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كارشناسي ارشد رشته آموزش زبان انگليسي درباره پيشرفت درك مطلب شنيداري

پايان نا مه كارشناسي ارشد رشته آموزش زبان انگليسي درباره پيشرفت درك مطلب شنيداري با عنوان استفاده از موّاد آموزشي اصيل براي پيشرفت درك مطلب شنيداري در كلاس هاي انگليسي به عنوان زبان خارجي

دانلود كارشناسي ارشد رشته آموزش زبان انگليسي درباره پيشرفت درك مطلب شنيداري

پايان نا مه كارشناسي ارشد رشته آموزش زبان انگليسي  پيشرفت درك مطلب شنيداري پروژه  تحقيق  مقاله جزوه پژوهش دانلود پروژه  دانلود تحقيق  دانلود مقاله دانلود جزوه دانلود پژوهش
دسته بندي زبان هاي خارجي
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 كارشناسي ارشد رشته آموزش زبان انگليسي درباره پيشرفت درك مطلب شنيداري

 

Table of Contents

 

 

Acknowledgement                                                                                      X                         

 

Abstract                                                                                                      XI                        

 

List of Tables                                                                                              XII   

 

 

Chapter 1: Introduction                                         1

 

 

1.1                 Overview                                                                                       1

1.2                 Statement of the Problem and Purpose of the Study                5

1.3                 Significance and Justification of the Study                               6

1.4                 Research Questions                                                                      7

1.5                 Research Hypotheses                                                                   8

1.6                 What Is Known About Listening                                                8

1.7                 What Is Known About Authentic Materials                              10

1.8                 Definition of Important Terms                                                    12

1.9                 Delimitations                                                                                13

1.10           Limitations                                                                                    14

1.11           Organization of the Master Thesis                                              14

Chapter 2: Review of Literature                            15

 

2.1           Introduction                                                                                    15

2.2           Listening Comprehension                                                              15

2.2.1     Definition of Listening                                                     15

2.2.2     Importance of Listening                                                   17    

                      2.2.2.1     Listening and Academic Success                     18

                      2.2.2.2     Discovery Listening                                          18

         2.2.3     Listening as an Academic Process                                    20

                      2.2.3.1     Knowledge Required for Listening                  20

                                      Process

2.2.4      Listening Comprehension versus Reading                    21

Comprehension

2.2.5      Listening Comprehension                                               23

2.2.5.1     Authentic and Listening                                 23

                Comprehension

2.2.5.2             Different Kinds of Comprehension              24

2.2.5.3             Comprehension Preceding Production         25

          2.2.6     Tasks for Listening Comprehension                               25

                       2.2.6.1     Performing to Indicate Understanding           27    

                       2.2.6.2     Teaching rather than Testing                           28

          2.2.7     Inner Speech and Language Learning                             29

                       2.2.7.1     Listening and Speaking                                    29

           2.2.8     Maturation and Language Learning                               30

                        2.2.8.1     Vygotsky’s Zone of Proximal                        31

                                         Development

2.2.9              The Role of Background Knowledge in                       32

Learning Language

2.2.9.1     Schema Theory                                              32

2.2.9.2     Background Knowledge/Prior                      33

                 Knowledge

           2.2.10    Cultural Background                                                      35

2.3      Listening and English-as-a-Foreign-Language Learning           36

           2.3.1      The Emergency of Communicative Language             36

                         Teaching

2.3.2                Communicative Approach: Some Principles              38

and Features

2.4      The Use of Aural Authentic Materials                                        40

           2.4.1      Definitions of Authentic Materials                               40

           2.4.2      Authentic Materials and Language Performance         41

           2.4.3      Nature of Authentic Texts                                             43

                         2.4.3.1     Characteristics of Authentic Speech             43

                         2.4.3.2     Authentic Speech and Cultural Aspect         44

 

 

 

   Chapter 3: Methodology                                      46

 

 

