1.1 Theoretical Framework…………………………………………………………….5 1.2 Statement of the Problem…………………………………………………………..7 1.3 Significance of the Study………………………………………………………….10 1.4 Purpose of the Study…………………………………………………………………11 1.5 Research Questions of the Study………………………………………………….11 1.6 Hypothesis of the Study……………………………………………………………12 1.7 Definition of Key Terms………………………………………………………….12 1.7.1 Listening Skill……………………………………………………………..12 1.7.2 Listening comprehension………………………………………………..12 1.7.3 Video material……………………………………………………………13 1.7.4 Silent viewing………………………………………………………………13 1.7.5 Freeze-frame viewing…………………………………………………….13 1.8 Outline of the Study……………………………………………………………….14 1.9 Summary…………………………………………………………………………..14 Chapter 2: Review of the Literature 2.0 Preliminaries…………………………………………………………………………15 2.1 Significance of the Listening Skill…………………………………………………15 2.2 The Listening Process………………………………………………………………17 2.2.1 Top-down Processing……………………………………………………17 2.2.2 Bottom-up Processing……………………………………………………18 2.3 Components of the Listening Skill…………………………………………………20 2.4 Types of the Listening Skill………………………………………………………21 2.5 A Historical Overview of the Listening Instruction………………………………24 2.6 Teaching Listening…………………………………………………………………28 2.7 Areas of Research in the Listening Comprehension………………………………31 2.8 Video Material……………………………………………………………………33 2.8.1 Dual Coding Theory (DCT)……………………………………………..35 2.8.2 Authenticity………………………………………………………………37 2.8.3 Studies on Using Video Material in Language Classes…………………38 2.8.4 Studies on Using Captions and Subtitles…………………………………..47 2.8.5 Studies on Using Advance Organizers……………………………………..54 2.9 Summary……………………………………………………………………………59 Chapter 3: Methodology 3.0 Preliminaries…………………………………………………..………………….60 3.1 The Design of the Study………………………………………………………….60 3.2 Participants……………………………………………………………………….61 3.3 Instruments and Materials………………………………………………………….62 3.3.1 Oxford Placement Test………………………………………….………62 3.3.2 IELTS Listening Test………………………………………..………….63 3.3.3 Close-ended Questionnaire………………………………….………….63 3.3.4 Video Material…………………………………………………..………63 3.3.5 Pilot Study………………………………………………………………64 3.4 Data Collection Procedure………………………………………………..………65 3.5 Methods of Analyzing Data……………………………………………………….66 3.6 Summary………………………………………………………………..…………67 Chapter 4: Result 4.0 Preliminaries…………………………………………………………….…….…..68 4.1 Data Analysis and Findings…………………………………………….…………69 4.1.1 Pilot Study……………………………………………………..…………69 4.1.2 General Placement Test (OPT)………………………………..…………70 4.1.3 Testing the Normality Assumption…………………………….…………71 4.1.4 The First Research Question……………………………….……………73 4.1.5 Descriptive Statistics for the Pre-Test Scores of Listening Comprehension……………………………………………………………………….74 4.1.6 Descriptive Statistics for the Post-Test Scores of Listening Comprehension…………………………………………………………..……….……76 4.1.7 The Second Research Question……………………….…………………78 4.1.8 The Third Research Question……………………………………………78 4.1.9 The Fourth Research Question……………….………………………….79 4.2 Summary………………………………………………………………………………83 Chapter 5: Discussion 5.0 Preliminaries……………………………………………………………………….85 5.1 General Discussion……………………………………….…………………………..85 5.2 Implications of the Study………………………………….………………………90 5.3 Limitations of the Study…………………………………………….…………….91 5.4 Suggestions for further Research…………………………………………………92 5.5 Summary………………………………………………………………………….92 References………………………………………………………………….…………93 Appendices………………………………………………………………………….102 Appendix A: Oxford Placement Test…………………………………………102 Appendix B: IELTS Listening Tests…………………………………………110 Appendix C: Close-ended Questionnaire………………….…………………118 List of Tables Title Page Table 2.1 Years of Training in Different Skills………………………………….……17 Table 3.1 Information about the Participants` age……………………………………61 Table 4.1 Correlations between First and Second Administration of Listening Test……………………………………………………………………………………70 Table 4.2 Reliability Statistics…………………………………………………….…..70 Table 4.3 Statistics for OPT Test Scores………………………………………………71 Table 4.4 Statistics for the Skewness Analysis……………………………………….72 Table 4.5 Descriptive Statistics for Pre-test Scores of Listening Comprehension Test……………………………………………………………………………………..74 Table 4.6 One – Way ANOVA for the Three Groups on Pre-Test………………….…75 Table 4.7 Descriptive Statistics for the Results of the Post–Test………………….…..76 Table 4.8 One- Way ANOVA for the Three Groups on Post-Test……………….……77 Table 4.9 Multiple Comparisons (Scheffe test) for Three Groups on Post-Test……….78 Table 4.10 Item Statistics for the Attitude Questionnaire…………………………….80 List of Figures Figure 4.1 Scatter plot for the two experimental and control group for pre-test scores………………………………………………………………………………….73 Figure 4.2 Scatter plot for the two experimental and control group for post-test scores………………………………………………………………………………….73 Figure 4.3 The comparison of the three groups on pre-test…………………………..75 Figure 4.4 The comparison of the three groups on post- test…………………………79 Abstract The present study investigated the impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners` listening comprehension. In addition, it aimed at investigating the learners` attitudes towards these two viewing techniques. To these ends, 45 intermediate EFL learners were randomly assigned into one control and two experimental groups who received the treatment of viewing techniques in silent and freeze-frame separately. The participants were selected based on Oxford Placement Test from among 150 EFL learners. The two experimental groups received their treatment for ten sessions while for the control group the visual material was presented in written form. Before the treatment, all three groups received a pre-test based on IELTS listening which was administered to make sure there were not any significant differences among the groups in terms of their listening comprehension. After ten sessions of treatment, a post-test based on IELTS listening test, identical to the pre-test, was given. The results of One-Way ANOVA revealed that there was a statistically significant difference between the experimental groups and the control group. While the difference between the two experimental groups was not significant, the experimental groups outperformed the control group significantly. A closed questionnaire was also administered to explore the participants’ attitudes and the results revealed that the participants