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.