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A COMPARATIVE STUDY OF BILINGUAL SCHOOLS AND LANGUAGE INSTITUTES: EXAMINING IRANIAN EFL STUDENTS’ KNOWLEDGE OF LISTENING, READING, GRAMMAR AND VOCABULARY.

Name: A COMPARATIVE STUDY OF BILINGUAL SCHOOLS AND LANGUAGE INSTITUTES: EXAMINING IRANIAN EFL STUDENTS' KNOWLEDGE OF LISTENING, READING, GRAMMAR AND VOCABULARY.
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تعداد98صفحه در فایل word

M.A. Thesis in Teaching English as a Foreign Language-TEFL

A COMPARATIVE STUDY OF BILINGUAL SCHOOLS AND LANGUAGE INSTITUTES: EXAMINING IRANIAN EFL STUDENTS’ KNOWLEDGE OF LISTENING, READING, GRAMMAR AND VOCABULARY.

Abstract

The present study attempted to compare students of immersion schools with English language institutes in Iran to determine if there were any significant differences in terms of students’ knowledge of listening comprehension, reading comprehension, grammar and vocabulary. The necessary data for the study were collected from a sample of 190 male students studying English in language institutes or bilingual schools. The participants had all studied English for about four or five years. The data were gathered through three instruments, namely, preliminary English Test (PET), classroom observations coded through Communicative Orientation of Language Teaching (COLT) scheme and semi-structured interviews. An independent sample t-test was run to analyse the data collected and to find the answers to the research questions. The results indicated that the students of bilingual schools were more proficient in all the four areas of listening, reading, grammar and vocabulary. Moreover, the results obtained from classroom observations indicated that teaching procedures in immersion programs and English language institutes differed greatly in a sense that students from immersion programs achieved a higher level of proficiency in the mentioned language skills and sub-skills. Furthermore, the results from interviews supported these findings.

Key Words: Bilingual education, English language institutes.

دسته: زبان شناسی, علوم انسانی برچسب: English language institutes., Key Words: Bilingual education

توضیحات

Contents Page

Chapter One: Introduction

1.0. Introduction………………………………………………………………………………….. 2

1.1. Preliminaries………………………………………………………………………………… 2

1.2. Statement of the Problem……………………………………………………………… 4

1.3. Objectives of the Study………………………………………………………………… 5

1.4. Research Questions………………………………………………………………………. 6

1.5. Significance of the Study……………………………………………………………… 6

1.6. Definition of Key Terms……………………………………………………………….. 8

Chapter Two: Literature Review

2.0. Introduction…………………………………………………………………………………. 10

2.1. Bilingual Education……………………………………………………………………… 10

2.2. Immersion Program: A Historical Overview…………………………………. 15

2.3. Different Perspectives towards the Effectiveness of Immersion

Programs…………………………………………………………………………………………….. 20

2.4. The Effectiveness of Immersion Programs on Language Skills…….. 24

Chapter Three: Method of The Study

3.0. Introduction…………………………………………………………………………………. 26

3.1. Participants………………………………………………………………………………….. 26

3.2. Instrumentation……………………………………………………………………………. 27

3.2.1. Preliminary English Test (PET)……………………………………………… 27

3.2.2. Class Observation…………………………………………………………………. 27

3.2.3. Semi Structure Interviews……………………………………………………… 28

3.3. Data Collection Procedure……………………………………………………………. 28

3.4. Data Analysis Procedures…………………………………………………………….. 29

Contents Page

Chapter Four: Result and Discussion

4.0. Introduction………………………………………………………………………………….. 36

4.1. A Comparison of BS and LI Group in term of Proficiency……………. 36

4.1.1. Result of Descriptive Statistics………………………………………………. 36

4.1.2. Results of the t-test………………………………………………………………… 37

4.1.3. Results of the Observation…………………………………………………….. 39

4.1.3.1. Results of Part A (Macro level)……………………………………… 40

4.1.3.2. Results of Part B (Micro level)………………………………………. 43

4.1.4. Results of the Interview…………………………………………………………. 44

4.1.4.1. Teachers from Bilingual Schools…………………………………… 44

4.1.4.2. Teachers from Language Institutes………………………………… 47

4.1.4.3. Students from Bilingual Schools……………………………………. 48

4.1.4.4. Students from Language Institutes…………………………………. 48

4.1.5. Discussion of the Results……………………………………………………….. 49

Chapter Five: Conclusions

5.0. Introduction………………………………………………………………………………….. 55

5.1. Summary………………………………………………………………………………………. 55

5.2. Conclusions………………………………………………………………………………….. 57

5.3. Suggestion for further research…………………………………………………….. 60

References ……………………………………………………………………………………………… 61

Appendix…………………………………………………………………………………………………. 70

List of Tables

Tables Page

Table 2.1.Types of Bilingual Education…………………………………………………… 11

Table 2.2. Instruction for Language Learning and Academic

Achievement…………………………………………………………………………………………… 19

Table 2.3. Critical Features of Effective Immersion Programs…………………. 23

Table 3.1. Communicative Orientation of Language Teaching (COLT)

