IR
T364
انگلیسی
IR
Cooperative versus Individualistic Involvement in Task Performance: Impacts on Accuracy and Complexity in Iranian EFL Context
[Thesis]
/Farzaneh Abbasi Shahir
: Faculty of Persian Literature and Foreign Languages Department of English Language and Literature
, September, 2013
Print
Master of Arts (M.A.) in English Language Teaching (ELT)
free clauses respectively. The comparisons indicated the superiority of performance of the students involved in cooperative learning. It is hoped that the results of this study may encourage teachers and those involved in teaching and learning process to reconsider their ideas-free clauses and the mean length of error-The emphasis in language teaching has recently shifted from purely structural competence to communicative competence. The ability to use the language in real life has gained importance. It is generally agreed that there should be a balance between grammatical accuracy and communicative effectiveness. Contrary to this awareness how students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials and sometime is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. Promoting students interaction with one another is one of the most important tenets of cooperative learning which has been demonstrated to be a successful method globally. Nonetheless some researchers believe it cannot be applied in Asia as students are presumed to be more passive and less aggressive, accepting the teacher as the only source of information. To see if cooperative learning is applicable in Iran as an Asian country the present study was conducted. In this study using the Dictogloss technique, an attempt was made to compare the learners' performance both cooperatively and individualistically and the effect(s) of each on accuracy and complexity of learners' writings. To this aim, a proficiency exam was administered and based on the results two homogeneous groups of students (16 each) at the intermediate proficiency level were assigned to differently performing groups, one performing individualistically and the other performing cooperatively. Students in both groups participated in Dictogloss practice three times. Their written products were then analyzed for their syntactic accuracy and complexity by the ratio of error.
Abbasi Shahir, Farzaneh
ایران
پایان نامهPE,1127,.A22C6,1392
Cooperative versus Individualistic Involvement in Task Performance: Impacts on Accuracy and Complexity in Iranian EFL Context
محرمانه
فوق سری
thesis with persian abstract.pdf
1363075
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T364
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