….63
3.3.4 Video Material…………………………………………………..………63
3.3.5 Pilot Study………………………………………………………………64
3.4 Data Collection Procedure………………………………………………..………65
3.5 Methods of Analyzing Data……………………………………………………….66
3.6 Summary………………………………………………………………..…………67
Chapter 4: Result
4.0 Preliminaries…………………………………………………………….…….…..68
4.1 Data Analysis and Findings…………………………………………….…………69
4.1.1 Pilot Study……………………………………………………..…………69
4.1.2 General Placement Test (OPT)………………………………..…………70
4.1.3 Testing the Normality Assumption…………………………….…………71
4.1.4 The First Research Question……………………………….……………73
4.1.5 Descriptive Statistics for the Pre-Test Scores of Listening Comprehension……………………………………………………………………….74
4.1.6 Descriptive Statistics for the Post-Test Scores of Listening Comprehension…………………………………………………………..……….……76
4.1.7 The Second Research Question……………………….…………………78
4.1.8 The Third Research Question……………………………………………78
4.1.9 The Fourth Research Question……………….………………………….79
4.2 Summary………………………………………………………………………………83
Chapter 5: Discussion
5.0 Preliminaries……………………………………………………………………….85
5.1 General Discussion……………………………………….…………………………..85
5.2 Implications of the Study………………………………….………………………90
5.3 Limitations of the Study…………………………………………….…………….91
5.4 Suggestions for further Research…………………………………………………92
5.5 Summary………………………………………………………………………….92
References………………………………………………………………….…………93
Appendices………………………………………………………………………….102
Appendix A: Oxford Placement Test…………………………………………102
Appendix B: IELTS Listening Tests…………………………………………110
Appendix C: Close-ended Questionnaire………………….…………………118
List of Tables
Title Page
Table 2.1 Years of Training in Different Skills………………………………….……17
Table 3.1 Information about the Participants` age……………………………………61
Table 4.1 Correlations between First and Second Administration of Listening Test……………………………………………………………………………………70
Table 4.2 Reliability Statistics…………………………………………………….…..70
Table 4.3 Statistics for OPT Test Scores………………………………………………71
Table 4.4 Statistics for the Skewness Analysis……………………………………….72
Table 4.5 Descriptive Statistics for Pre-test Scores of Listening Comprehension Test……………………………………………………………………………………..74
Table 4.6 One – Way ANOVA for the Three Groups on Pre-Test………………….…75
Table 4.7 Descriptive Statistics for the Results of the Post–Test………………….…..76
Table 4.8 One- Way ANOVA for the Three Groups on Post-Test……………….……77
Table 4.9 Multiple Comparisons (Scheffe test) for Three Groups on Post-Test……….78
Table 4.10 Item Statistics for the Attitude Questionnaire…………………………….80
List of Figures
Figure 4.1 Scatter plot for the two experimental and control group for pre-test scores………………………………………………………………………………….73
Figure 4.2 Scatter plot for the two experimental and control group for post-test scores………………………………………………………………………………….73
Figure 4.3 The comparison of the three groups on pre-test…………………………..75
Figure 4.4 The comparison of the three groups on post- test…………………………79
Abstract
The present study investigated the impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners` listening comprehension. In addition, it aimed at investigating the learners` attitudes towards these two viewing techniques. To these ends, 45 intermediate EFL learners were randomly assigned into one control and two experimental groups who received the treatment of viewing techniques in silent and freeze-frame separately. The participants were selected based on Oxford Placement Test from among 150 EFL learners. The two experimental groups received their treatment for ten sessions while for the control group the visual material was presented in written form. Before the treatment, all three groups received a pre-test based on IELTS listening which was administered to make sure there were not any significant differences among the groups in terms of their listening comprehension. After ten sessions of treatment, a post-test based on IELTS listening test, identical to the pre-test, was given. The results of One-Way ANOVA revealed that there was a statistically significant difference between the experimental groups and the control group. While the difference between the two experimental groups was not significant, the experimental groups outperformed the control group significantly. A closed questionnaire was also administered to explore the participants’ attitudes and the results revealed that the participants of the experimental groups had positive attitudes towards using specific viewing techniques of video materials.
Key terms: Listening comprehension, viewing techniques, silent viewing, freeze-frame viewing, video material, EFL.