3.1             Introduction                                                                                   46

3.2             Summary of the Study                                                                  46

3.2.1     Participants                                                                       48

3.2.2     Classroom Observation                                                   49    

3.3     Demographic Data of the Students                                               50

3.4     Classroom Environment                                                               52

          3.4.1     Setting                                                                                52

3.5     Classroom Practices                                                                       52

          3.5.1     Listening Materials Implemented in Class                     52

          3.5.2     Class Procedure                                                                53

3.6     Teacher’s Pedagogy                                                                       54

3.7     Interviews                                                                                       55

          3.7.1     Interviews with Students                                                 56

                       3.7.1.1     First Interview                                                  56

                       3.7.1.2     Second Interview                                              56

3.8     Self-Evaluation Questionnaire                                                     57

3.9     Language Learning Strategy Questionnaire                                 58    

3.10   Data Collection                                                                              59

3.11   Analysis of Data                                                                            60

3.12   Validity and Reliability                                                                63

Chapter 4: Results                                                   64

 

4.1             Introduction                                                                                   64

4.2             Summary of the Study                                                                  64

4.3             Results of the Study                                                                      65

4.3.1     Results for Fundamental Research Question:                66

             Influences of Aural Authentic Materials

             4.3.1.1     Results from the Interviews with Students    67

             4.3.1.2     Results from the Class Observation               69

             4.3.1.3     Results from the Self-Evaluation                   71

                             Questionnaire

4.3.2     Summary of Findings Related to the Influences           72

             of Aural Authentic Materials

4.3.3     Results for Secondary Research Question#1:               73

             Learning Strategy Use

             4.3.3.1     Results from the Interview with                     73

                             students

4.3.3.2              Results from the Class Observation              75

4.3.3.3              Results from the Learning Strategy               76

Questionnaire

          4.3.4     Summary of Findings Related to the Learning              77

                       Strategy Use

 

4.3.5     Results for Secondary Research Question#2:                  79

             Attitudes towards Language Learning

 4.3.5.1     Results from the Interviews with                      79

                                    Students

4.3.6        Summary of Findings Related to the Students’               80

            Attitudes towards Language Learning

4.4   Overall Findings of the Study                                                        80

        4.4.1    Students with no Progress in Listening Ability                81

        4.4.2    Students with Progress in Listening Ability                  

 

 

 

Chapter 5: Conclusion                                           84

 

5.1           Introduction                                                                                    84

5.2           Summary of the study                                                                    84

5.3           Discussion of Results                                                                     86

5.3.1     Authenticity of the Listening Materials                         86

5.3.2     Influences of Aural Authentic Materials on                  89

             Listening Comprehension

5.3.3     Use of Learning Strategies                                               92

5.3.4     Attitudes towards Language Learning                            94

5.4     Conclusions                                                                                    96

5.5     Recommendations                                                                         102

          5.5.1     Recommendations for Further Research                        102

          5.5.2     Implications for Teaching                                                103

 

 

 

 

 

 

 

 

 

Bibliography                                                                          105

 

Appendices                                                                             123

 

Appendix A                                                                                              124

 

Appendix B                                                                                              125

 

Appendix C                                                                                              129

 

Appendix D                                                                                              131

 

Appendix E                                                                                               137

 

Appendix F                                                                                               145

 

Appendix G                                                                                              147

 

Appendix H                                                                                              148

 

Appendix I                                                                                                149

 

Appendix J                                                                                                150

Appendix K                                                                                              151

 

Appendix L                                                                                               157

 

 

 

چكيده

 

هدف اصلي تحقيق حاضر بررّسي تأثير موّاد آموزشي اصيل بر توانايي شنيداري سي نفر از دانشجويان دوره كارشناسي روانشناسي در كلاس مطالعه انگليسي به عنوان زبان خارجي بوده است. هدف دوّم به مشّخص كردن استراتژي هاي يادگيري كه اين دانشجويان استفاده كرده اند و تعيين تأثير موّاد آموزشي اصيل بر نگرش آنان نسبت به يادگيري زبان انگليسي اختصاص يافته است.

