وبلاگ

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

عنوان : The Affirmative Impact of Visual and Verbal Techniques upon Raising Vocabulary Achievement of Iranian High School Students

 

 

 

 

 

 

 

ISLAMIC AZAD UNIVERSITY

 

 

 ILAM BRANCH

 

 

 

 

 

Thesis for Receiving M.A. Degree on English Language Teaching

 

 

English as a Foreign Language (TEFL)

 

 

 

 

 

Subject:

 

 

The Affirmative Impact of Visual and Verbal Techniques upon Raising Vocabulary Achievement of Iranian High School Students

 

 

 

 

 

Supervisor:

 

 

 

1. Gowhary. Ph.D.

    

 

 

 

 

Advisor:

 

 

 

1. Rahimipour. Ph.D.

    

 

 

 

 

Winter 2014

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

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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 One: Introduction

 

 

1.1. Introduction………………………………………………………………………………………………………… 3

 

 

1.1.1. Knowing a Word. 13

 

 

1.1.2. Definitions of vocabulary………………………………………………………………………………….. 14

 

 

1.1.3. Second Language Vocabulary…………………………………………………………………………… 15

 

 

1.1.4. Definition of the technical terms: Verbal and Visual Techniques………………………… 16

 

 

1.1.4.1. Verbal language features………………………………………………………………………………… 16

 

 

1.1.4.2. Visual language features………………………………………………………………………………… 17

 

 

1.1.5. Significance in language learning……………………………………………………………………….. 18

 

 

1.1.6. Statement of the Problem………………………………………………………………………………….. 19

 

 

1.1.7. Research questions…………………………………………………………………………………………… 20

 

 

1.1.8. Research Hypotheses. 20

 

 

1.1.9. Organization of the study………………………………………………………………………………….. 21

 

 

Chapter Two: Review of Literature

 

 

2.1. Literature review………………………………………………………………………………………………….. 23

 

 

2.1.1. Background to vocabulary teaching………………………………………………………………….. 23

 

 

2.1.2. Vocabulary and Its Importance………………………………………………………………………… 27

 

 

2.1.3. EFL Vocabulary. 29

 

 

2.1.3.1. Definition of Vocabulary……………………………………………………………………………….. 29

 

 

2.1.3.2. Types of Vocabulary. 29

 

 

2.1.3.3. The Role of Vocabulary in TEFL…………………………………………………………………… 30

 

 

2.1.4. Factors Affecting Vocabulary Learning and Retention………………………………………. 31

 

 

2.1.5. What does it mean to know a word?………………………………………………………………… 32

 

 

2.1.6. Verbal and visual techniques of vocabulary teaching…………………………………………. 35

 

 

2.1.7. What is visual instruction in new vocabulary learning?……………………………………… 38

 

 

2.1.8. The effect of synonymy on L2 vocabulary achievement 40

 

 

2.1.9. The effect of exemplification on vocabulary achievement………………………………….. 41

 

 

2.1.10. The effect of visual aids on vocabulary achievement……………………………………….. 43

 

 

Chapter Three: Methodology

 

 

3.1. Introduction………………………………………………………………………………………………………… 48

 

 

3.2. Participants. 48

 

 

3.3. Instruments. 49

 

 

3.3.1. Visual and verbal……………………………………………………………………………………………… 49

 

 

3.4. Data Colection Procedure……………………………………………………………………………………. 50

 

 

3.5. Data analysis………………………………………………………………………………………………………. 52

 

 

Chapter Four: Results and Discussion

 

 

4.1. Introduction. 55

 

 

4.2. Results and discussion…………………………………………………………………………………………. 55

 

 

4.2.1. Semiotics and vocabulary teaching……………………………………………………………………. 62

 

 

4.2.2. Dual coding theory (DCT)………………………………………………………………………………… 63

 

 

4.2.3. Cognitive load theory (CLT) 65

 

 

Chapter five: Summary and Conclusion

 

 

5.1. Discussion. 68

 

 

5.2. Procedure……………………………………………………………………………………………………………. 68

 

 

5.3. Conclusion. 70

 

 

5.4. Future Directions…………………………………………………………………………………………………. 72

 

 

5.5. Limitations………………………………………………………………………………………………………….. 73

 

 

5.6. Recommendations to School Administrations and Supervisors. 74

 

 

5.7. Recommendations to Teachers of English……………………………………………………………. 74

 

 

5.8. Summary. 74

 

 

References………………………………………………………………………………………………………………….. 77

 

 

Appendices. 82

 

 

 

List of Table

 

 

Table 4.1. pretest score means of the groups under study…………………………………………… 57

 

 

Table 4.2.pretest scores means…………………………………………………………………………………… 57

 

 

Table 4.3. Posttest scores……………………………………………………………………………………………. 58

 

 

Table 4.4. estimating posttest scores based on AVNOVA method……………………………… 58

 

 

Table 4.5. Pretest and posttest raw scores of groups 1, 2, and 3………………………………….. 59

 

 

 

List of Figure

 

 

Figure4.1.Vocabulary achievement of three experimental groups in pre and posttest      61

 

 

 

Abstract

 

 

This report investigated the sensible impact of verbal, visual and a combination of verbal-visual techniques on vocabulary enhancement of Iranian high school students in Sirvan (Iran). The subjects were 60 male native speakers of Persian and Kurdish in intermediate level of L2 proficiency ranging in age from 15 to17. In order to have homogeneous groups, the students last year scores were look at between the three groups of 12-17, there part. In order to state the reliability of this test, the split –half method was utilized .The second one was question elicited demographic information such as names, age and job of father. They were selected from among seven classes and divided into three groups of 20, namely group 1, 2 and 3.The classes were held two days in a week, each day one hour, in Winter, 2014. The lexical items were taught to experimental groups by verbal (synonymy and exemplification), visual (pictures, flashcards, blackboard drawings and photographs) and verbal-visual techniques respectively. Put another way, group1 was treated by using visual aids (pictures, photographs, and flash cards), groups 2 was treated by verbal techniques (synonyms and exemplification). For this group no aids were used, but rather they used exemplification and synonyms, group2 was treated by using visual aids (pictures, photographs, and flash cards). For group 3, verbal and visual techniques were used complementary to convey meaning of the lexis. During the ten sessions of the treatment, 70 vocabularies were instructed to the three groups, Results of one way ANOVA showed that when verbal or visual techniques were used alone, verbal techniques manifested more vocabulary acquisition than visual modality and among three techniques employed in this study, complementary use of verbal-visual techniques was the most effective. It may be concluded that in directing the learners toward the ability of vocabulary skill, teachers should not solely rely on verbal cues and can benefit to a large extent from non-verbal aids. Results obtained from this study may have pedagogical implications in the areas of syllabus design and teaching methodology.