Chapter One
Introduction
1.0 Preliminaries
Learning a second/foreign language is of utmost importance for the learners and being able to communicate with the native speakers is the ultimate goal of it. To be able to communicate means to express thoughts, feelings and information effectively through the four skills, i.e., writing, reading, speaking, and listening. Although speaking is commonly equated with communication but according to Rivers (1981, p. 196) “speaking does not of itself constitute communication unless what is being said is comprehended by another person”. In fact, other skills are also important in communication.
Listening is a basic skill in first and second language acquisition and it is also important and crucial in learning English as a second or foreign language (ESL/EFL). In a language classroom, listening ability plays an important role in the development of other language skills; however, according to Chastain (1988),”both language teachers and students tend to overlook the importance of listening comprehension skills. They do so because their attention is fixed so completely on their ultimate goal, speaking, that they fail to recognize the need for developing speaking skills” (p.192). Chastain explains further that as the listening comprehension process is internal, it is not subject to direct external observation, examination, and correction. Therefore, language teachers and students tend to overlook its prerequisite importance in language learning because there is no immediate observable output. It is argued that “for many years, listening skills did not receive priority in language teaching and teaching methods emphasized productive skills. This position has been replaced by an active interest in the role of listening comprehension in SLA by the development of powerful theories …” (Richards & Renandya, 2002, p. 235). Nunan (2002, p. 238) also states, “Listening is the Cinderella skill in second language learning. All too often, it has been overlooked by its elder sister- speaking”.
In the 1980s, Krashen and Asher proposed the idea of comprehensible input for the first time; Nunan (2002, p. 238) stated that “their idea was based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners”. Therefore, if the learners feel relaxed and they do not feel pressure for production, they will listen more effectively. Nunan (2002) also mentions that “by emphasizing the role of comprehensible input, second language acquisition research has given a major boost to listening” (p. 238). Rost (1994) pointed out that “listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Listening is thus fundamental to speaking” (cited in Nunan, 2002, p. 239).Therefore, language teachers should provide comprehensible input for the learners in the language classroom.
Since video materials can be used to serve the purpose of providing comprehensible input, they should be included in language learning programs. Videos can be considered to have the characteristics of comprehensible input based on Krashen’s idea of comprehensible input. According to Krashen (2009, p. 21), we understand language not by only using linguistic competence but we can understand language by using our knowledge of the world and our extra-linguistic information. When learners watch videos, they can comprehend the message using their background knowledge and also they can use extra-linguistic factors existing in movies.
According to Potosi et al. (2009, p. 7), “Video materials can be a learning alternative because they contain dialogues
from highly proficient English speakers, which could contribute to an easier understanding of their pronunciation”. Yang, Huang, Tsai, Chung and Wu (2009) stated that “using videos or films as a learning resource has received a great deal of attention from researchers and has been successfully applied to various educational applications” (cited in Hsu, Hwang, Chang, & Chang, 2013, p. 404).Videos can also provide the learners with authentic material that can facilitate learning. Herron (1994, p. 190) pointed out that “the theorists stress the importance to foreign language acquisition of providing the language learner with contextualized and meaningful input”. He also mentions that “video has the advantages of permitting students to witness authentic linguistic and cultural interactions between native speakers, and it is a medium with which students are very familiar” (p. 190). Video can provide the students with not only contextualized input but also with authentic materials. In addition, Herron (1994) states that “video has the advantages of permitting students to witness authentic linguistic and cultural interactions between native speakers, and it is a medium with which students are very familiar” (p. 190).
Listening as a crucial skill in learning a second language can be best practiced by using videos. Learners of English in Iran have numerous problems in listening skill and according to Bozorgian and Pillay (2013, p. 106) learners think their listening comprehension problems contribute to their insufficient competence or to “the linguistic difficulty of stimulus text”. Bozorgian and Pillay (2013) also argued that in Iran’s English institutions, “the process of the skill of listening is not emphasized despite a wide access to listening materials with accompanying audiovisual technology in the classroom such as CDs, DVD or video” (p. 106).
Video is a valuable tool but it is not usually used in the classroom. The teachers simply put a video at the end of the term and let the students watch a movie without making them involved actively in the task. Because video as a learning tool according to Mckinnon (n. d.) can help and improve the listening experience of the students, it should be practiced in the classroom. Mckinnon (n.d.) believes that by using video in the classroom, “we can add a whole new dimension to aural practice” (Para. 2).He further adds that “the setting, action, emotions, gestures, etc., that our students can observe in a video clip, provide an important visual stimulus for language production and practice” (Para. 2).Mckinnon points out that there are many ways to implement video in the classroom like split viewing, vision on/ sound off, observe and write, video dictogloss, watch and observe and many others. The teacher can choose any of them and practice watching videos in the classroom and let the students practice their listening skill in a more challenging way.
