%40تخفیف

The Effect of Using Authentic Materials through Consciousness Raising Activities on Improving Iranian EFL Learners’ writing skill

Name: The Effect of Using Authentic Materials through Consciousness Raising Activities on Improving Iranian EFL Learners’ writing skill
SKU: 15167
Price: 210000 IRR
Availability: InStock

تعداد82 صفحه در فایل word

Department of Literature and English Language

The Effect of Using Authentic Materials

through

Consciousness Raising Activities

on

Improving Iranian EFL Learners’ writing skill

Abstract

Considering the role of input in learning SLA, learners need to be exposure to more appropriate materials in order to enhance their productive skills such as writing and reading. Among second language skills writing is more difficult for students. A lot of research is done in respect to how to improve writing skills. The aim of this study is to examine a way which helps the Iranian learners improve their writing skills through using authentic materials. To investigate whether authentic materials effect on EFL Iranian learners or not, 30 learners were divided into two groups through a placement test. The control group received no treatment but the experimental group received 8 texts. Each session one text was introduced. The researcher used authentic material through consciousness-raising activities, so three C-R activities were introduced to experimental group. After data analysis, it was showed that using authentic materials enhance learners’ writing skill.

Key words: authentic materials, consciousness raising, writing,

دسته: زبان خارجه, زبان خارجه برچسب: consciousness raising, Key words: authentic materials, writing