 

 

 

Keywords: Vocabulary achievement, Verbal techniques, Visual techniques, EFL

 

Chapter One:
Introduction

 

 

1.1.Introduction

 

 

In reality, vocabulary is a vital part of language that students need to master in order to communicate effectively. Moreover, it is considered the base for the other skills. The ability to grasp the meaning of new words is a vital skill to strengthenreading and listening comprehension. This can positively impact overall academic success and can develop skills for real world applications. This calls for more attention to thisimportant skill, i.e., vocabulary.

 

 

Researchers have seen that students face serious problems regarding this aspect of language (vocabulary learning). Learners tend throughout learning stages to favor interesting methods which make interacting, exciting and fun learning. This motivated me to conduct the present study which aimed to investigate the effectiveness of visual and verbal techniques on vocabulary on vocabulary achievement.

 

 

Laraba (2007:136) states that “foreign language vocabulary learning is determined by the similarities that may exist, at different levels, between the first language and the second or foreign language learnt. Nation (1990: 31) suggests the following list of the different kinds of knowledge that a person must master in order to know a word:

 

 

1. The meaning(s) of the word

 

 

 

2. The written form of the word

 

 

3. The spoken form of the word

 

 

4. The grammatical behavioral of the word

 

 

5. The collocations of the word

 

 

6. The register of the word

 

 

7. The associations of the word

 

 

8.The frequency of the word

 

 

English has become the language of international business, diplomacy and professions. After all, it is the language of the United Nations. English has become the most dominate language in the world. As time passes, more people are learning English. Nowadays, the whole world seems to speak English. As David (2009) asserts, it is the language of travel, tourism, science and technology. It became a universal language that covered all aspect of life, where people of different nationalities used it to communicate with each other and it became the language of science, technology, politics, economy and education. This universal acknowledgment of English as the language of today and the need for good communication skill in English has created a huge demand for teaching English around the world. This has put a tremendous pressure on scholars to cope with this demand and to contribute to the development of a new and different teaching methodology for teaching English as a foreign language Hamdona(2007:1). Educators know that words and vocabulary strongly impact learners’ lives. In fact, educated individuals are often identified by their written and spoken vocabularies (Blachowicz& Fisher, 2004). Beck, McKeown and Kucan (2002) in their book, Bringing Words to Life: Robust Vocabulary Instruction, introduce the first chapter with a reminder that vocabulary plays a “critical role…in people’s lives and future possibilities. A large vocabulary repertoire facilitates becoming an educated person to the extent that vocabulary knowledge is strongly related to reading proficiency” (p. 1). In order to be aware of the full importance vocabulary plays in the lives of adolescents, it is necessary to first have a comprehensive definition of vocabulary. According to Lehr, Osborn, and Hiebert (2004), vocabulary is knowledge of words and their meanings. For vocabulary and word knowledge, Cronbach (1942) describes several qualitative dimensions, defined as the kind of knowledge one has about a word and the uses to which that knowledge can be put:

 

 

Generalization: The ability to define a word.

 

 

Application: The ability to select or recognize situations appropriate to a word.

 

 

Breadth: Knowledge of multiple meanings.

 

 

Precision: The ability to apply a term correctly to all situations and to recognize appropriate use.

 

 

Availability:

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

عنوان : The Comparative Impact of Analysis and Inference on Intermediate EFL Learners’ Reading Comprehension

 

 

 

 

ISLAMIC AZAD UNIVERSITY

 

 

Central Tehran Branch

 

 

Faculty of Foreign Languages

 

 

Thesis Submitted In Partial Fulfilment Of The Requirements For The Degree Of Master Of Arts In Teaching English As A Foreign Language

 

 

 

 

 

Subject:

 

 

The Comparative Impact of Analysis and Inference on Intermediate EFL Learners’ Reading Comprehension

 

 

 
Advisor:

 

 

Dr. Sholeh Kolahi

 

 

Reader:

 

 

Dr. Behdokht Mall Amiri

 

 

 

 

 

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)

 

 

 

 

Abstract

 

 

This study was an attempt to investigate whether there is any significant difference between the effects of inference and analysis critical thinking skills on intermediate EFL learners’ reading comprehension. To reach this aim, the 2011 version of PET was utilized to select a homogeneous sample. Ninety four learners of intermediate level from Parsa Language School in Kashan were selected through the convenient non-random sampling. They were given the PET and subsequently, 60 subjects whose score fell between one standard deviation above and below the mean were selected. Then, they were randomly divided into two experimental groups and four classes of 15 with unequal number of males and females. They ranged from 12-16 years old. At the outset of the study and before giving any instruction, the participants sat for a pre-treatment test which was the reading comprehension section of the 2010 version of PET. After administering the pre-treatment test and calculating running a t-test, the researcher was assured that there was no significant difference regarding reading comprehension ability between the two groups prior to the treatment. During the treatment, the first experimental group (E1) was exposed to analysis, while the second experimental group (E2) practiced inference skills about 30 minutes during each session. In E1, the researcher employed the rhetorical précis by Woodworth (1988), whereas the observation/inference chart designed by Nokes (2008) was used in E2. The treatment occurred for 13 sessions. At the end of the semester, the experimental groups were post-tested through the reading comprehension section of the 2009 version of PET. Finally, an independent sample t-test was run to check if there was any significant difference between the effects of inference and analysis on reading comprehension of the learners. The results showed that the participants in the inference group outperformed those in the analysis group. Meanwhile, the participants in analysis group showed progress in post-test in comparison to their performance in pre- treatment test. Therefore, it can be concluded that the present study also emphasize and confirm the positive role of teaching critical thinking skills –in this study, inference and analysis- on reading comprehension.