of the experimental groups had positive attitudes towards using specific viewing techniques of video materials. Key terms: Listening comprehension, viewing techniques, silent viewing, freeze-frame viewing, video material, EFL. Chapter One Introduction 1.0 Preliminaries Learning a second/foreign language is of utmost importance for the learners and being able to communicate with the native speakers is the ultimate goal of it. To be able to communicate means to express thoughts, feelings and information effectively through the four skills, i.e., writing, reading, speaking, and listening. Although speaking is commonly equated with communication but according to Rivers (1981, p. 196) “speaking does not of itself constitute communication unless what is being said is comprehended by another person”. In fact, other skills are also important in communication. Listening is a basic skill in first and second language acquisition and it is also important and crucial in learning English as a second or foreign language (ESL/EFL). In a language classroom, listening ability plays an important role in the development of other language skills; however, according to Chastain (1988),”both language teachers and students tend to overlook the importance of listening comprehension skills. They do so because their attention is fixed so completely on their ultimate goal, speaking, that they fail to recognize the need for developing speaking skills” (p.192). Chastain explains further that as the listening comprehension process is internal, it is not subject to direct external observation, examination, and correction. Therefore, language teachers and students tend to overlook its prerequisite importance in language learning because there is no immediate observable output. It is argued that “for many years, listening skills did not receive priority in language teaching and teaching methods emphasized productive skills. This position has been replaced by an active interest in the role of listening comprehension in SLA by the development of powerful theories …” (Richards & Renandya, 2002, p. 235). Nunan (2002, p. 238) also states, “Listening is the Cinderella skill in second language learning. All too often, it has been overlooked by its elder sister- speaking”. In the 1980s, Krashen and Asher proposed the idea of comprehensible input for the first time; Nunan (2002, p. 238) stated that “their idea was based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners”. Therefore, if the learners feel relaxed and they do not feel pressure for production, they will listen more effectively. Nunan (2002) also mentions that “by emphasizing the role of comprehensible input, second language acquisition research has given a major boost to listening” (p. 238). Rost (1994) pointed out that “listening is vital in the language 1.1 Theoretical Framework…………………………………………………………….5 1.2 Statement of the Problem…………………………………………………………..7 1.3 Significance of the Study………………………………………………………….10 1.4 Purpose of the Study…………………………………………………………………11 1.5 Research Questions of the Study………………………………………………….11 1.6 Hypothesis of the Study……………………………………………………………12 1.7 Definition of Key Terms………………………………………………………….12 1.7.1 Listening Skill……………………………………………………………..12 1.7.2 Listening comprehension………………………………………………..12 1.7.3 Video material……………………………………………………………13 1.7.4 Silent viewing………………………………………………………………13 1.7.5 Freeze-frame viewing…………………………………………………….13 1.8 Outline of the Study……………………………………………………………….14 1.9 Summary…………………………………………………………………………..14 Chapter 2: Review of the Literature 2.0 Preliminaries…………………………………………………………………………15 2.1 Significance of the Listening Skill…………………………………………………15 2.2 The Listening Process………………………………………………………………17 2.2.1 Top-down Processing……………………………………………………17 2.2.2 Bottom-up Processing……………………………………………………18 2.3 Components of the Listening Skill…………………………………………………20 2.4 Types of the Listening Skill………………………………………………………21 2.5 A Historical Overview of the Listening Instruction………………………………24 2.6 Teaching Listening…………………………………………………………………28 2.7 Areas of Research in the Listening Comprehension………………………………31 2.8 Video Material……………………………………………………………………33 2.8.1 Dual Coding Theory (DCT)……………………………………………..35 2.8.2 Authenticity………………………………………………………………37 2.8.3 Studies on Using Video Material in Language Classes…………………38 2.8.4 Studies on Using Captions and Subtitles…………………………………..47 2.8.5 Studies on Using Advance Organizers……………………………………..54 2.9 Summary……………………………………………………………………………59 Chapter 3: Methodology 3.0 Preliminaries…………………………………………………..………………….60 3.1 The Design of the Study………………………………………………………….60 3.2 Participants……………………………………………………………………….61 3.3 Instruments and Materials………………………………………………………….62 3.3.1 Oxford Placement Test………………………………………….………62 3.3.2 IELTS Listening Test………………………………………..………….63 3.3.3 Close-ended Questionnaire………………………………….………….63 3.3.4 Video Material…………………………………………………..………63 3.3.5 Pilot Study………………………………………………………………64 3.4 Data Collection Procedure………………………………………………..………65 3.5 Methods of Analyzing Data……………………………………………………….66 3.6 Summary………………………………………………………………..…………67 Chapter 4: Result 4.0 Preliminaries…………………………………………………………….…….…..68 4.1 Data Analysis and Findings…………………………………………….…………69 4.1.1 Pilot Study……………………………………………………..…………69 4.1.2 General Placement Test (OPT)………………………………..…………70 4.1.3 Testing the Normality Assumption…………………………….…………71 4.1.4 The First Research Question……………………………….……………73 4.1.5 Descriptive Statistics for the Pre-Test Scores of Listening Comprehension……………………………………………………………………….74 4.1.6 Descriptive Statistics for the Post-Test Scores of Listening Comprehension…………………………………………………………..……….……76 4.1.7 The Second Research Question……………………….…………………78 4.1.8 The Third Research Question……………………………………………78 4.1.9 The Fourth Research Question……………….………………………….79 4.2 Summary………………………………………………………………………………83 Chapter 5: Discussion 5.0 Preliminaries……………………………………………………………………….85 5.1 General Discussion……………………………………….…………………………..85 5.2 Implications of the Study………………………………….………………………90 5.3 Limitations of the Study…………………………………………….…………….91 5.4 Suggestions for further Research…………………………………………………92 5.5 Summary………………………………………………………………………….92 References………………………………………………………………….…………93 Appendices………………………………………………………………………….102 Appendix A: Oxford Placement Test…………………………………………102 Appendix B: IELTS Listening Tests…………………………………………110 Appendix C: Close-ended Questionnaire………………….