توضیحات

Acknowledgements……………………………………………………………………………… i

Dedications……………………………………………………………………………………….ii

Table of content…………………………………………………………………………………iii

List of tables……………………………………………………………………………………viii

List of figures…………………………………………………………………………………….ix

Abstract……………………………………………………………………………………………x

CHAPTER I: INTRODUCTION

1.1Genaral Overview…………………………………………………………………………….1

1.1.1 Review of related literature………………………………………………………………2

1.2 Statement of the Problem……………………………………………………………………7

1.3 Significance of the Study…………………………………………………………………….8

1.4 Research Assumptions………………………………………………………………………..8

1.5 Research Questions…………………………………………………………………………..9

1.6. Research hypothesis…………………………………………………………………………9

1.7. Methodology…………………………………………………………………………………9

1.8 Definitions of the Technical Terms………………………………………………………..10

1.9 Organization of the Study……………………………………………………………………………………….11

CHAPTER II: LITERATURE REVIEW

2.1 Approaches in teaching writing……………………………………………………………12

2.1.1 Writing as a product…………………………………………………………………….12

2.1.2 Genre approach…………………………………………………………………………12

2.1.3 Writing as a process…………………………………………………………………..13

2.1. 3.1 Prewriting…………………………………………………………………………..13

2.1.3.2 Writing composition………………………………………………………………..14

2.1.3.3 Post writing…………………………………………………………………………15

2.2 A basic model for teaching productive skills………………………………………………17

2.2.1 Structuring discourse………………………………………………………………….17

2.2.2 Interacting with audiences…………………………………………………………….18

2.2.3 The roles of the teacher………………………………………………………………..18

2.3 Reading………………………………………………………………………………………18

2.3.1 Comprehension…………………………………………………………………………19

2.3.2 Taps of reading…………………………………………………………………………19

2.3.2.1 Extensive reading……………………………………………………………………19

2.3.2.2 The role of the teacher………………………………………………………………20

2.3.2.3 Extensive reading tasks………………………………………………………………20

2.3.3 Intensive reading……………………………………………………………………….20

2.3.3.1 The vocabulary question……………………………………………………………..21

2.3.3.2 Keep involve students with the task…………………………………………………21

2.3.3.3 The role of the teacher……………………………………………………………….22

2.4 Dilemmas for reading instruction………………………………………………………….22

2.4.1 Dilemma 1……………………………………………………………………………22.

2.4.2 Dilemma 2……………………………………………………………………………23

2.4.3 Dilemma 3…………………………………………………………………………….23

2.4.4 Dilemma 4…………………………………………………………………………….23

2.4.5 Dilemma 5……………………………………………………………………………..24

2.4.6 Dilemma 6……………………………………………………………………………..24

2.4.7 Dilemma 7……………………………………………………………………………..25

2.4.8 Dilemma 8……………………………………………………………………………..25

2.4.9 Dilemma 9……………………………………………………………………………..25

2.5 The relationship between reading and writing in L1 and L2……………………………26

2.5.1 Cognitive information processing……………………………………………………26

2.5.1.1 Sub processes in reading and writing……………………………………………26

2.5.1.2 Limited capacity process…………………………………………………………27

2.5.1.3 Weaknesses and straights of cognitive information process…………………….27

2.5.2 Social constructive theories………………………………………………………………27

2.5.2.1 Weaknesses and strengths of social constructive theories …………………………28

2.5.3 Naturalist theories…………………………………………………………………………29

2.5.3.1 Weaknesses and strengths of naturalist theories……………………………………30

2.6. The relationship between L1/L2 reading…………………………………………………30

2.7 Using authentic materials to teach reading………………………………………………31

2.8 The relationship between L1/L2 writing………………………………………………….32

2.9 The effects of L2 reading on L2writing…………………………………………………..33

2.10. The role of input and feedback in Second Language Acquisition (SLA)……………..34

2.10.1 Different views of Behaviorism, Nativism, and constructivism about input…………35

2.10.2 Comprehensible input………………………………………………………………..35

2.11 writing and authentic materials ………………………………………………………….36

2.12writing and consciousness writing…………………………………………………………37

CHAPTER III: METHODOLPGY

3.1. Over view……………………………………………………………………………………39

3.2. Participants …………………………………………………………………………………39

3.3. Instruments…………………………………………………………………………………39

3.3.1. Materials……………………………………………………………………………..40

3.4 Design ……………………………………………………………………………………….40

3.4.1 Experimental Group Treatment……………………………………………………….40

3.5 Data Collection and Analysis………………………………………………………………41

5.1 Data Collection……………………………………………………………………….41

3.5.2 Data analysis…………………………………………………………………………..42

CHAPTER IV: RESULTS AND DISCUSION

4.1. Results………………………………………………………………………………………43

4.2. Discussion…………………………………………………………………………………..57

4.2.1 Testing the research hypothesis……………………………………………………….60

CHAPTER V: CONCLUSION

5.1 Summary…………………………………………………………………………………….65

5.2 Conclusion ………………………………………………………………………………….66

5.3 pedagogical implications……………………………………………………………………66

5.4 limitations of the study and Suggestions for further research…………………………..66

REFERENCES……………………………………………………………………………….67

APPENDIXES………………………………………………………………………………….74

PERSIAN ABSTRACT………………………………………………………………………..92

LIST OF TABLES

Table 1. The readability of the texts……………………………………………………………..40

Table 2. K-S) Kolmogorov–Smirnov test)………………………………………………………44

Table 3. Frequency table of Control group Pre-Test scores……………………………………..45

Table 4. Frequency table of Control group Post-Test scores…………………………………….46

Table 5. Frequency table of Excremental Group Pre-Test scores……………………………….48

Table 6. Frequency table of Experimental Group Post-test scores………………………………49

Table 7. Independent Sample t-test runs over participants’ Pre-Test scores……………………52

Table 8. In depended sample t-test run over participants’ post-test scores………. …………….53

Table 9. Paired samples t-test run on pre- and post- test scores altogether……………………..54

Table 10. Person Correlation…………………………………………………………………………………………..56

Table 11. Comparison of the mean of participants’ pre-test scores …………………………….60

Table 12. The mean of control and experimental groups post-test………………………………61

Table 13. The mean of experimental group post-test scores…………………………………….62

LIST OF FIGURS

Figure 1. Comparison of control group pre- and post- test scores……………………………….47

Figure 2. Comparison of experimental group Pre- and Post scores………………………………51

Figure3. The mean of control and experimental pre-test scores…………………………61 Figure 4. The mean of control and experimental groups post-test scores……………………….63