 

 

 

 Table of contents

 

 

CHAPTER Ι: Background and Purpose  

 

 

1-1 Introduction. 2

 

 

1-2 Statement of the Problem.. 12

 

 

1-3 Statement of the Research Question. 17

 

 

1-4 Statement of the Research Hypothesis. 17

 

 

1-5 Definition of Key Terms. 18

 

 

1-5-1 Reading Comprehension. 18

 

 

1-5-2 Critical Thinking. 18

 

 

1-5-3 Analysis. 18

 

 

1-5-4 Inference. 19

 

 

1-6 Significance of the study. 20

 

 

1-7 Limitation and Delimitations of the Study. 27

 

 

1-8 Assumptions. 27

 

 

CHAPTER ΙΙ: Review of the Related Literature

 

 

2-1 Introduction. 29

 

 

2-2 Thinking. 29

 

 

2-2-1 Types of Thinking. 33

 

 

2-3 A brief History of the Idea of Critical Thinking. 37

 

 

2-3-1 What Is Critical Thinking?. 41

 

 

2-3-2 Characteristics of the Critical Thinker 46

 

 

2-3-3 Critical Thinking Skills and Dispositions. 50

 

 

2-3-3-1 Inference and Analysis. 57

 

 

2-4 Teaching Critical Thinking. 59

 

 

2-4-1 How to Teach Critical Thinking. 62

 

 

2-5 Advantages of Critical Thinking. 67

 

 

2-6 Problems in Teaching Critical Thinking. 70

 

 

2-7 Language and Thought 73

 

 

2-8 Reading Comprehension. 77

 

 

2-8-1 Reading. 79

 

 

2-8-2 Comprehension. 81

 

 

2-8-3 Nature of Reading. 83

 

 

2-9 Theories in Second Language Reading. 84

 

 

2-9-1 Process Approach. 84

 

 

2-9-2 Schema Theory. 86

 

 

2-10 Reading Processing. 88

 

 

2-10-1 Bottom-up Processing. 88

 

 

2-10-2 Top-down Processing. 89

 

 

2-10-3 Interactive Processing. 89

 

 

2-11 Reading Comprehension Strategies. 90

 

 

2-11-1 How to Teach Reading Comprehension by Inference and Analysis. 92

 

 

2-12 Models of Reading. 97

 

 

2-12-1 Bottom-up Models. 97

 

 

2-12-2 Top-down Models. 98

 

 

2-12-3 Interactive Models. 99

 

 

2-13 Types of Reading. 100

 

 

2-13-1 Intensive Reading. 100

 

 

2-13-2 Extensive Reading. 101

 

 

2-13-3 Scanning and Skimming Reading. 102

 

 

2-13-4 Receptive and reflective Reading. 103

 

 

2-14 Critical Reading. 103

 

 

2.14.1 Approaches to Critical Reading. 106

 

 

2-15 Related Studies on Critical Thinking and Reading Comprehension  107

 

 

CHAPTER III: Methodology

 

 

3-1 Introduction. 113

 

 

3-2 Participants. 114

 

 

3-3 Instrumentation. 115

 

 

3-3-1 PET. 115

 

 

3-3-2 Reading Comprehension Pre-Treatment Test 116

 

 

3-3-3 Reading Comprehension Post-Test 117

 

 

3-3-4 Instructional Materials. 118

 

 

3-3-4-1 Course Book. 118

 

 

3-3-3-2 Pamphlet 118

 

 

3-3-4 Procedure. 118

 

 

3-3-6 Data Analysis. 136

 

 

CHAPTER IV: Results and Discussion

 

 

4-1 Introduction. 138

 

 

4-2 Participant Selection. 139

 

 

4-2-1 Descriptive Statistics of the Piloting PET Proficiency Test 140

 

 

4-2-2 Descriptive Statistics of the PET Proficiency Test 141

 

 

4-2-3 Dividing the Participants into Two Groups. 143

 

 

4-3 Pre-treatment Test 146

 

 

4-4 Post-test 151

 

 

4-5 The Results of Testing the Null Hypothesis. 154

 

 

4-6 Discussion. 156

 

 

CHAPTER V:  Conclusion, Pedagogical Implications

 

 

5-1 Introduction. 162

 

 

5-2 Summary of the Findings. 162

 

 

5-3 Conclusion. 164

 

 

5-4 Pedagogical Implications. 165

 

 

5-5 Suggestions for Further Research. 168

 

 

References. 171

 

 

APPENDICES

 

 

Appendix A.. 194

 

 

Appendix B.. 195

 

 

Appendix C.. 214

 

 

Appendix D.. 224

 

 

LIST OF TABLES

 

 

Table 4-1 Descriptive Statistics for PET Proficiency Test piloting. 139

 

 

Table 4-2 Reliability of the PET Proficiency Test Piloting. 139

 

 

Table 4-3 Descriptive Statistics for PET Proficiency Test 140

 

 

Table 4-4 Reliability of the PET. 141

 

 

Table 4- 5 Inter-rater Correlation for Writing Section of the PET. 141

 

 

Table 4-6 Descriptive statistics of the PET scores of the two groups at the outset 142

 

 

Table 4-7 the Results of Normality Check of the Distribution of scores on PET. 143

 

 

Table 4-8 Group Statistics for Two Experimental Groups’ PET scores. 144

 

 

Table 4-9 Independent Sample T-test for Two Experimental Groups’ PET scores. 144

 

 

Table 4-10 Descriptive Statistics for the Results of the Pre-treatment Test 145

 

 

Table 4-11 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

 

 

Table 4-12 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

 

 

Table 4-13 Group Statistics T- Test for Pre-treatment Test 148

 

 

Table 4-14 Independent Samples T- Test for Pre-treatment Test 148

 

 

Table 4-15 Descriptive statistics for the results of the post-test 150

 

 

Table 4-16 Results of Normality of Distribution of Scores for Reading Comprehension Post-test 150

 

 

Table 4- 17 Results of Skewness Ratio for Reading Comprehension Post-test 150

 

 

Table 4-18 Group Statistics of Two Experimental Groups on the Post-test 153

 

 

Table 4-19 Independent Samples t-Test of Two Experimental Groups on the Post-test 153

 

 

 

 

 

                                             LIST OF FIGURES

 

 

Figure 2-1 Elements of Thought (Elder & Paul, 2007) 30

 

 

Figure 2-2 Critical Thinking Skills. 51

 

 

Figure 2-3 The Relationship between Skills and Dispositions. 53

 