The present study is an investigation of the impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners’ listening comprehension in addition to exploring the attitudes of the participants toward these viewing techniques to see how effective they will be for Iranian EFL learners’ listening comprehension ability. In other words, this study seeks to see whether different techniques of video viewing have any impact on the listening comprehension of the learners or not.
و ضرورت های تحقیق و به هدف از این تحقیق که شناسایی جاذبه های اکوتوریستی حاشیه رودها و آبگیرها پرداخته شد . آبگیرهای شهرستان سیاهکل علاوه به داشتن نقش توریستی در تامین آب کشاورزی نیز نقش مهمی دارند . در فصل دوم این تحیق به پیشینه تحقیق و مفاهیم و تعاریف و مکتب ها و نظریه های مرتبط با تحقیق پرداخته شد .در فصل سوم در این تحقیق از روش توصیفی – تحلیلی استنباطی استفاده شد . در مراحل تحقیق ابتدا داده ها از منابع مکتوب و به روش کتابخانه ای و میدانی بدست آمد . (توزیع پرسشنامه ) سپس این داده ها سازماندهی شد مورد تجزیه و تحلیل قرار گرفت .
جامعه آماری شهرستان سیاهکل ، جامعه نمونه گردشگران این شهرستان و حجم نمونه طبق جدول کوکران321 نفر انتخاب شدند . متغیر های تحقیق شامل جاذبه های گردشگری (متغیر مستقل ) و گردشگران ( متغیر وابسته ) بودند . شاخص های تحقیق جاذبه های طبیعی و اکوتوریستی شهرستان سیاهکل شامل پوشش گیاهی ، زندگی جانوری ، رودها ، آبگیرها هستند .
مشخصات طبیعی – ویژگی های انسانی و اقتصادی مورد مطالعه قرار گرفت و جاذبه های اکوتوریستی حاشیه رودخانه و آبگیر ها مورد بررسی قرار گرفت .
محدوده مطالعه کل شهرستان سیاهکل و مقطع زمانی آن از زمستان 92 تا شهریور 93 انتخاب گردید .
در فصل چهارم با استفاده از اطلاعات استخراج شده از پرسشنامه و ترسیم جدول و نمودار برای هر یک از گویه هاو فرضیه ها ی تحقیق و با استفاده از روش توصیفی و تحلیلی فرضیه های تحقیق اثبات گردیدند.
در فصل پنجم به نتیجه گیری از کل مطالب پرداخته شد . مشخص شد که حاشیه رودخانه ها و آبگیرها ی شهرستان سیاهکل دارای تنوع اکوتوریستی مانند پوشش جنگلی ، رودخانه ،آب و هوای مطلوب ، آبشار ،و…… می باشد . پس با توجه به این مسئله و مشکلات توسعه اکوتوریسم در این محدوده راهکارهایی ارائه شد .
با توجه به گسترش بیش از اندازه شهرها و افزایش مشکلات ناشی از شهر نشینی و همچنین خالی شدن و سرازیر شدن جمعیت روستاها به شهرها ، جایی که انسان با محدودیت های بسیاری در زمینه بهره مندی از امکانات و مواهب طبیعی از قبیل چشم انداز های طبیعی مواجه است. انسان های خسته از زندگی شهری و ماشینی همواره به دنبال گریزگاه هایی هستند که دور از هیاهو و روزمرگی های زندگی مدرن، اوقات فراغتشان را سپری کنند وطبیعت بهترین پناهگاه برای این قشر از انسان ها است.گردشگری در سال های اخیر تأثیرات زیادی بر وضعیت اقتصادی،اجتماعی و فرهنگی جهان داشته است و به عنوان صنعت پیشرو در توسعه اقتصادی کشور ها مطرح می باشد.
اثرات فراوان مثبت اقتصادی گردشگری و به خصوص نفش اشتغال زایی این صنعت،توجه استراتژیست ها و دولتمردان کشور های مختلف را به برنامه ریزی جهت توسعه زیرساخت ها و سرمایه گذاری در این بخش جلب نموده است (میمند و همکاران،7،1390).
