NATIONAL BIBLIOGRAPHY NUMBER
Country Code
IR
Number
T219
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
COUNTRY OF PUBLICATION OR PRODUCTlON
Country of publication
IR
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Intensive and Extensive Focus on Form and L2 Learners Oral versus Written Performance
General Material Designation
[Thesis]
First Statement of Responsibility
Asghar Salimi Amirghayeb
.PUBLICATION, DISTRIBUTION, ETC
Date of Publication, Distribution, etc.
2012
NOTES PERTAINING TO PUBLICATION, DISTRIBUTION, ETC.
Text of Note
Print
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
PhD English Language Teachin
SUMMARY OR ABSTRACT
Text of Note
test were employed as the statistical means of analysis. The findings of the study revealed that there was not any significant difference between the accuracy of intensive and extensive groups' oral performance. However, intensive group outperformed control and extensive focus on form group in terms of oral accuracy. Regarding the fluency of oral production, the findings of the study revealed that there was not any significant difference between the fluency of intensive and extensive focus on form groups in oral task performance. However, extensive focus on form group produced more fluent language than control one whereas intensive focus on form group produced the most fluent language of all. Considering the effects of intensive and extensive focus on form on complexity of oral task performance, it was revealed that there was a significant difference between the performances of two groups. Regarding the effects of intensive and extensive focus on form on accuracy of written task performance, it was revealed that there was not any significant difference between the accuracy of intensive and extensive focus on form groups. However, there was significant difference between the accuracy of intensive and extensive groups and the control one. Regarding the effects of intensive and extensive focus on form on fluency of written task performance, it was revealed that there was significant difference between the performances of two groups. Regarding the effects of intensive and extensive focus on form on complexity of written task performance, it was revealed that there was not any significant difference between the complexity of two groups. However, extensive focus on form group outperformed the others. The results and findings of the study will carry significant implications for EFL teacher, syllabus and task designers as well as developers of language tests in EFL context-Way ANOVA and Independent Samples T-based, communicative instruction while the two experimental groups received treatments in the form of focus on form strategies. Intensive focus on form group received intensive instruction on past tense reference repeatedly while the participants in extensive focus on form group received focus on form instruction on a wide range of linguistic features and lexical items in their oral and written performances for twenty sessions. A pictorial narrative task and two written production tasks were utilized as the means of oral and written data collection instruments. The collected oral and written data were quantified and measured in terms of measures introduced for measuring accuracy, fluency, and complexity of oral and written productions. One-Drawing upon Schmidt's Noticing Hypothesis, a number of SLA researchers argue that since focus on form facilitates SL development, therefore special attention to focus on form in the case of adult learners seems to be necessary. The major purpose of the present PhD thesis was to investigate the effects of intensive and extensive focus on form on L2 learners oral and written performances across three linguistic domains of accuracy, fluency, and complexity in EFL context. Sixty learners of English with intermediate level of proficiency based on their performance on Oxford Proficiency Test were chosen as the participants of the study. They were divided into three groups of control and two experimental groups of intensive and extensive focus on form. The control group received message.
TRANSLATED TITLE SUPPLIED BY CATALOGUER
Translated Title
بررسی تاثیر آموزش ساختار محور بر روی کنش زبان گفتاری و نوشتاری فراگیران زبان دوم به دو حالت فشرده و گسترده
UNCONTROLLED SUBJECT TERMS
Subject Term
task - based language teaching
Subject Term
focus on form
Subject Term
intensive focus on form
Subject Term
extensive focus on form
Subject Term
noticing hypothesis
Subject Term
accuracy
Subject Term
fluency
Subject Term
complexity
Subject Term
آموزش ساختار محور
Subject Term
آموزش مبتنی بر ساختار فشرده و گسترده
Subject Term
فعالیت محور
Subject Term
درستی
Subject Term
روانی
Subject Term
پیچیدگی
PERSONAL NAME - PRIMARY RESPONSIBILITY
Salimi Amirghayeb، Asghar
ORIGINATING SOURCE
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ایران
LOCATION AND CALL NUMBER
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پایان نامهPE,1127,.S2I6,1391
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Intensive and Extensive Focus on Form and L2 Learners Oral versus Written Performance
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