 

Figure 2-4 Observation/Inference (O/I) Chart (Nokes, 2008) 95

 

 

Figure 3-1 Observation/Inference Chart (Nokes, 2008) 128

 

 

Figure 3-2 An Example of O/I Chart 133

 

 

Figure 4-1 The Histogram of Scores of PET Main Administration. 143

 

 

Figure 4-2 Histogram of the Scores Obtained on the reading Pre-Treatment Test of E1. 146

 

 

Figure 4-3 Histogram of the Scores Obtained on the Reading Pre-treatment Test of the E2. 146

 

 

Figure 4-4 Histogram of Scores Obtained on the Reading comprehension Post- test of E1. 151

 

 

Figure 4-5 Histogram of Scores Obtained on Reading Comprehension Post- test of E2. 152

 

 

 

CHAPTER Ι

 

 

 Background and Purpose

 

 

1-1 Introduction

 

 

Growth and advancement in educational systems are the most important characteristics of the present societies.

 This phenomenon, especially in recent decades, has become an important and sensitive issue in developing countries. The role of educational systems in the process of growth and persistent advancement of countries is accepted by everybody. Moreover, education is regarded as a main base of advancement and progress. The most observable and effective character in educational system is the thinking element (Hashemi, Naderi, Seif Naraghi, & Shariatmadari, 2010). Thinking and acquiring new information and the method of thinking and learning are the most important characteristics of human being and from other perspective, in new approaches; the great attention has been paid to teaching and learning by critical thinking which is one of the fundamental phenomena and dimensions in educational systems (Hashemi et al., 2010).

 

 

Critical thinking is a necessary skill in promoting the students’ thoughts. It is one of the new models in education system. This model pays special attention to the development of individual and social features of people so that mental power and social responsibilities will be fostered among the learners (Hashemi et al., 2010).

 

 

It is hard to formulate an encompassing definition for critical thinking; as it includes several levels of understanding. Paul and Elder (2001) believe that critical thinking is a mode of thinking about any subject, content, or problem. It is an ability with which students can improve their thinking quality by skillfully managing their thinking structures and intellectual criteria around them. Scriven and Paul (2003) define critical thinking as an intellectually disciplined process in which students actively and skillfully conceptualize, apply, synthesize, and evaluate information generated by observation, experience, reflection, reasoning, and communication. Facione (2000) believes that critical thinking is a cognitive process of developing reasonable, logical, and reflective judgment about what to believe or what to do. In the same line, Watson and Glaser (2002) define critical thinking as a composite of attitudes, knowledge and skills. Critical thinking does not expect students to answer the questions put in the class, but instead develops students’ sound judgment for problem-solving, decision-making, and higher-order thinking (Case, 2002; Taylor & Patterson, 2000 as cited in Alizade & Khatib, 2012).

 

 

Facione (2011) states that the experts are persuaded that critical thinking is a pervasive and purposeful human phenomenon. The ideal critical thinker can be characterized not merely by her or his cognitive skills but also by how she or he approaches life and living in general.

 

 

New trends in education nowadays are focusing on developing critical thinking skills. Fisher (2007, p. 1) asserts that, “in recent years critical thinking has become something of a buzz word in educational circles. For many reasons, educators have become very interested in teaching thinking skills of various kinds in contrast with teaching information and context” (as cited in Avendaño and Fonseca, 2009). Facione (1990) introduces critical thinking skills as interpretation, analysis evaluation, inference, explanation, and self–regulation. Research indicates that adult learners do not use critical thinking skills naturally, but these complex abilities develop in learners over time (Kurfiss, 1983; Paul, 1993). Scholars and educators believed that this kind of complex reasoning process can be improved with practice (Paul & Elder, 2004; Van Gelder, Bissett & Cumming, 2004) and advocated that developing critical thinking skills are crucial to help students “know how to learn and how to think clearly” (Halpern, 19

هدف از مطالعه حاضر بررسی میزان اضطراب در میان زبان آموزان زبان آموزان ایرانی و ارتباط سطح اضطراب زبان اموزان با میزان انگیزش آنان است. این مطالعه همچنین به بررسی این مساله می پردازد که آیا ارتباط معنی داری بین اضطراب، انگیزش و بسندگی زبان انگلیسی در میان زبان آموزان ایرانی وجود دارد. برای این منظور، تعداد 80 زبان آموزان انگلیسی به عنوان زبان خارجی (35 زبان آموز پسر و 45 زبان آموز دختر( به روش نمونه گیری تصادفی    خوشه ای از دو کلاس زبان در دانشگاه آزاد اسلامی واحد سردشت، استان هرمزگان، ایران به عنوان شرکت کنندگان در این مطالعه انتخاب شدند. ابزار مورد استفاده جهت جمع آوری اطلاعات از شرکت کنندگان، مقیاس سنجش اضطراب    زبان آموزی خارجی (FLCAS)، مجموعه آزمون انگیزش/ دیدگاه زبان آموزی (AMTB) گاردنر (1985)، و یک نسخه اصلاح شده از آزمون کتبی تافل(TOEFL) جهت اندازه گیری سطح بسندگی زبان شرکت کنندگان در مطالعه بود. نتایج مطالعه نشان داد که اکثریت شرکت کنندگان میزان متوسط تا بالای اضطراب زبان آموزی را تجربه می کنند. علاوه بر این مشاهده شد که شرکت کنندگان داری سطوح پایین تر اضطراب زبان آموزی، انگیزش بیشتری جهت فراگیری زبان آموزی انگلیسی دارند در حالی که زبان آموزان داری سطوح بالاتر اضطراب زبان آموزی، میزان انگیزش کمتری جهت فراگیری زبان آموزی انگلیسی دارند. از سوی دیگر، مشاهده شد که شرکت کنندگان درای سطوح پایین تر اضطراب زبان آموزی از مهارت بیشتری در زمینه زبان آموزان انگلیسی برخوردار هستند و بالعکس. علاوه بر این، نتایج نشان داد که بین انگیزش شرکت کنندگان و بسندگی زبان انگلیسی رابطه مثبت و معناداری وجود دارد. با این حال، تفاوت معنی داری بین سطح اضطراب زبان آموزان پسر و دختر وجود ندارد. به همین ترتیب، تفاوت معنی داری بین میزان انگیزشی زبان آموزان پسر و دختر در این مطالعه مشاهده نشد. در نهایت، مشاهده شد که تفاوت معنی داری بین زبان آموزان پسر و دختر از نظر اضطراب زبان آموزی، انگیزش یادگیری زبان انگلیسی و میزان مهارت های زبان انگلیسی وجود ندارد که این یافته بیانگر این است که جنسیت نقش تعیین کننده ای در این سه متغیر ایفا نمی کند.