گردشگری برای کشورهای دارای جاذبه های غنی جهانگردی نظیر ایران می تواند به مهمترین منبع کسب درآمد ارزی تبدیل شود.اما برای شکل گیری صنعت گردشگری در ایران، راهی دراز و دشوار در پیش روی مسئولان و مدیران وجود دارد.بررسی عملی و تخصصی نقاط قوت ، ضعف ،فرصت ها و تهدیدهای گردشگری می تواند زمینه های توسعه و پیشرفت آن را بیش از پیش فراهم کند.
گردشگری در مناطق شمالی کشور ( به ویژه گیلان و مازندران) ،بیشتر مرهون طبیعت (جنگل،کوه،دریا،اقلیم معتدل و …) آن بوده است تا مدیریت و برنامه ریزی مسئولان امر.در این میان ” اکوتوریسم “یا “بوم گردی” به عنوان یکی از زیرشاخه های گردشگری ، طی سال های اخیر اهمیت شایان توجهی یافته است . اکوتوریسم نه تنها با آگاهی و درک گردشگر همراه است ، بلکه به توسعه پایدار وحفاظت ازمحیط زیست نیز پایبند می باشد.
استان مازندران نیز به لحاظ دارا بودن موقعیت مکانی از پتانسیل های قوی اکوتوریسمی برخوردار است. علی رغم چندین دهه پذیرش گردشگران در استان مازندران، شیوه های پاسخگویی به تقاضا و نیاز های آنان همچنان سنتی و غیر تخصصی باقی مانده است. اگرچه در دو دهه اخیر سرمایه گذاری های هنگفتی در زمینه ایجاد هتل ها و رستوران ها صورت گرفته است اما مهم قابل توجهی از گردشگران همچنان از امکانات غیراستاندارد و خدمات نا کارآمد برخوردار می گردند.
در مناطقی که پتانسیل های با القوه فراوانی برای توسعه گردشگری دارند،اما روند مطلوبی را طی ننموده اند ، باید به دنبال عوامل و عناصری گشت که سبب سرعت بخشیدن به حرکت کند جریان گردشگری هستند (توکلی و همکاران، 73،1389)، به همین دلیل توجه به بهره برداری از توان های گردشگری در هر منطقه به منظور ارائه راهکار هایی جهت توسعه گردشگری ، بسیار با اهمیت است.
لذا منطقه دوهزارخصوصآ حاشیه رودخانه دوهزار ، با داشتن جاذبه های غنی ، یکی از قطب های گردشگری استان مازندران و از کانون های مهم در زمینه گردشگری محسوب می شود و نقش مهمی در توسعه اقتصادی، اجتماعی و فرهنگی منطقه ایفا می کند، اما هنوز از نظر امکانات اقامتی ، تسهیلات ، پذیرایی و تاسیسات ، از وضعیت مطلوبی که برازنده آن است برخوردار نمی باشد .
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms
Islamic Azad University of Rasht
Faculty of humanities
English Language Department
A thesis submitted in partial fulfillment of the requirements for the M.A. degree in English Teaching as A Foreign Language
On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms
Supervisor
Dr. HamedBabaieShalmani
February, 2015
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Table of contents
Title
Acknowledgements
Abstract ………………………………………………………………… ………………1
Chapter One
Introduction ……………………………………………………………………… 3
Statement of the problem………………………………………………………… 4
Significance of the study …………………………………………………………7
Objective of the study……………………………………………………………8
Research question ……………………………………………………………… 8
Research hypotheses ………………………………………………………………8
Definition of the key words……………………………………………………… 8
Chapter Two
2.0Introduction……………………………………………………………………… 11
2.1 Brief review of idiom structure and definition……………………………………13
2.2.1 Structure of Idioms……………………………………………………………….13
2.2.2 Definition of idioms …………………………………………………………….16
2.3 Employed strategies in idioms learning………………………………………….18
2.3.1 Communicative Skills: Teach English Idioms with Dialogue Writing and………19
Role-Play
2.3.2 Applying English Idioms through Dialogue Writing and Role-play in a……….19 Particular context
2.4 figurative and literal meaning of idiom………………………………….…….23
2.4.1 Idioms and Metaphors………………………………………………….…….24
2.4.2 Idioms and Clichés……………………………………………….…..….…. 24
2.4.3 Idioms and Proverbs…………………………………….………….….……25
2.4.4 Idioms and Fixed Expressions………………………..…………….………26
2.5 Transparent and Opaque idioms…………….……..………….……………….26
2.6 The study of idiomaticity in a glance…….……….……….………………….30
2.7 Problems in Teaching L2 Idioms….……………….………….………………31
2.8 Strategies Employed in L2 Idiom Processing………….…….…………………32
2.9 The Role of Vocabulary and Culture in Understanding Idioms………………..33
2.10 The Role of Context in Idiom Comprehension…………………….…………34
2.11 Idiomatic Competence…………………………………………………….….37
2.11.1 Measuring Idiomatic Competence…………………………………….……38
2.12 Idiom-Related Research in Language Learning and Use…………………….39
2.13 The Importance of Idioms and the Case for the Lexicon…………………….41
2.14 Idiom Acquisition……………………………………………………………42
2.15 The Dual coding theory………………………………………………………45
2.16 Etymological elaboration……………………………………………….…….46
2.16.1 Etymological Elaboration, an Effective Strategy in Teaching Idioms………51
Chapter Three
3.0. Introduction…………………………………………………………………… 56
3.1. Participants………………………………………………………………………56
3.2. Instruments………………………………………………………………………56
3.3. Procedures………………………………………………………………………57
Chapter Four
