The Impact of Linear Process versus Genre-Based Approach on Intermediate EFL Learners’ Accuracy in Written Task Performance
محورهای موضوعی : English Language Teaching (ELT)زهرا طالبی 1 , نادر اسدی 2 , هانیه دواتگری 3
1 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
2 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
3 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
کلید واژه: Accuracy, Process, genre-approach, learner, written production task,
چکیده مقاله :
The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction for 8 sessions. Narrative and process-tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure. Independent samples T-test was employed as the statistical means of analysis. The results of the study revealed no difference between the performances of two groups in written narrative task, however, the result of statistical analysis in process task was significant. The study might carry some pedagogical implications for second language teachers, SLA researchers, teacher education and task designers.
هدف اصلی پژوهش نیمه تجربی حاضر بررسی تاثیر آموزش آموزش فرآیند خطی درمقابل آموزش مبتنی برفن معانی بیان بررویکنش زباننوشتاری فراگیران زبان انگلیسی ازنظردرستی میباشد. بدین منظورجامعه آماری متشکل از 40 نفر دختر باسطح مهارت زبانی متوسط به صورت نمونه گیری در دسترس انتخاب و به صورت تصادفی به دوگروه آزمایشی مساوی فرآیند و ژانر(علم فن معانی بیان) تقسیم گردیدند . گروههای آزمایش به مدت 8 جلسه 2ساعتی تحت آموزش قرارگرفتند . برای جمع آوری اطلاعات نوشتاری فراگیران از دونوع فعالیت نوشتار ی تولیدی محور روایی و فرآیندمحورمتناسب معتبرباهدف تحقیق درمورد دو گروه در مراحل پیش آزمون ، پس آزمون استفاده گردید . به منظورتجزیه وتحلیل داده های حاصل ازپژوهش ازروش تحلیل آماری tمستقل استفاده گردید .دربررسی نتایج تجزیه وتحلیل آماری تفاوت معناداری بین عملکرد دو گروه آزمایش (فرآیند وژانر) در فعالیت نوشتار ی تولیدی فرآیندمحور ازنظردرستی وجود داشت . اما نتایج پژوهش تفاوت معناداری ازنظر درستی بین عملکرد دو گروه آزمایش (فرآیند وژانر) در فعالیت نوشتار ی تولیدی محورروایی را نشان نداد . نتایج حاصله ازاین پژوهش میتواند برای مدرسین زبان انگلیسی ، برنامه ریزان مراکز تربیت معلم، تهیه و تدوین کنندگان مطالب درسی، نویسندگان کتب درسی وتئوری پردازان حوزه فراگیران زبان دوم سودمندو مفید باشد .
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