…………………118 List of Tables Title Page Table 2.1 Years of Training in Different Skills………………………………….……17 Table 3.1 Information about the Participants` age……………………………………61 Table 4.1 Correlations between First and Second Administration of Listening Test……………………………………………………………………………………70 Table 4.2 Reliability Statistics…………………………………………………….…..70 Table 4.3 Statistics for OPT Test Scores………………………………………………71 Table 4.4 Statistics for the Skewness Analysis……………………………………….72 Table 4.5 Descriptive Statistics for Pre-test Scores of Listening Comprehension Test……………………………………………………………………………………..74 Table 4.6 One – Way ANOVA for the Three Groups on Pre-Test………………….…75 Table 4.7 Descriptive Statistics for the Results of the Post–Test………………….…..76 Table 4.8 One- Way ANOVA for the Three Groups on Post-Test……………….……77 Table 4.9 Multiple Comparisons (Scheffe test) for Three Groups on Post-Test……….78 Table 4.10 Item Statistics for the Attitude Questionnaire…………………………….80 List of Figures Figure 4.1 Scatter plot for the two experimental and control group for pre-test scores………………………………………………………………………………….73 Figure 4.2 Scatter plot for the two experimental and control group for post-test scores………………………………………………………………………………….73 Figure 4.3 The comparison of the three groups on pre-test…………………………..75 Figure 4.4 The comparison of the three groups on post- test…………………………79 Abstract The present study investigated the impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners` listening comprehension. In addition, it aimed at investigating the learners` attitudes towards these two viewing techniques. To these ends, 45 intermediate EFL learners were randomly assigned into one control and two experimental groups who received the treatment of viewing techniques in silent and freeze-frame separately. The participants were selected based on Oxford Placement Test from among 150 EFL learners. The two experimental groups received their treatment for ten sessions while for the control group the visual material was presented in written form. Before the treatment, all three groups received a pre-test based on IELTS listening which was administered to make sure there were not any significant differences among the groups in terms of their listening comprehension. After ten sessions of treatment, a post-test based on IELTS listening test, identical to the pre-test, was given. The results of One-Way ANOVA revealed that there was a statistically significant difference between the experimental groups and the control group. While the difference between the two experimental groups was not significant, the experimental groups outperformed the control group significantly. A closed questionnaire was also administered to explore the participants’ attitudes and the results revealed that the participants of the experimental groups had positive attitudes towards using specific viewing techniques of video materials. Key terms: Listening comprehension, viewing techniques, silent viewing, freeze-frame viewing, video material, EFL. Chapter One Introduction 1.0 این مطلب را هم بخوانید : این مطلب را هم بخوانید : Preliminaries Learning a second/foreign language is of utmost importance for the learners and being able to communicate with the native speakers is the ultimate goal of it. To be able to communicate means to express thoughts, feelings and information effectively through the four skills, i.e., writing, reading, speaking, and listening. Although speaking is commonly equated with communication but according to Rivers (1981, p. 196) “speaking does not of itself constitute communication unless what is being said is comprehended by another person”. In fact, other skills are also important in communication. Listening is a basic skill in first and second language acquisition and it is also important and crucial in learning English as a second or foreign language (ESL/EFL). In a language classroom, listening ability plays an important role in the development of other language skills; however, according to Chastain (1988),”both language teachers and students tend to overlook the importance of listening comprehension skills. They do so because their attention is fixed so completely on their ultimate goal, speaking, that they fail to recognize the need for developing speaking skills” (p.192). Chastain explains further that as the listening comprehension process is internal, it is not subject to direct external observation, examination, and correction. Therefore, language teachers and students tend to overlook its prerequisite importance in language learning because there is no immediate observable output. It is argued that “for many years, listening skills did not receive priority in language teaching and teaching methods emphasized productive skills. This position has been replaced by an active interest in the role of listening comprehension in SLA by the development of powerful theories …” (Richards & Renandya, 2002, p. 235). Nunan (2002, p. 238) also states, “Listening is the Cinderella skill in second language learning. All too often, it has been overlooked by its elder sister- speaking”. In the 1980s, Krashen and Asher proposed the idea of comprehensible input for the first time; Nunan (2002, p. 238) stated that “their idea was based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners”. Therefore, if the learners feel relaxed and they do not feel pressure for production, they will listen more effectively. Nunan (2002) also mentions that “by emphasizing the role of comprehensible input, second language acquisition research has given a major boost to listening” (p. 238). Rost (1994) pointed out that “listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Listening is thus fundamental to speaking” (cited in Nunan, 2002, p. 239).Therefore, language teachers should provide comprehensible input for the learners in the language classroom. Since video materials can be used to serve the purpose of providing comprehensible input, they should be included in language learning classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Listening is thus fundamental to speaking” (cited in Nunan, 2002, p. 239).Therefore, language teachers should provide comprehensible input for the learners in the language classroom. Since video materials can be used to serve the purpose of providing comprehensible input, they should be included in language learning

