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The Impact of Extensive Reading Coupled with Output-oriented Tasks on the Writing complexity of Iranian Advanced Language Learners

Name: The Impact of Extensive Reading Coupled with Output-oriented Tasks on the Writing complexity of Iranian Advanced Language Learners
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تعداد85 صفحه در فایل word

Department of English Languages Teaching

M.A thesis in TEFL

The Impact of Extensive Reading Coupled with Output-oriented Tasks on the Writing complexity of Iranian Advanced Language Learners

Abstract

The study attempted to examine the effect of extensive reading coupled with speaking and writing output tasks on the writing complexity of advanced EFL learners. Two types of output tasks (story summary writing and oral teacher report) were considered as output tasks and their effect on the grammatical complexity of learners’ writing was examined. The study included forty five advanced male and female learners who attended a private language institute. Before administering the study, a sample topic was given to the students and the writings were collected as the pretest of the study. They were divided into three groups of fifteen students. In one of the experimental groups, the students were asked to read the stories and give a five-minute oral report to the class. The participants in the other experimental group were asked to read the stories and give a written summary of each chapter they covered. The students in the control group just read the story and did not give any oral or written report to their teacher. The pre test and post test writings were rated by two MA holders of English teaching and the scores were analyzed through running one way ANOVA and paired T-test. Based on the results, it was found that the participants in the experimental groups showed a significant improvement in their grammatical complexity of writing. However, there was no significant difference between the results of the two experimental groups.

Key words: Extensive reading, output tasks, grammatical complexity

دسته: زبان خارجه, زبان خارجه برچسب: grammatical complexity, Key words: Extensive reading, output tasks

توضیحات

Title Page

CHAPTER 1. INTRODUCTION……………………………………………………………1

1.1 Overview……………………………………………………………………………………2

1.2. Statement of the problem………………………………………………………………….5

1.3 Conceptual framework ……………………………………………………………….. 6

1.3.1 Krashen’s Input Hypothesis……………………………………………………..7

1.3.2 Long’s Interaction Hypothesis ………………………………………………….7

1.3.1 Swain’s Output Hypothesis ……………………………………………………. 8

.1.4 significance of the study…………………. ……………………………………………..9

1.5 Research Questions and Hypotheses …………………………………………..……..…10

1.6. Definition of key terms……………………………………………………………..……11

1.6.1Output Hypothesis………………………………………………………..……..11

1.6.2 Input Hypothesis…………………………………………………………..……12

1.6.3 Extensive Reading ……………………………………………………………12

1.6.4 Speaking oriented tasks ………………………………………………………..12

1.6.5 Writing oriented tasks …………………..………………………………..……12

1.6.6 Complexity ……………………………………………………………………13

CHAPTER 2. LITERATURE REVIEW ……………………………………………….14

2.1. Definition of Extensive Reading ……………………………………………….………15

2.2. Major Characteristics of Extensive Reading……………..……………………………..16

2.2.1. ER Principles and Factors ……………………………………………..….16

2.2.2. Graded Readers……………………………………………….……….…..19

2.2.3 The benefits of ER………………………….……………………………………….20

2.4.4 Criticisms against ER approach………………………………..………………………..22

2.3 Output hypothesis …………………………………………………………….………23

2.4 Previous Studies on Output ……………………………………………………….….24

2.5 Directly related studies…………………………………………………………….….27

2.5.1 Studies about Writing Improvement…………………………………….. gg

2.6 writing complexity…………………………………………………………………. 35

CHAPTER 3. METHODOLOGY………………………………………………….….38

3.1 Organization of the Study……………………………………………………………39

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

3.3 Data Collection Tools………………………………………………………………..40

3.3.1 Writing topic……………………………………………………….……40

3.3.2 Graded Readers…………………………………………………..….…40

3.4 Procedures …………………………………………………………………….……41

3.5 Data Analysis…………………………………………………………………..….42

CHAPTER 4. RESULTS…………………………………………………………….43

4.1. Results ………………………………………………………..…….44

CHAPTER 5. DISCUSSION……………………………………………….………..49

5.1. Summary of the Results…………………………………………………………..50

5.2. Discussion of the Results………………………………………………….…………..51

CHAPTER 6. CONCLUSION………………………………………………….………..55

6.1. Summary of the Results……………………………………………………….………56

6.2. Pedagogical Implication……………………………………………………….……….57

6.3. Limitation of the Study……………………………………………………….……….58

6.4. Suggestion for Further Research……………………………………………….………59

REFRENCES…………………………………………………………………….…….…61

APPENDICES………………………………………………………………………….…67

LIST OF TABLES AND CHARTS

Table 4.1 Kolmogorov-Smirnov^a Test of Normality……………………………………… 45

Table 4.2 Pre complexity ANOVA ………………………………………………………. 46

Table 4.3 Table 4.3 Paired Samples Test ……………………………………………………47

Table 4.4 Table 4.4 post- complexity ANOVA……………………………………………. 48

Table 4.5 Complexity Bar Chart……………………………………………………………49

LIST OF ABBREVIATIONS

EFL English as a Foreign Language

ER Extensive Reading

ERG Extensive Reading Group

ERP Extensive Reading Program

ESL English as a Second Language

IR Intensive Reading

L1 First Language

L2 Second Language

TOEFL Test of English as a Foreign Language

SPSS Statistical Package for Social Science

LIST OF APPENDICES

APPENDIX A ………………………………………………………………………… 68

APPENDIX B ……………………………………………………………………….. 68

APPENDIX C ………………………………………………………………………. 70

APPENDIX D ………………………………………………………………………. 72

APPENDIX E ……………………………………………………………………… 73

The Impact of Extensive Reading Coupled with Output-oriented Tasks on the Writing complexity of Iranian Advanced Language Learners