 

 

 

واژه های کلیدی:اضطراب زبان آموزی، انگیزش زبان آموزی، بسندگی زبان، زبان آموزان انگلیسی به عنوان زبان خارجی

 

 

 

Table of Contents

 

 

Introduction. 2

 

Background. 2

 

Statement of the Problem.. 6

 

Research Objectives. 7

 

Significance of the Study. 7

 

Research Questions. 8

 

Operational Definition of Key Terms. 9

 

 

 

11

 

Introduction. 12

 

Theoretical Framework. 12

 

Anxiety by Definition. 12

 

Types of Anxiety. 13

 

Sources of Language Learning Anxiety. 18

 

Language Learning Anxiety and Gender 20

 

Motivation by Definition. 22

 

Types of Motivation. 24

 

Intrinsic Motivation. 25

 

Extrinsic Motivation. 26

 

Motivation and Language Learning. 26

 

Language Proficiency. 29

 

Empirical Studies Done in the Field. 30

 

Anxiety and Language Learning. 30

 

Motivation and Language Learning. 39

 

Anxiety and Foreign Language Motivation. 42

 

Final Remarks on Literature. 44

 

 

 

. 47

 

Introduction. 48

 

Participants. 48

 

Instruments. 49

 

Data Collection Procedures. 51

 

Data Analysis Procedures. 53

 

Design of the Study. 54

 

 

 

55

 

Introduction. 56

 

Results of the Study. 56

 

Participants’ Anxiety Level in Language Classrooms. 56

 

Relationship between the Participants’ Level of Anxiety and Motivation  60

 

Participants’ Scores on Motivation Questionnaire. 60

 

Relationship between the participants’ language proficiency, level of               anxiety, and motivation. 62

 

Participants’ Performance in the Proficiency Test 63

 

Relationship Between the Participants’ Language Proficiency & Their         Level of Anxiety. 65

 

Relationship Between the Participants’ Language Proficiency &  their            motivation. 67

 

Gender Differences Concerning Anxiety, Motivation, and Language               Proficiency Level of Iranian Intermediate EFL Learners. 70

 

Motivation, and English Proficiency. 75

 

Discussion of Findings. 78

 

 

 

82

 

Introduction. 83

 

Summary. 83

 

Conclusion. 85

 

Pedagogical Implications. 88

 

Limitations of the Study. 89

 

 

 

References. 91

 

Appendices. 100

 

Appendix I: Foreign Language Classroom Anxiety Scale. 101

 

Appendix II: Attitude/Motivation Test Battery. 103

 

Appendix III:English Language Proficiency Test 106

 

 

 

List of Tables

 

Participants’ Demographic Statistics. 56

 

Descriptive Statistics of the Participants’ Level of Anxiety. 57

 

Anxiety Groups. 57

 

Participants’ Distribution in Anxiety Groups. 58

 

ANOVA Results for Group Differences. 59

 

Descriptive Statistics for Participants’ Motivation. 60

 

Participants’ Motivation in the Anxiety Groups. 61

 

Correlation between Language Learning Anxiety and Motivation. 61

 

Descriptive Statistics for the Participants’ Scores in the proficiency test 61

 

Male and Female Participants’ Scores in the Proficiency Test 61

 

-test for Male and Female Performance in       the Proficiency Test 64

 

Participants’ English Proficiency in the Anxiety Groups. 65

 

Correlation Between Language Learning Anxiety and English Proficiency. 65

 

Motivation Groups. 67

 

Participants’ Distribution in Motivational Groups. 67

 

Participants’ English Proficiency in the Motivational Groups. 68

 

Correlation Between Motivation and English Proficiency. 69

 

Males’ and Females’ Level of Anxiety. 70

 

-test for Differences in Males and Females’ Level of        Anxiety. 71

 

Distribution of Males and Females in Anxiety Groups. 71

 

Males’ and Females’ Motivation. 72

 

-test for Differences in Males and Females’ Level of       Motivation. 73

 

Distribution of Males and Females in Motivational Groups. 73

 

Correlation Between Males’ Anxiety, Motivation, and English Proficiency  75

 

Correlation Between Females’ Anxiety, Motivation, and English                         proficiency. 76

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

 

The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. It also explored whether there was any significant relationship between anxiety, motivation and language proficiency for Iranian EFL learners. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS), Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) used to measure the participants’ motivation to learn English, and a modified version of a paper-based TOEFL test that was used to measure the participants’ level of English proficiency. The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. On the other hand, it was noted that the participants with lower levels of the language learning anxiety were more proficient English learners and vice versa. In addition, there was a positive significant relationship between the participants’ motivation and their English proficiency. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety, motivation to learn English, and their English proficiency, indicating that gender did not play a determining role in these three variables.

 

Keywords: Language learning anxiety, Language learning motivation, Language proficiency,

 

EFL Learners

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

 

INTRODUCTION

 

 

 

 

1.0   Introduction

 

The present chapter includes six parts. The first part presents a background to the study. The second part addresses the statement of the problem followed by research questions in the third part. Then, the significance of the study and research questions are presented, respectively. Definitions of key terms are presented at the end of the chapter.

 

1.1 Background

 

It is well established that second/foreign language learning is often associated with affective factors, among which the constructs of anxiety and motivation have been recognized as important predictors of second/foreign language performance. Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something threatening (Chastain, 1988).

 

Many researchers believe language anxiety influences language learning. Whereas facilitating anxiety exerts positive effects on learners’ performance, too much anxiety may cause a poor performance (Scovels, 1991). Some of symptoms of anxiety are shown physically as we may feel our heart beating faster and psychologically as we may feel frightened or panicky. We start to have anxious thoughts about the very real possibility of making a complete fool of ourselves and the consequent loss of face as a consequence of this type of anxiety. Nobody likes to be thought of as a failure.