Research question ……………………………………………………………… 8
Research hypotheses ………………………………………………………………8
Definition of the key words……………………………………………………… 8

Chapter Two

2.0Introduction……………………………………………………………………… 11

2.1       Brief review of idiom structure and definition……………………………………13

2.2.1    Structure of Idioms……………………………………………………………….13

2.2.2   Definition of idioms …………………………………………………………….16

2.3       Employed strategies in idioms learning………………………………………….18

2.3.1 Communicative Skills: Teach English Idioms with Dialogue Writing and………19

Role-Play

2.3.2 Applying English Idioms through Dialogue Writing and Role-play in a……….19   Particular context

2.4 figurative and literal meaning of idiom………………………………….…….23

2.4.1 Idioms and Metaphors………………………………………………….…….24

2.4.2 Idioms and Clichés……………………………………………….…..….…. 24

2.4.3 Idioms and Proverbs…………………………………….………….….……25

2.4.4 Idioms and Fixed Expressions………………………..…………….………26

2.5 Transparent and Opaque idioms…………….……..………….……………….26

2.6 The study of idiomaticity in a glance…….……….……….………………….30

2.7 Problems in Teaching L2 Idioms….……………….………….………………31

2.8 Strategies Employed in L2 Idiom Processing………….…….…………………32

2.9 The Role of Vocabulary and Culture in Understanding Idioms………………..33

2.10 The Role of Context in Idiom Comprehension…………………….…………34

2.11 Idiomatic Competence…………………………………………………….….37

2.11.1 Measuring Idiomatic Competence…………………………………….……38

2.12 Idiom-Related Research in Language Learning and Use…………………….39

2.13 The Importance of Idioms and the Case for the Lexicon…………………….41

2.14 Idiom Acquisition……………………………………………………………42

2.15 The Dual coding theory………………………………………………………45

Research question ……………………………………………………………… 8
Research hypotheses ………………………………………………………………8
Definition of the key words……………………………………………………… 8

Chapter Two

2.0Introduction……………………………………………………………………… 11

2.1       Brief review of idiom structure and definition……………………………………13

2.2.1    Structure of Idioms……………………………………………………………….13

2.2.2   Definition of idioms …………………………………………………………….16

2.3       Employed strategies in idioms learning………………………………………….18

2.3.1 Communicative Skills: Teach English Idioms with Dialogue Writing and………19

Role-Play

2.3.2 Applying English Idioms through Dialogue Writing and Role-play in a……….19   Particular context

2.4 figurative and literal meaning of idiom………………………………….…….23

2.4.1 Idioms and Metaphors………………………………………………….…….24

2.4.2 Idioms and Clichés……………………………………………….…..….…. 24

2.4.3 Idioms and Proverbs…………………………………….………….….……25

2.4.4 Idioms and Fixed Expressions………………………..…………….………26

2.5 Transparent and Opaque idioms…………….……..………….……………….26

2.6 The study of idiomaticity in a glance…….……….……….………………….30

2.7 Problems in Teaching L2 Idioms….……………….………….………………31

2.8 Strategies Employed in L2 Idiom Processing………….…….…………………32

2.9 The Role of Vocabulary and Culture in Understanding Idioms………………..33

2.10 The Role of Context in Idiom Comprehension…………………….…………34

2.11 Idiomatic Competence…………………………………………………….….37

2.11.1 Measuring Idiomatic Competence…………………………………….……38

2.12 Idiom-Related Research in Language Learning and Use…………………….39

2.13 The Importance of Idioms and the Case for the Lexicon…………………….41

2.14 Idiom Acquisition……………………………………………………………42

2.15 The Dual coding theory………………………………………………………45

2.16 Etymological elaboration……………………………………………….…….46

2.16.1 Etymological Elaboration, an Effective Strategy in Teaching Idioms………51

Chapter Three

3.0. Introduction…………………………………………………………………… 56

3.1. Participants………………………………………………………………………56

3.2. Instruments………………………………………………………………………56

3.3. Procedures………………………………………………………………………57

Chapter Four

4.0. Introduction…………………………………………………………………….61

4.1. Descriptive statistics for experimental and control groups’ posttest……………62

4.2. Results of Hypothesis Testing…………………………………………………63

4.3. Summary of the results…………………………………………………………64

 

Chapter Five

5.0. Introduction………………………………………………………………….66

5.1. Summary of the findings…………………………………………………….66

5.2. Pedagogical implications…………………………………………………… 67

5.3. Limitations and delimitations of the study……………………………………68

5.4. Suggestions for the further research………………………………………….68

5.5. Interview………………………………………………………………………69

Abstract

On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms.