تعداد85 صفحه در فایل word

Department of English Languages Teaching

M.A thesis in TEFL

The Impact of Extensive Reading Coupled with Output-oriented Tasks on the Writing complexity of Iranian Advanced Language Learners

Abstract

Key words: Extensive reading, output tasks, grammatical complexity

TABLE OF CONTENTS

Title Page

CHAPTER 1. INTRODUCTION……………………………………………………………1

1.1 Overview……………………………………………………………………………………2

1.2. Statement of the problem………………………………………………………………….5

1.3 Conceptual framework ……………………………………………………………….. 6

1.3.1 Krashen’s Input Hypothesis……………………………………………………..7

1.3.2 Long’s Interaction Hypothesis ………………………………………………….7

1.3.1 Swain’s Output Hypothesis ……………………………………………………. 8

.1.4 significance of the study…………………. ……………………………………………..9

1.5 Research Questions and Hypotheses …………………………………………..……..…10

1.6. Definition of key terms……………………………………………………………..……11

1.6.1Output Hypothesis………………………………………………………..……..11

1.6.2 Input Hypothesis…………………………………………………………..……12

1.6.3 Extensive Reading ……………………………………………………………12

1.6.4 Speaking oriented tasks ………………………………………………………..12

1.6.5 Writing oriented tasks …………………..………………………………..……12

1.6.6 Complexity ……………………………………………………………………13

CHAPTER 2. LITERATURE REVIEW ……………………………………………….14

2.1. Definition of Extensive Reading ……………………………………………….………15

2.2. Major Characteristics of Extensive Reading……………..……………………………..16

2.2.1. ER Principles and Factors ……………………………………………..….16

2.2.2. Graded Readers……………………………………………….……….…..19

2.2.3 The benefits of ER………………………….……………………………………….20

2.4.4 Criticisms against ER approach………………………………..………………………..22

2.3 Output hypothesis …………………………………………………………….………23

2.4 Previous Studies on Output ……………………………………………………….….24

2.5 Directly related studies…………………………………………………………….….27

2.5.1 Studies about Writing Improvement…………………………………….. gg

2.6 writing complexity…………………………………………………………………. 35

CHAPTER 3. METHODOLOGY………………………………………………….….38

3.1 Organization of the Study……………………………………………………………39

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

3.3 Data Collection Tools………………………………………………………………..40

3.3.1 Writing topic……………………………………………………….……40

3.3.2 Graded Readers…………………………………………………..….…40

3.4 Procedures …………………………………………………………………….……41

3.5 Data Analysis…………………………………………………………………..….42

CHAPTER 4. RESULTS…………………………………………………………….43

4.1. Results ………………………………………………………..…….44

CHAPTER 5. DISCUSSION……………………………………………….………..49

5.1. Summary of the Results…………………………………………………………..50

5.2. Discussion of the Results………………………………………………….…………..51

CHAPTER 6. CONCLUSION………………………………………………….………..55

6.1. Summary of the Results……………………………………………………….………56

6.2. Pedagogical Implication……………………………………………………….……….57

6.3. Limitation of the Study……………………………………………………….……….58

6.4. Suggestion for Further Research……………………………………………….………59

REFRENCES…………………………………………………………………….…….…61

APPENDICES………………………………………………………………………….…67

LIST OF TABLES AND CHARTS

Table 4.1 Kolmogorov-Smirnova Test of Normality……………………………………… 45

Table 4.2 Pre complexity ANOVA ………………………………………………………. 46

Table 4.3 Table 4.3 Paired Samples Test ……………………………………………………47

Table 4.4 Table 4.4 post- complexity ANOVA……………………………………………. 48

Table 4.5 Complexity Bar Chart……………………………………………………………49

LIST OF ABBREVIATIONS

EFL English as a Foreign Language

ER Extensive Reading

ERG Extensive Reading Group

ERP Extensive Reading Program

ESL English as a Second Language

IR Intensive Reading

L1 First Language

L2 Second Language

TOEFL Test of English as a Foreign Language

SPSS Statistical Package for Social Science

LIST OF APPENDICES

APPENDIX A ………………………………………………………………………… 68

APPENDIX B ……………………………………………………………………….. 68

APPENDIX C ………………………………………………………………………. 70

APPENDIX D ………………………………………………………………………. 72

APPENDIX E ……………………………………………………………………… 73

Table 4.1 Kolmogorov-Smirnov^a Test of Normality……………………………………… 45