 تجزيه و تحليل كمّي و كيفي در تحقيق حاضر ارائه شده است. اين تحقيق به استفاده از موّاد آموزشي اصيل و موقعّيتهاي زندگي حقيقي به عنوان بخشي از روش ارتباطي معطوف شده است. منابع طرّاحي و تحقق آموزش استراتژي موثر شنيداري و رونوشت نوار ويديويي يك جلسه يك ساعته ثبت و ضبط و مطالعه آماري شد. نتايج آزمون نهايي درك مطلب شنيداري با آزمون اوّليه با استفاده از آزمون t-test   دو جانبه (2-tailed)  مورد بررّسي و مطالعه آماري قرار گرفت. ميانگين استفاده استراتژي با استفاده از آزمون ANOVA  يك جانبه (one-way)  بررّسي و مطالعه آماري شد. نتايج بررّسي داده هاي كيفي تأييد كننده و هماهنگ با نتايج كمّي بود. تجزيه و تحليل مصاحبه ها و پرسش نامه ها نشان داد كه استفاده از موّاد اموزشي اصيل در كلاس انگليسي به عنوان زبان خارجي به افزايش ميزان آرامش و اعتماد به نفس آنان در شنيدن زبان خارجي كمك كرده است. نتايج پيشرفت معني داري (P < .05)  در توانايي شنيداري و تأثير مثبت بر انگيزش دانشجويان انگليسي به عنوان زبان خارجي براي يارگيري زبان را نشان داد. توصيه هايي براي كمك به غلبه بر دلسردي ناشي از سرعت صحبت گوينده موّاد آموزشي اصيل ارائه شده است. كاربردهاي آموزشي اين نتايج به همراه تأثير آنها بر پربارتر شدن درك مطلب شنيداري دانشجويان انگليسي به عنوان زبان خارجي بررّسي و ارائه گرديده است.

 

Acknowledgements

 

 

It is the highest time I seized the opportunity to offer my most genuine and profound words of gratitude to many people to whom I owe the accomplishment of this research. Among many people who have bestowed, most kindly, their invaluable help upon me I should specifically thank my honorable thesis advisor, Dr.Karkia, who patiently went through every line of this thesis and provided me with many insightful comments and invaluable suggestions. I would also like to extend my sincere appreciation and gratitude to Dr. Ghahremani Ghajar, my thesis reader, for her most professional guidelines, meticulous reading of this manuscript, making insightful suggestions and corrections; for her expertise and time. I am also very much grateful to Dr. Rahimi for her critical evaluation, and judgment of this thesis.

Also my thanks and best wishes go to all students who participated in the present study, without whose cooperation this research would not have been conducted.

Last, by no means least, a truly cordial sense of thankfulness to my parents General Ali Ghaderpanahi and Firooze Nobariyan for their support and everlasting encouragement throughout my educational years.

 

ABSTRACT

   

          The fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. The secondary purposes of the study were to identify the learning strategies used by EFL students experiencing authentic listening texts and to determine the influences of authentic materials on EFL students’ attitudes towards learning English.

A quantitative and qualitative analysis was offered in this study. It basically focused on using authentic materials and real-life situations as part of the communicative approach. Sources for designing and implementing effective listening strategy instruction and the transcript of one-hour videotaped session were recorded and analyzed. The results of the listening comprehension posttest were compared to that of the pretest using a 2-tailed t-test (p < .05). A one-way ANOVA on the mean strategy use was applied      (p < .05).The results of the qualitative data analysis were in line with and confirmed that of quantitative. Analysis of the interviews and the questionnaires revealed that the use of authentic materials in the EFL classroom helped increase students’ comfort level and their self-confidence to listen to the foreign language. Results showed a statistically significant improvement in listening ability, as well as the positive effect on EFL students’ motivation to learn the language. Recommendations were offered to ease students’ frustration that resulted from the speed of authentic speech. Pedagogical implications of the results were discussed along with the impact on EFL students’ listening comprehension development.  

List of Tables

 

Table 1: Source of Data                                                                           48

 

Table 2: Demographic data of Strategy         

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