Idioms are much more than ‘decorative icing’ to the language; they are an integral feature of both written and spoken English. The ability to comprehend and use idiomatic language is one of the distinguishing marks of native-like competence. In this research study, the target population of this study were 60 female EFL students at intermediate level of proficiency. All of the participants were native speakers of Persian studying at the Iran Language Institute of Rasht; Iran. After calculating OPT results and validating the idioms test through pilot study, the participants were divided into two groups to receive different treatments: Control Group:received no Etymological knowledge, but they received treatment through a conventional method, (definition of the opaque idioms with examples).Experimental Group:received instruction

 

2.16 Etymological elaboration……………………………………………….…….46

2.16.1 Etymological Elaboration, an Effective Strategy in Teaching Idioms………51

Chapter Three

3.0. Introduction…………………………………………………………………… 56

3.1. Participants………………………………………………………………………56

3.2. Instruments………………………………………………………………………56

3.3. Procedures………………………………………………………………………57

Chapter Four

4.0. Introduction…………………………………………………………………….61

4.1. Descriptive statistics for experimental and control groups’ posttest……………62

4.2. Results of Hypothesis Testing…………………………………………………63

4.3. Summary of the results…………………………………………………………64

 

 

این مطلب را هم بخوانید :

Chapter Five

5.0. Introduction………………………………………………………………….66

5.1. Summary of the findings…………………………………………………….66

5.2. Pedagogical implications…………………………………………………… 67

5.3. Limitations and delimitations of the study……………………………………68

5.4. Suggestions for the further research………………………………………….68

5.5. Interview………………………………………………………………………69

Abstract

On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms.

Idioms are much more than ‘decorative icing’ to the language; they are an integral feature of both written and spoken English. The ability to comprehend and use idiomatic language is one of the distinguishing marks of native-like competence. In this research study, the target population of this study were 60 female EFL students at intermediate level of proficiency. All of the participants were native speakers of Persian studying at the Iran Language Institute of Rasht; Iran. After calculating OPT results and validating the idioms test through pilot study, the participants were divided into two groups to receive different treatments: Control Group:received no Etymological knowledge, but they received treatment through a conventional method, (definition of the opaque idioms with examples).Experimental Group:received instruction

1. A) Emploi général : 26
2. B) Emplois particuliers : 26

“Passé Composé” en anglais : Present perfect 28

“Present Perfect” 29

Formation de “Present Perfect” 29

Emploi de “Present Perfect” 32

ماضی نقلی en persan_ 35

ماضی نقلی_ 37

Foramtion de ماضی نقلی_ 37

Emploi de ماضی نقلی_ 40

Les différences et les ressemblances 44

Imparfait 52

“Imparfait” en français 52

“Imparfait” 54

1. A) Emploi général : 26
2. B) Emplois particuliers : 26

“Passé Composé” en anglais : Present perfect 28

“Present Perfect” 29

Formation de “Present Perfect” 29

Emploi de “Present Perfect” 32

ماضی نقلی en persan_ 35

ماضی نقلی_ 37

Foramtion de ماضی نقلی_ 37

Emploi de ماضی نقلی_ 40

Les différences et les ressemblances 44

Imparfait 52

“Imparfait” en français 52

“Imparfait” 54

Formation de l’imparfait 54

Emploi de l’imparfait 62

Imparfait en anglais : Past Continuous 66

Formation de Past Continuous : 67

Emploi de Past Continuous 73

Imparfait en persan : ماضی استمراری_ 77

Formation de ماضی استمراری_ 78

Emploi de l’imparfait en persan : ماضی استمراری_ 81

Les différences et les ressemblances : 88

Conclusion_ 99

Bibliographie_ 106

Introduction

 

Formation de l’imparfait 54

Emploi de l’imparfait 62

Imparfait en anglais : Past Continuous 66

Formation de Past Continuous : 67

این مطلب را هم بخوانید :

