پایان نامه :2015 فرمت فایل :word تعداد صفحات :87
Title
The Effect of Using Focus on Structure and Meaning on Teaching Grammar among Senior High school Students (a case study: Wh questions)
Khuzestan Province, Iran)
Abstract
Focus on form instruction makes up an important part of the literature on second language acquisition research. However, few works have both summarized and critically evaluated focus on form instruction. This research seeks to fill this gap. More precisely, it reviews its main principles, and points out the difficulties of implementing this relatively new pedagogical innovation in all but a limited number of instructional settings. It concludes by proposing conditions under which focus on form instruction could effectively function. In short, focus on form instruction is a type of instruction that, on the one hand, holds up the importance of communicative language teaching principles such as authentic communication and student-centeredness, and, on the other hand, maintains the value of the occasional and overt study of problematic L2 grammatical forms, which is more reminiscent of non-communicative teaching (Long, 1991). English language is an international language and is being used widely in businesses, academic, and other aspects of life. In Iran, English language education is considered especially important for experts of the other fields. The problem is that students who have received several years of formal English instruction frequently face difficulties to use language grammatically, whether in the spoken or written form. Focus on form and meaning are broad concepts that were a drastic change and it is better to say it was a revolution from focus on forms. Grammar is the crucial part in language teaching and it plays an important role in language. In order to speak accurately, a person needs to know grammar. If we assume the language is a rosary and the beads are words, we can the string is the grammar that makes a unit thing which we call rosary. In fact the grammar is a unifier of language and without grammar; language is separated words and vocabularies. Teaching grammar by formal instruction is so easy for teachers, they feel secure and even the students have feeling of security but it was proved that it is not so much effective that it claims. There can be some different better approaches. The current study investigated the visible impacts of focus on form and focus on meaning on the learning of Wh questions on senior high schools in a high school in Abadan city, (Iran). The participants were 60 male native speakers of Persian and Arabic level of L2 proficiency ranging in age from 15 to 17. In order to have homogeneous groups, the learners were given a grammatical pretest including 20 grammar questions and were assigned into three equal groups based on the results of that exam. In reality, we had two experimental groups on resorting to focus on form the other resorting to focus on meaning and the control group was taught in the traditional way. In simple terms, in order to state the reliability of this test, the split-half method was utilized. The subjects were selected from among four classes and were divided into three groups of 20, namely two experimental and one control groups. The statistical results indicated that the above trend was effective.
پایان نامه ارشد تاثیرآموزش سوالاتwh از طریق تمرکز بر فرم و معنی بر پیشرفت یاد گیرندگان زبان انگلیسی ایرانی سطح متوسط