4.0. Introduction…………………………………………………………………….61
4.1. Descriptive statistics for experimental and control groups’ posttest……………62
4.2. Results of Hypothesis Testing…………………………………………………63
4.3. Summary of the results…………………………………………………………64
Chapter Five
5.0. Introduction………………………………………………………………….66
5.1. Summary of the findings…………………………………………………….66
5.2. Pedagogical implications…………………………………………………… 67
5.3. Limitations and delimitations of the study……………………………………68
5.4. Suggestions for the further research………………………………………….68
5.5. Interview………………………………………………………………………69
Abstract
On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms.
Idioms are much more than ‘decorative icing’ to the language; they are an integral feature of both written and spoken English. The ability to comprehend and use idiomatic language is one of the distinguishing marks of native-like competence. In this research study, the target population of this study were 60 female EFL students at intermediate level of proficiency. All of the participants were native speakers of Persian studying at the Iran Language Institute of Rasht; Iran. After calculating OPT results and validating the idioms test through pilot study, the participants were divided into two groups to receive different treatments: Control Group:received no
Etymological knowledge, but they received treatment through a conventional method, (definition of the opaque idioms with examples).Experimental Group:received instruction through etymological elaboration, (Etymological Information with examples). The research question sought to investigate which technique of teaching idioms yields better results in improving learners’ opaque idioms knowledge. The results of the opaque idioms posttest indicated that the group instructed through etymological elaboration had better performance, the group receiving explicit instruction of opaque idioms’ definitions had lower performance. However, the T-Test procedure revealed that the difference between the performances of the two groups were statistically significant. In other words, etymological information of the opaque idioms had significantly different effect on the learners’ knowledge of opaque idioms.Based on the results, it can be concluded that etymological information of idioms has differential effects on the knowledge of opaque idioms of Iranian EFL learners. In addition, etymological information is conducive to Iranian intermediate learners’ knowledge of opaque idioms.
Chapter 1
Statement of the problem
1.0 introduction
Teaching and learning English idioms have long been a difficult task for both EFL students and teachers in Iran due to some reasons such as lack of resources and little contact with the target language (Sadeghi, 2005). Among different components of a language (grammar, vocabulary, phrasal verbs, idioms, expressions…) learning the idioms is probably the most difficult task to be accomplished. In one hand, learning idioms has always been a big problem for students, especially foreign language learners. On the other hand, any foreign language learner knows that idioms are essential and their shortage leads to a feeling of insecurity.
According to Glucksberg (2001) the meaning of the idioms can be guessed from the meaning of one of their subcomponents but usually the meaning is completely different, this is the reason why they are so tricky for students. Boers (1992) stated that it is inevitable for students to face problems dealing with idioms by knowing this fact that their meanings are not clear and are motivated by their original, literal usage and the meanings of idioms cannot be attained directly at the first look and the tricky nature of idioms makes students face problems extracting their meanings.
Since L2 learners have difficulties in learning and using the phrasal words and idioms, and the traditional methods used by teachers do not make significant changes in L2 learner’s idiom learning, new techniques for teaching idioms to L2 learners are required. By the emergence of new approaches to teach a second language, finding a good method to teach idioms has been the main concern of some researchers (e.g., Elena & Moreno, 2001; Cook, Fazly, & Stevenson, 2007). To the researchers best knowledge; few studies have been conducted to examine the effect of different methods of teaching idioms to EFL learners.
As a result, this study is designed to investigate the effect of etymological information ofidioms on Iranian EFL learners’ knowledge of opaque