Scheme……………………………………………………………………………………………………. 30

Table 4.1. Descriptive Statistics Run on the Data…………………………………….. 36

Table 4.2. Independent Sample t-test……………………………………………………….. 37

Table 4.3. Observation Result Based on COLT Scheme…………………………… 39

A COMPARATIVE STUDY OF BILINGUAL SCHOOLS AND LANGUAGE INSTITUTES: EXAMINING IRANIAN EFL STUDENTS’ KNOWLEDGE OF LISTENING, READING, GRAMMAR AND VOCABULARY.

تعداد98صفحه در فایل word

M.A. Thesis in Teaching English as a Foreign Language-TEFL

A COMPARATIVE STUDY OF BILINGUAL SCHOOLS AND LANGUAGE INSTITUTES: EXAMINING IRANIAN EFL STUDENTS’ KNOWLEDGE OF LISTENING, READING, GRAMMAR AND VOCABULARY.

Abstract

Key Words: Bilingual education, English language institutes.

Table of Contents

Contents Page

Chapter One: Introduction

1.0. Introduction………………………………………………………………………………….. 2

1.1. Preliminaries………………………………………………………………………………… 2

1.2. Statement of the Problem……………………………………………………………… 4

1.3. Objectives of the Study………………………………………………………………… 5

1.4. Research Questions………………………………………………………………………. 6

1.5. Significance of the Study……………………………………………………………… 6

1.6. Definition of Key Terms……………………………………………………………….. 8

Chapter Two: Literature Review

2.0. Introduction…………………………………………………………………………………. 10

2.1. Bilingual Education……………………………………………………………………… 10

2.2. Immersion Program: A Historical Overview…………………………………. 15

2.3. Different Perspectives towards the Effectiveness of Immersion

Programs…………………………………………………………………………………………….. 20

2.4. The Effectiveness of Immersion Programs on Language Skills…….. 24

Chapter Three: Method of The Study

3.0. Introduction…………………………………………………………………………………. 26

3.1. Participants………………………………………………………………………………….. 26

3.2. Instrumentation……………………………………………………………………………. 27

3.2.1. Preliminary English Test (PET)……………………………………………… 27

3.2.2. Class Observation…………………………………………………………………. 27

3.2.3. Semi Structure Interviews……………………………………………………… 28

3.3. Data Collection Procedure……………………………………………………………. 28

3.4. Data Analysis Procedures…………………………………………………………….. 29

Contents Page

Chapter Four: Result and Discussion

4.0. Introduction………………………………………………………………………………….. 36

4.1. A Comparison of BS and LI Group in term of Proficiency……………. 36

4.1.1. Result of Descriptive Statistics………………………………………………. 36

4.1.2. Results of the t-test………………………………………………………………… 37

4.1.3. Results of the Observation…………………………………………………….. 39

4.1.3.1. Results of Part A (Macro level)……………………………………… 40

4.1.3.2. Results of Part B (Micro level)………………………………………. 43

4.1.4. Results of the Interview…………………………………………………………. 44

4.1.4.1. Teachers from Bilingual Schools…………………………………… 44

4.1.4.2. Teachers from Language Institutes………………………………… 47

4.1.4.3. Students from Bilingual Schools……………………………………. 48

4.1.4.4. Students from Language Institutes…………………………………. 48

4.1.5. Discussion of the Results……………………………………………………….. 49

Chapter Five: Conclusions

5.0. Introduction………………………………………………………………………………….. 55

5.1. Summary………………………………………………………………………………………. 55

5.2. Conclusions………………………………………………………………………………….. 57

5.3. Suggestion for further research…………………………………………………….. 60

References ……………………………………………………………………………………………… 61

Appendix…………………………………………………………………………………………………. 70

List of Tables

Tables Page

Table 2.1.Types of Bilingual Education…………………………………………………… 11

Table 2.2. Instruction for Language Learning and Academic

Achievement…………………………………………………………………………………………… 19

Table 2.3. Critical Features of Effective Immersion Programs…………………. 23

Table 3.1. Communicative Orientation of Language Teaching (COLT)

Scheme……………………………………………………………………………………………………. 30

Table 4.1. Descriptive Statistics Run on the Data…………………………………….. 36

Table 4.2. Independent Sample t-test……………………………………………………….. 37

Table 4.3. Observation Result Based on COLT Scheme…………………………… 39

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