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Document Type : Latin Dissertation
Language of Document : English
Record Number : 155257
Doc. No : 3639P
Call number : ‭3639‬
Main Entry : Hatamzadeh Esfahani, Somayeh
Title Proper : Implicit versus Explicit Grammar corrective Feedback for Iranian EFL Learners with different proficiency levels
Supervisor : ; H.Haghverdi
Advisor : ; Biria
Degree : MA
field of study : , Teaching English
student score : , 1390/06/17, 1390/02/04
Page No : 72 P.: Table, Diagram
Note : 830
Abstract : Within the last 15 years, multiple studies have been done to compare which type of corrective feedback, that is, explicit or implicit is more effective for L2 learners. In this regard, this study was an attempt to test the validity of three null hypotheses as follows: "there is no difference between implicit and explicit feedback in teaching grammar to EFL learners with beginner language proficiency level", "there is no difference between implicit and explicit feedback in teaching grammar to EFL learners with elementary language proficiency level", and "there is no difference between implicit and explicit feedback in teaching grammar to EFL learners with lower-intermediate language proficiency level". To this end, 45 beginner, 45 elementary, and 45 lower-intermediate learners were selected. Each group was divided into three subgroups of explicit feedback, implicit feedback, and mixed feedback, 15 each. After the treatment, the subgroups in each group were tested and the results were compared through one-way ANOVAs. The results showed that for the beginner and elementary learners the explicit group performed better, but for the lower-intermediate learners there was no difference among the performance of the three subgroups..
electronic file name : 3639.pdf
Title and statement of responsibility and : Implicit versus Explicit Grammar corrective Feedback for Iranian EFL Learners with different proficiency levels [Thesis]; H.Haghverdi; Biria
Internal Bibliographies/Indexes Note : Bibliography:P.47-51
 
 
 
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