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Principles of language learning and Teaching, Fifth Edition

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Principles of language learning and Teaching, Fifth Edition

Abstract

Metalanguage did not receive a lot of attention in communicative language teaching (CLT), which greatly focused on fluency and communicative competence. Metalanguage has remained an untouched area in second language studies. This research examined the effect of teachers’ metalanguage on learners’ comprehension, learning and noticing of grammatical points. This research was conducted on Iranian EFL learners in Tehran Institute of Technology (The West Branch) at two proficiency levels of elementary and intermediate. In each level of elementary and intermediate, two groups were chosen, an experimental and a control group. In the experimental group, the teachers used metalanguage to teach grammar points. However, in control group the teachers used examples to teach grammar points. A questionnaire and a noticing task test were administered to the two groups to collect data. The result indicated that the metalanguage had impacted the learners’ comprehension, noticing, and the learning of grammatical points. The effect was more obvious with regard to the learning of grammatical points where the intermediate learners remarkably did better than the elementary ones.

 

 

Principles of language learning and Teaching, Fifth Edition

   Table of contents

Acknowledgments ………………….…………………………………….……….. i

Abstract …………..……………………………………………………….……… ii

Table of contents …………………………………………………………..……… iii

List of tables ……………………………………………………………………… v

Chapter I: Introduction ………………………………………………………….. 1

Statement of the problem ……………………………………………………….. 8

Purpose of the study ………………………………………………………….…. 9

Significant of the study …………………………………………………..………. 9

Research Questions & Hypotheses …………………………………………..…. 10

Definition of Key Terms ………………………………………………………… 11

Limitations of the Study ………………………………………………………… 12

Delimitation of the Study ……………………………………………………….. 12

Chapter II: Review of the Related Literature ……………………………….…… 14

Chapter III: Method ……………………………………………………………… 41

Participants ………………………………………………………………………. 41

Instruments …………………………………………………….…………..……. 42

Procedure ………………………………………………………….……..……… 44

Design …………………………………………………………………….……… 45

Data Analysis ……………………………………………………………………. 45

Chapter IV: Result ………………………………………………………….…… 46

Chapter V: Conclusion ………………………………………………….………. 67

References ………………………………………………………………………. 74

Appendices ………………………………………………………………..…….. 77

 

 

 

List of tables

Table 4.1

 

Reliability Statistics for OPT 47
Table 4.2

 

 

Normality Tests for Proficiency, Comprehension, Learning and Noticing Scores in Target and Control Groups (Elementary Level)

 

49
Table 4.3

              

 

Normality Tests for Proficiency, Comprehension, Learning and Noticing Scores in Target and Control Groups (Intermediate Level)

 

50
Table 4.4

 

 

Descriptive Statistics of Target and Control Groups’ OPT Scores in Elementary and Intermediate Levels

51
Table 4.5

 

 

Independent Samples Test to Compare Two Groups’ Proficiency Scores in Intermediate and Intermediate Levels

53
Table 4.6

 

 

Descriptive Statistics of Comprehension, Learning and Noticing Scores in Target and Control Groups for Elementary and intermediate Levels

 

55
Table 4.7

 

 

Levene’s Test of Equality of Error Variances

 

57
Table 4.8

 

 

Box’s Test of Equality of Covariance Matrices

58
Table 4.9

 

Multivariate Tests (Two-way MANOVA) 59
Table 4.10

 

 

Tests of Between-Subjects Effects

 

61


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