Emploi de Past Continuous 73

Imparfait en persan : ماضی استمراری_ 77

Formation de ماضی استمراری_ 78

Emploi de l’imparfait en persan : ماضی استمراری_ 81

Les différences et les ressemblances : 88

Conclusion_ 99

Bibliographie_ 106

Introduction

(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) TABLE OF CONTENTS Acknowledgment………………………………………………………………………….IV Dedication………………………………………………………………………………….V Table of content……………………………………………………………………………VI List of tables………………………………………………………………………………..IX List of abbreviation…………………………………………………………………………X Abstract ……………………………………………………………………………………..1 Chapter 1: Introduction. 2 1.1 Introduction. 3 1.2 Statement of the Problem.. 6 1.3 Significance of the study. 7 1.4 Research Questions. 8 1.5 The Research hypothesis. 8 1.6. Definitions of the Technical Terms Used in the Study. 8 1.6.1 Systemic Functional Grammar (Halliday) 8 1.6.2 Rhetoric. 11 1.6.3 Teaching English for Specific purposes (ESP) 12 1.7 Outline and the organization of the study. 15 Chapter 2: Review of the related literature 2.1. Overview.. 17 2.2. SYSTEMIC FUNCTIONAL GRAMMAR (SFG) 17 2.3. ENGLISH FOR SPECIFIC PURPOSES (ESP) 21 Chapter 3: Methodology 3.1. Overview.. 34 3.2. Research design. 34 3.3. Participants. 35 3.4. Instrumentation. 35 3.5. Data collection procedure. 38 3.6. Data Analysis. 38 Chapter 4: Results and Discussion 4.1. General overview.. 41 4.2. The Descriptive Statistics of participants. 41 4.3. Test data normality. 42 4.4. Description of the data and variables. 44 4.4.1. Distribution of respondents according to gender: 44 4.4.2. Frequency distribution of respondents by education level 46 4.4.3. Distribution of respondents according to age. 47 4.5. Frequency distribution of respondents in terms Rhetoric and Systemic Functional Grammar usage 48 4.4 The graph shows these distribution: 49 4.6. Discussion and analysis, research questions and hypothese………………………49 Discussion. 56 Chapter 5: Summary and Conclusion 5.1 Overview.. 59 5.2. Summary. 59 5.3. conclusion. 60 5.4. Implications. 60 5.5. Limitation of the study. 61 5.6. Directions for future studies. 61 References. 62 Appendices Appendix 1. 71 Appendix 2. 74 List of tables Table1 (3.1): 37 Table (4.1 )Frequency distribution of participants. 41 Table (4.2) test data normality. 42 Table (4.3) test data normality. 44 Table (4.4) Frequency distribution of respondents by gender 45 Table (4.6) Frequency distribution of respondents by age. 47 Table(4.8): group * redastoor Crosstabulation. 50 Table (4.9)The t-test is used to verify this hypothesis. 51 Table(4.10) Independent Samples Test 51 Table(4.11) Group Statistics. 52 Table(4.12) Independent Samples Test 53 Table(4.13) RHETORIC AND SFG.. 54 Table(4.14) Group Statistics. 55 Table(4.15) Independent Samples Test 56 List of abbreviation CARS………………………………………………Create A Research Space ESP………………………………………. ……English for Specific purposes GPA……………………………………………………..Grade Point Average RAs……………………………………………………………Research Articles SFG…………………………………………….Systemic functional grammar SPSS……………………………………Statistical package for Social Science Abstract Publication of research articles (RAs) in English seems a challenging task for native and non-native writers. The acquisition of rhetorical structure and function grammar can be very helpful for academicians to achieve the wanted goal which is, of course, the Publication of their RAs. This study aims to investigate the current level of familiarity to academic rhetoric within a systemic functional grammar among the Iranian ESP teachers and ESP course learners. The participants of the study consist of 10 ESP teachers and 85 learners at M.A and PhD level at Ilam state university and Islamic Azad university of Ilam. Data collected through self-report questionnaires with 22 items. The finding of this study revealed that the familiarity of ESP teachers with structures is too high and learners are high. Keywords: Academic Rhetoric, Systemic Functional grammar, ESP teachers, ESP course learners Chapter 1 Introduction 1.1 Introduction Writing has become central in today’s schools and universities as a measure for academic success. Students work hard to learn how to make more informed decisions about their writing and gain more control over improvement of English writing skill (Jahin, 2012). Therefore, the acquisition of rhetorical structure and function grammar (Halliday, 1985) can be very helpful for academicians to achieve the wanted goal which is, of course, the publication of their research articles (RAs). One of the main concerns of the writers is the publication of research articles which can reward their authors and writers high reputation and become a kind of motivation for them to perpetuate the advancement in their vocations (Kanoksilapatham, 2007). These worthwhile issues have urged writers to focus on writing for publication. However as long as writing is regarded to be a culturally bounded phenomenon (Kaplan,1966) publication of research articles in English seems a challenging task for native and non-native writers. Therefore, for a long time academic genre analysis has been announced to assist writers to come up with their wishes. The kernel organization of segments of RAs can to a great extent determine their publication (Belcher & Braine, 1995; (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) TABLE OF CONTENTS Acknowledgment………………………………………………………………………….IV Dedication………………………………………………………………………………….V Table of content……………………………………………………………………………VI List of tables………………………………………………………………………………..IX List of abbreviation…………………………………………………………………………X Abstract ……………………………………………………………………………………..1 Chapter 1: Introduction. 2 1.1 Introduction. 3 1.2 Statement of the Problem.. 6 1.3 Significance of the study. 7 1.4 Research Questions. 8 1.5 The Research hypothesis. 8 1.6. Definitions of the Technical Terms Used in the Study. 