 

But the real problem with anxiety is that in order to avoid feelings of discomfort, feeling frightened or a sense of failure, we may choose to avoid situations which have the potential to make us discomfort. But the result of avoidance is the gradual loss of our self-esteem (Horwitz, Horwitz & Cope, 1986). Anxiety has been regarded as one of the most important affective factors that can influence second language acquisition. Much research has been conducted to find the relationship between anxiety and achievement in the learning of different foreign languages. Such research has revealed that anxiety can impede foreign language production and achievement (e.g., Horwitz, Horwitz, & Cope, 1986; MacIntyre& Gardner, 1994). Language anxiety is experienced by learners of both foreign and second language and causes potential problems as it can interfere with the acquisition, retention, and production of the new language (MacIntyre& Gardner, 1991).

 

Students with all levels of academic achievement and intellectual abilities are believed to be affected by anxiety in language learning contexts. This type of anxiety occurs in varying degrees and is characterized by emotional feelings of worry, fear, and apprehension. It can be experienced differently by different individuals. As students’ progress, abundant pressures, and different anxiety levels might affect them. To facilitate higher levels of performance, Soupon (2004) urges teachers to be aware of the language learning anxiety factor, which can negatively impact the performances of students. Soupon lists the lack of competence as the first reason for anxious students; the second is the lack of proper study skills, and the third is wrong self-perceptions about their capacities.

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

عنوان : THE EFFECT OF CRITICAL THINKING ON TRANSLATION PERFORMANCE OF TRANSLATIONS STUDENTS

 

 

 

 

 

 

 

ISLAMIC AZAD UNIVERSITY

 

 

CENTRAL TEHRAN BRANCH

 

 

Faculty of Foreign Languages- Department of English

 

 

 

 

 

A THESIS SUBMITED IN PARTIAL FULFILMENT OF THE REQUIRMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE EFFECTS OF CRITICAL THINKING ON TRANSLATION

 

 

 

 

 

Title:

 

 

THE EFFECT OF CRITICAL THINKING ON TRANSLATION PERFORMANCE OF TRANSLATIONS STUDENTS

 

 

ADVISOR: BEHDOKHT MALL -AMIRI Ph.D.

 

 

 

 

 

Summer 2014

 

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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. 7

 

 

CHAPTER I 8

 

 

. 8

 

 

1.1.       Introduction. 9

 

 

1.2. Statement of the problem.. 10

 

 

1.3. Research question. 12

 

 

1.4. Research Hypothesis. 12

 

 

1.5. Definition of Key Terms. 12

 

 

Critical thinking. 12

 

 

Farahzad‘s Model of TQA.. 13

 

 

1.6. Significance of the Study. 14

 

 

1.7. Limitations and Delimitations of the Study. 15

 

 

Delimitation. 16

 

 

CHAPTER II 17

 

 

Review of the Related Literature. 17

 

 

2.1 Introduction. 18

 

 

2.2 Thinking. 18

 

 

2.3Characteristics of a Critical Thinker. 19

 

 

2.4 Critical Thinking Skills. 21

 

 

2.5. Teaching Critical Thinking. 22

 

 

2.5.1. How to Teach Critical Thinking. 23

 

 

2.5.1.1. Critical Thinking and Inferences. 25

 

 

2.5.1.2. Critical Thinking about Points of View.. 25

 

 

2.5.1.3. Purpose. 26

 

 

2.5.1.4. Evidence. 26

 

 

2.5.1.5. Beliefs. 26

 

 

2.5.1.6. Conclusions and Decisions. 26

 

 

2.5.1.7. Assumption. 26

 

 

2.6. Evaluation of the Quality of Translation. 27

 

 

26.1 The History of Translation and TQA.. 30

 

 

2.6.2The Main Approaches toward TQA.. 35

 

 

2.6.2.1Mentalist Views. 35

 

 

2.6.2.2 Response Based Approaches. 35

 

 

2.6.2.2.1 Behaviorist Views. 35

 

 

2.6.2.3 Text and Discourse Based Approaches. 36

 

 

2.6.2.4 Functionalist Approaches: Skopos Relate Approach. 36

 

 

2.6.2.5. Literature-oriented Approaches: 36

 

 

2.5.2.5.1 Descriptive Translation Studies. 36

 

 

2.6.2.5.2 Post-Modernist and Deconstructionist Thinking. 37

 

 

2.6.2.6 Linguistically-Oriented Approaches. 37

 

 

2.6.2.6.1 A Functional Pragmatic Model of Translation Evaluation: 38

 

 

2.7. Different Models of Evaluating Students’ Translations. 39

 

 

27.1 Farahzad‘s Model of TQA.. 39

 

 

2.7.2. Waddington‘s Model of TQA.. 40

 

 

2.7.3 Al-Qinai‘s Model of TQA.. 43

 

 

2.7.4. Sainz’s Model of TQA.. 44

 

 

2.8. Conclusion. 45

 

 

Chapter III 47

 

 

Methodology. 47

 

 

3.1. Introduction. 48

 

 

3.2. Participants. 48

 

 

3.3 Instruments. 49

 

 

3.3.1. Instructional Material 49

 

 

3.3.2. Preliminary English Test (PET). 49

 

 

3.3.3. Pre Translation Production Test. 50

 

 

3.3.7. Post Translation Production Test. 50

 

 

3.4. Procedure. 51

 

 

3.5. Design of the Study. 54

 

 

3.6. Statistical Analysis. 54

 

 

CHAPTER IV.. 55

 

 

Results and Discussion. 55

 

 

4.1. Introduction. 56

 

 

4.2. Participant Selection. 56

 

 

4.3. Discussion. 71

 

 

CHAPTER V.. 73

 

 

CONCLUSIONS AND PEDAGOGICALIMPLICATIONS. 73

 

 

5.1. Introduction. 74

 

 

5.2. Conclusion. 74

 

 

5.3. Pedagogical Implications. 75

 

 

5.4 Suggestions for Further Research. 75

 

 

References. 77

 

 

References. 78

 

Abstract

 

 

This study was conducted to investigate whether critical thinking had any significant effect on translation performance of translations students. To this end, 75 male and female English translation students at the 7th semester at BA level were chosen from Azad University, Shahr-e-Ghods branch. The participants were non-randomly selected on the basis of the scores they obtained on a pre-piloted Preliminarily English Test (PET) and a translation test before conducting the study. The division of the participants to the experimental and control groups was done randomly..Both experimental and control groups were taught using the same material in  translation classes and they received the same amount of instruction .The only difference was some techniques of critical thinking that were  taught to the experimental group to be used in their translation. A posttest of translation was given to the participants after the treatment, and the results of the data analyses showed that there was no statistically significant difference between the two groups in terms of their posttest performance

 

CHAPTER I

 

 

BACKGROUND AND PURPOSE

 

 

1.1.    Introduction

 

 

Newmark(1998)asserts: “As a means of communication, translation is used for multilingual notices, for tourist publicity; for official documents such as treaties and contracts; for reports, papers, articles, correspondence, and textbooks to convey information, advice and recommendation for every branch of knowledge”(P.7). According to Newmark(1998)“translation is rendering the meaning of a text into another language in the way that the author intended in the text”(p.5). In other words “translation consists of transferring the meaning of the source language (SL) into the receptor language” (RL) (Larson, 1984, p.3). A translator faces some difficulties during translation and may not convey the meaning of the SL to RLappropriately.AsNewmark(1988) puts it“when there is no such thing as a law of translation”(p.113), tohelpconvey the meaning from SL to RL in different  texts in different languages what should a translator do? Is it possible to find a way to lesson unpredictable difficulties during a translation?

 

 

Scriven and Paul ( 1987), indicatethatcritical thinking(CT) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

 

 

Facion (2010) also believes that CT includes the following cognitive skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. So a critical thinker should have especial skills in order to make a good judgment. Critical thinkers observe carefully, rely on evidence, ask right questions, and identify problems based on reasons. These thinkers are opposite to unreflective people who are biased, jump to conclusion and delay too long in

 making a good decision. These definitions of CT indicate the importance of thinking especially in the production of new ideas and problem solving. . On the other hand Paul and Elder (2004) think making an inference is an essential part of comprehension. Writers can’t make all the information explicit in a text. It is relied on reader to make necessary inferences in each case.

 

 

Schafersman(1991) believes that children are not born with the power to think critically, nor do they develop this ability naturally beyond survival-level thinking. Critical thinking is a learned ability that must be taught. Most individuals never learn it. Critical thinking cannot be taught reliably to students by peers or by most parents. Trained and knowledgeable instructors are necessary to impart the proper information and skills.. Regarding the teachability of critical thinking Wright (2002) proposes three main ways for teaching critical thinking in the class, teacher modeling, classroom activities, and teaching the tools of critical thinking.Wright (2002) proposes several ways of organizing for instruction in critical thinking: teach a separate course or unit, infuse critical thinking into what we teach, or we can use a mixed approach.Wright (2002) as well believes that in teaching critical thinking mastering the following concepts is crucial: a) cause and effect  b) premise and conclusion  c) point of viewd) evidence  e) reason  f) assumption

 

 

1. g) inference.

    

 

Bailin (2002) holds firmly to the idea that becoming proficient at critical thinking involves, among other things, takes the acquisition of certain kinds of knowledge. Knowledge of critical concepts such as ‘premise’, ‘conclusion’, ‘cause and effect’, ‘necessary and sufficient condition’; knowledge of methodological principles; and knowledge of the criteria for critical judgment.

 

 

There is not an appropriate and sufficient theory of CT for application in translation and education but as Robinson (2003 as cited in Kelly.2005) mentions, translation is an intelligent activity involving complex processes of conscious and unconscious learning.

 

 

According to the above-mentioned forerunners of CT Critical thinking and learning how to think critically may have a crucial role in translation.

 

1.2. Statement of the problem

 

 

The quality of translation is different from person to person. When a text is given to a number of translators with the same age, social, and educational background to be translated the products are not the same. According to Shahvali (cited in Razmjou 2004), theoretical knowledge and practical skills alone are not adequate to prepare students to have the developments in the field. There is a need for the ability to develop; therefore, it is necessary to focus on students’ self- updating and to develop their relevant mental, communicative, and planning skills.

 

 

Moreover, there are many factors that influence the quality of translation. The question is that what happens in the mind of a translator that translates differently from the others at the same age and level of knowledge. To provide the answer, one needstolook at the job with a critical perspective

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی:

 

 

عنوان : The Effect of Project Works on Learner’s Autonomy and Language proficiency of Iranian Intermediate EFL Learners in Two High schools in District Four in Mashhad

 

 

 

 

Islamic Azad University

 

 

Torbat-e Heydarieh Branch

 

 

 

 

 

The Effect of Project Works on Learner’s Autonomy and Language proficiency of Iranian Intermediate EFL Learners in Two High schools in District Four in Mashhad

 

 

 

 

 

A Thesis Proposal Submitted to the English Department at Islamic Azad University in Partial Fulfillment of the Requirements for the Degree of Master of Arts in

 

 

English Language Teaching (ELT)

 

 

 

 

 

Supervisor

 

 

Dr. Mohammad Ali Fatemi

 

 

 

 

 

Feb.2015

 

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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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title                                                                                                                    Page
APPROVAL PAGE                                                                                               ii
DEDICATION                                                                                                       iii
AKNOWLEDGEMNENTS                                                                                   iv
DECLARATION                                                                                                    v
TABLE OF CONTNETS                                                                                       vi
LIST OF TABLES                                                                                                  vii
ABSTARCT                                                                                                            xi
CHAPTER ONE: Introduction                                                                                 1
1.1 Background and purpose                                                                                 1
1.2 Statement of the problem                                                                                4
1.3 Research questions                                                                                          5
1.4 Research hypotheses                                                                                       5
1.5 Significance of the study                                                                                6
1.6 (De)Limitations of the study                                                                          8
1.7 Definition of  Key Terms                                                                               9     1.7.1 Learner autonomy                                                                            9   1.7.2 Project works                                                                                  10
CHAPTER TWO: Review of Literature                                                                11        2.1. Theoretical Background & Concepts                                                           11
2.1 Overview                                                                                                     32
CHAPTER THREE: Methodology                                                                       34
3.1 Overview                                                                                                     34
3.2 Participants and setting                                                                                  34
3.3 Instrumentation                                                                                              34
3.3.1. Power points                                                                                    36      3.3.2. Students’ logbooks                                                                                      38   3.3.3. Posters and wall newspapers                                                                      40   3.3.4. Preparing brochure or pamphlets                                                                41   3.3.5. Making authentic material for future use in the classroom                        41   3.4 Procedure                                                                                                                   42
3.5 Study design                                                                                                   51
CHAPTER FOUR: Results and Discussions                                                           52
4.1 Overview                                                                                                       64
CHAPTER FIVE: Conclusions                                                                               72
5.1 Overview                                                                                                       72
5.2 Summary of the findings                                                                               73
5.3 Conclusions                                                                                                   74
5.4 Pedagogical implications                                                                               76
5.5. Suggestions for further research                                                                  77
REFERENCES                                                                                                       78
APPENDICES
Appendix A  Questionnaire to investigate the Learner autonomy                      85         Appendix B   Interview questions                                                                       88       Appendix  C   Common reference levels                                                                 89               Appendix D  Projects implemented during twelve sessions in brief                   92
BIO-DATA                                                                                                            113     Tile page in Farsi       Abstract in Farsi                                                                                                    117   Approval page in Farsi                                                                                                   118       Declaration Page in Farsi                                                                                          119