8 1.6.1 Systemic Functional Grammar (Halliday) 8 1.6.2 Rhetoric. 11 1.6.3 Teaching English for Specific purposes (ESP) 12 1.7 Outline and the organization of the study. 15 Chapter 2: Review of the related literature 2.1. Overview.. 17 2.2. SYSTEMIC FUNCTIONAL GRAMMAR (SFG) 17 2.3. ENGLISH FOR SPECIFIC PURPOSES (ESP) 21 Chapter 3: Methodology 3.1. Overview.. 34 3.2. Research design. 34 3.3. Participants. 35 3.4. Instrumentation. 35 3.5. Data collection procedure. 38 3.6. Data Analysis. 38 Chapter 4: Results and Discussion 4.1. General overview.. 41 4.2. The Descriptive Statistics of participants. 41 4.3. Test data normality. 42 4.4. Description of the data and variables. 44 4.4.1. Distribution of respondents according to gender: 44 4.4.2. Frequency distribution of respondents by education level 46 4.4.3. Distribution of respondents according to age. 47 4.5. Frequency distribution of respondents in terms Rhetoric and Systemic Functional Grammar usage 48 4.4 The graph shows these distribution: 49 4.6. Discussion and analysis, research questions and hypothese………………………49 Discussion. 56 Chapter 5: Summary and Conclusion 5.1 Overview.. 59 5.2. Summary. 59 5.3. conclusion. 60 5.4. Implications. 60 5.5. Limitation of the study. 61 5.6. Directions for future studies. 61 References. 62 Appendices Appendix 1. 71 Appendix 2. 74 List of tables Table1 (3.1): 37 Table (4.1 )Frequency distribution of participants. 41 Table (4.2) test data normality. 42 Table (4.3) test data normality. 44 Table (4.4) Frequency distribution of respondents by gender 45 Table (4.6) Frequency distribution of respondents by age. 47 Table(4.8): group * redastoor Crosstabulation. 50 Table (4.9)The t-test is used to verify this hypothesis. 51 Table(4.10) Independent Samples Test 51 Table(4.11) Group Statistics. 52 Table(4.12) Independent Samples Test 53 Table(4.13) RHETORIC AND SFG.. 54 Table(4.14) Group Statistics. 55 Table(4.15) Independent Samples Test 56 List of abbreviation CARS………………………………………………Create A Research Space ESP………………………………………. ……English for Specific purposes GPA……………………………………………………..Grade Point Average RAs……………………………………………………………Research Articles SFG…………………………………………….Systemic functional grammar SPSS……………………………………Statistical package for Social Science Abstract Publication of research articles (RAs) in English seems a challenging task for native and non-native writers. The acquisition of rhetorical structure and function grammar can be very helpful for academicians to achieve the wanted goal which is, of course, the Publication of their RAs. This study aims to investigate the current level of familiarity to academic rhetoric within a systemic این مطلب را هم بخوانید : این مطلب را هم بخوانید : functional grammar among the Iranian ESP teachers and ESP course learners. The participants of the study consist of 10 ESP teachers and 85 learners at M.A and PhD level at Ilam state university and Islamic Azad university of Ilam. Data collected through self-report questionnaires with 22 items. The finding of this study revealed that the familiarity of ESP teachers with structures is too high and learners are high. Keywords: Academic Rhetoric, Systemic Functional grammar, ESP teachers, ESP course learners Chapter 1 Introduction 1.1 Introduction Writing has become central in today’s schools and universities as a measure for academic success. Students work hard to learn how to make more informed decisions about their writing and gain more control over improvement of English writing skill (Jahin, 2012). Therefore, the acquisition of rhetorical structure and function grammar (Halliday, 1985) can be very helpful for academicians to achieve the wanted goal which is, of course, the publication of their research articles (RAs). One of the main concerns of the writers is the publication of research articles which can reward their authors and writers high reputation and become a kind of motivation for them to perpetuate the advancement in their vocations (Kanoksilapatham, 2007). These worthwhile issues have urged writers to focus on writing for publication. However as long as writing is regarded to be a culturally bounded phenomenon (Kaplan,1966) publication of research articles in English seems a challenging task for native and non-native writers. Therefore, for a long time academic genre analysis has been announced to assist writers to come up with their wishes. The kernel organization of segments of RAs can to a great extent determine their publication (Belcher & Braine, 1995; Swales, 1990; Kelly & Bazerman, 2003). There are some influential factors in an acceptable organization of academic texts, one of which is the realization of academic conventions. It is generally believed that being aware of principles dominating the standardized structure of academic research articles can lead to successful publication. Acquisition of rhetorical structure and functional grammar (Halliday, 1985) can be very helpful for academicians to achieve the wanted goal which is indeed, the publication of papers. Pedagogic materials exist for teaching these skills but to date. There has been little interactive online assistance available. (Susan Birch.Becaas&Ray cook). Swales, 1990; Kelly & Bazerman, 2003). There are some influential factors in an acceptable organization of academic texts, one of which is the realization of academic conventions. It is generally believed that being aware of principles dominating the standardized structure of academic research articles can lead to successful publication. Acquisition of rhetorical structure and functional grammar (Halliday, 1985) can be very helpful for academicians to achieve the wanted goal which is indeed, the publication of papers. Pedagogic materials exist for teaching these skills but to date. There has been little interactive online assistance available. (Susan Birch.Becaas&Ray cook).