 

 

 

LIST OF TABLES

 

Table a- The merits of the PBL procedure in comparison to the traditional classrooms      7

 

Table b – The pre-test scores of both groups                                                                       43

 

Table c – The mean scores of the two groups on the test section                                         44

 

Table 1- Tests of Normality for experimental group                                                            53

 

Table 2- Tests of Normality for control group                                                                      54

 

Table 3- Group Statistics on autonomy                                                                                 54

 

Table 4- Independent Samples Test on autonomy                                                                55

 

Table 5- Group Statistics for reading pre-test                                                                       56

 

Table 6- Independent Samples Test for reading pre-test                                                       57

 

Table 7- Group Statistics for writing pre-test                                                                        57

 

Table 8 -Independent Samples Test for writing pre-test                                                        58

 

Table 9- Group Statistics on speaking pre-test                                                                      59

 

Table 10- Independent Samples Test on speaking pre-test                                                    61

 

Table 11- Group Statistics on listening pre-test                                                                     61

 

Table 12- Independent Samples Test on listening pre-test                                                    62

 

Table 13- Group Statistics on reading post-test                                                                     63

 

Table 14- Independent Samples Test for reading post-test                                                    63

 

Table 15- Table 9 Group Statistics for writing post-test                                                        64

 

Table 16- Independent Samples Test for writing post-test                                                    65

 

Table 17- Group Statistics on speaking post-test                                                                  66

 

 

 

Table 18- Independent Samples Test on speaking post-test                                                 67

 

Table 19- Group Statistics on listening post-test                                                                  67

 

Table 20- Independent Samples Test on listening post-test                                                 68

 

 

Abstract

 

 

The present empirical research reports on the findings of a study that investigated the effects of Project Work on Language proficiency and autonomy level of Iranian Intermediate Learners in an EFL setting. The method of teaching and learning English language through Project works is a contrast to the current teaching of English in Iranian high schools. The researcher after implementing FCE exam as the pre-test to homogenize 250 female students of two high schools in district 4 Mashhad, chose 50 students as the participants of the study. They were divided randomly into two groups of experimental and control groups. Through 12 sessions of instruction in three months’ time students in experimental group went under different project works introduced by the researcher. At the same time the students in the control group were provided with five short stories as their reading comprehension assignments. In order to collect the required data, a Cambridge FCE proficiency test was employed by the researcher as both pre-test and post-test. To check the autonomy level of the participants, a Learner Autonomy Questionnaire developed by Zhang and Li (2004, p. 23), was administered. At the end an interview was performed by the researcher to perceive the students’ ideas about the project work. Regarding the first hypothesis,” Project works do not have any significant effect on Intermediate Iranian EFL learners’ autonomy “, descriptive statistics of the autonomy questionnaire indicated that the mean of the autonomy level of the experimental group (M= 42.80) was higher than that of the control group (M= 26.76), therefor the hypothesis was rejected. The second hypothesis was not completely rejected. The projects applied had enabled the students to develop positive attitudes towards all English skills except for the reading skill. The results of the interview indicated that most students enjoyed doing projects. The study revealed that project works can be an effective way in teaching foreign languages and could create a gradual shift away from the traditional forms of teaching and

 learning in an EFL Iranian Intermediate setting.

 

 

Keywords: project works, language proficiency, learner autonomy.

 

Chapter One.

 

 

Introduction

 

 

      1.1. Background and purpose

 

 

Nowadays English is considered as one of the most important international languages which are widely used throughout the world. It is also the medium of communication, therefore the demand for high proficiency in the use of English has increased in the past decades. Today the world’s economy, culture, education, science and politics are under the influence of globalization and English is the medium through which a lot of communications are carried out. This study focuses on the teaching of English through project works to high school students in Iran.

 

 

English language plays an important role not only in education, but also in foreign trade, overseas jobs, and study opportunities abroad. It is taught in all secondary schools in Iran and is given some weight in the university entrance examinations. It is also the language for economic negotiations and political matters throughout the world. Therefore it is a vital tool in the international world and the acceptance and use of English in international education is very demanding.

 

 

Kumaravadivelu (2008) in his book Understanding Language Teaching stated that a source of tiresome ambiguity that influences language teaching is the absence of principled way which classifies language teaching methods in a coherent fashion. During 1980s various process-oriented approaches were experimented by several scholars including Comprehension approach (Winitz,1981), Natural approach (Krashen & Terrell, 1983),Proficiency- oriented approach (Omaggio,1986), Communicational approach (Prabhu,1987), Lexical approach(Lewis1993; Willis,1990) and Process approach ( Legutke & Thomas, 1991). However, there are particular instructional procedures that have kept their impact on language teaching among which Project-Based Instruction (PBI) is considered to be fitted with quite effective learning opportunities for teaching languages in various contexts. Project work is usually a group work, for this reason it is very important to establish a good working relationship between the students. This develops students´ social skills. They make a choice altogether, discuss the problem and choose the best strategy to reach their goal. Then students have to share their work, take their own role in the work and the responsibility for their part of the work. They have to cooperate and this cooperation is really important in their future life. Moreover, it should be considered as an important motivating factor.

 

 

This is a classroom research project that investigated if integrating a Project-Based Learning (PBL) approach into the typical classroom syllabus could foste