1.4. Research Question of thestudy…………………………………………………………….…6 1.5. Hypothesis of the study………………………………………………………………..……..7 1.6. Definitions of Key Terms………………………………………………………………….…7 1.7. Summary……………………………………………………………………………….……..7 CHAPTER 2: LITERATURE REVIW 2.0. Semantics…………………………………………………………………………….…….…9 2.1. Introduction……………………………………………………………………….…..….….24 2.2. Trends in lexicology………………………………………………………………..…..……28 2.3. Vocabulary knowledge in L2………………………………………………………………..33 2.4. Experiments on vocabulary issues……………………………………………………..….…39 2.5. Experiments on English cognate words………………………………………………….….42 2.6. Experiments on Iranian EFL learners’ knowledge of English vocabulary………………..…47 2.7. Summary…………………………………………………………………………………..…52 CHAPTER3: METHODOLOGY 3.0. Introduction…………………………………………………………………………….……57 3.1. The design of the study………………………………………………………….………..…57 3.2. Participants………………………………………………………………………..……..….59 3.3. Materials………………………………………………………………………………….…60 3.4. Procedure……………………………………………………………………………………60 3.5. Methods of Analyzing Data…………………………………………………………………60 3.6. Summary……………………………………………………………………………..………61 CHAPTER4: RESULTS AND DATA ANALYSIS 4.0)Introduction ……………………………………………………………………………….…62 4.1) Descriptive Statistics……………………………………………………………….………..62 4.3) Inferential Statistics…………………………………………………………………..….…..64 4) Summary…………………………………………………………………………………….69 CHAPTER5: DISCUSSIONS AND IMPLICATIONS 5.0. Introduction………………………………………………………………………………….70 5.1. General Discussion………………………………………………………………………….70 5.2. Implications of the study………………………………………………………….………….71 5.3. Limitations of the study…………………………………………………………….………..71 5.4. Suggestions for further Research…………………………………………………………….72 REFRENCES …………………………………………………………..…………………..…..73 LIST OF APPENDICES ……………………………………………………………………….76 List of Tables Title Page Table (4.1) .Descriptive statistics for the proficiency test………………….……………………..63 Table (4.2) . Number of students participated in pre-test and post-test case………………….….63 Table (4.3) .Descriptive statistics for the pre-test and post-test………………………………..….64 Table (4.4) Levine’s Test of Equality of Error Variances…………………………….……………66 Table (4.5) Tests of Between-Subjects Effects …………………………………………………..66 Table (4.6) Mean and corrected Mean of lexical knowledge ……………………..……….….…67 Table (4.7) Sum of Analysis of covariance ………………………………………………………68 List of Graphs Title Page Graph (4.1) Lexical knowledge in control and experimental group from pre-test to post-test ………………………………………………………………………………………….….………65 Graph (4.2) Means of post-test of experimental and control group………………………69 Abstract This study aimed at investigatingThe Effect of bilingual Teaching of Cognate Words (Persian-English) on Iranian upper intermediate EFL learners’ knowledge of Lexical development. For this purpose,100subjects participated in this studyout of which 40 learners were selected for this study and they were assigned into two groups, control and experimental. Cross-language cognates (words with similar form and meaning in different languages) are of special interest for designing a model in TEFL, since they help teacher make the teaching of English vocabularies a joyful and lasting effect for Persian students. True cognates are the result of kinship relations across languages, or borrowings. False and true cognates might be found in nearly all languages with any kind of relation to other languages. There are still some “real” cognates found in the lexicon of Persian and English. Then the datawas analyzed statistically through ANCOVA. The results of the study showed that the learners’ lexical knowledge was improved when they are presented with bilingual Teaching of Cognate Words (Persian-English). 1.4. Research Question of thestudy…………………………………………………………….…6 1.5. Hypothesis of the study………………………………………………………………..……..7 1.6. Definitions of Key Terms………………………………………………………………….…7 1.7. Summary……………………………………………………………………………….……..7 CHAPTER 2: LITERATURE REVIW 2.0. Semantics…………………………………………………………………………….…….…9 2.1. Introduction……………………………………………………………………….…..….….24 2.2. Trends in lexicology………………………………………………………………..…..……28 2.3. Vocabulary knowledge in L2………………………………………………………………..33 2.4. Experiments on vocabulary issues……………………………………………………..….…39 2.5. Experiments on English cognate words………………………………………………….….42 2.6. Experiments on Iranian EFL learners’ knowledge of English vocabulary………………..…47 2.7. Summary…………………………………………………………………………………..…52 CHAPTER3: METHODOLOGY 3.0. Introduction…………………………………………………………………………….……57 3.1. The design of the study………………………………………………………….………..…57 3.2. Participants………………………………………………………………………..……..….59 3.3. Materials………………………………………………………………………………….…60 3.4. Procedure……………………………………………………………………………………60 3.5. Methods of Analyzing Data…………………………………………………………………60 3.6. Summary……………………………………………………………………………..………61 CHAPTER4: RESULTS AND DATA ANALYSIS 4.0)Introduction ……………………………………………………………………………….…62 4.1) Descriptive Statistics……………………………………………………………….………..62 4.3) Inferential Statistics…………………………………………………………………..….…..64 4) Summary…………………………………………………………………………………….69 CHAPTER5: DISCUSSIONS AND IMPLICATIONS 5.0. Introduction………………………………………………………………………………….70 5.1. General Discussion………………………………………………………………………….70 5.2. Implications of the study………………………………………………………….………….71 5.3. Limitations of the study…………………………………………………………….………..71 5.4. Suggestions for further Research…………………………………………………………….72 REFRENCES …………………………………………………………..…………………..…..73 LIST OF APPENDICES ……………………………………………………………………….76 List of Tables Title Page Table (4.1) .Descriptive statistics for the proficiency test………………….……………………..63 Table (4.2) . Number of students participated in pre-test and post-test case………………….….63 Table (4.3) .Descriptive statistics for the pre-test and post-test………………………………..….64 Table (4.4) Levine’s Test of Equality of Error Variances…………………………….……………66 Table (4.5) Tests of Between-Subjects Effects …………………………………………………..66 Table (4.6) Mean and corrected Mean of lexical knowledge ……………………..……….….…67 Table (4.7) Sum of Analysis of covariance ………………………………………………………68 این مطلب را هم بخوانید : این مطلب را هم بخوانید : List of Graphs Title Page Graph (4.1) Lexical knowledge in control and experimental group from pre-test to post-test ………………………………………………………………………………………….….………65 Graph (4.2) Means of post-test of experimental and control group………………………69 Abstract This study aimed at investigatingThe Effect of bilingual Teaching of Cognate Words (Persian-English) on Iranian upper intermediate EFL learners’ knowledge of Lexical development. For this purpose,100subjects participated in this studyout of which 40 learners were selected for this study and they were assigned into two groups, control and experimental. Cross-language cognates (words with similar form and meaning in different languages) are of special interest for designing a model in TEFL, since they help teacher make the teaching of English vocabularies a joyful and lasting effect for Persian students. True cognates are the result of kinship relations across languages, or borrowings. False and true cognates might be found in nearly all languages with any kind of relation to other languages. There are still some “real” cognates found in the lexicon of Persian and English. Then the datawas analyzed statistically through ANCOVA. The results of the study showed that the learners’ lexical knowledge was improved when they are presented with bilingual Teaching of Cognate Words (Persian-English). The conclusions of this study will provide new insights into the linguistic and the communication problems derived from a misuse of these lexical items. The study of false friends and true Cognates has several implications for contrastive analysts, error analysts, translators, foreign language teachers and learners, curriculum designers, as well as lexicographers and lexicologists. Key words: cognate word, EFL students, Lexical development The conclusions of this study will provide new insights into the linguistic and the communication problems derived from a misuse of these lexical items. The study of false friends and true Cognates has several implications for contrastive analysts, error analysts, translators, foreign language teachers and learners, curriculum designers, as well as lexicographers and lexicologists. Key words: cognate word, EFL students, Lexical development