توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Relationship between First and Second Language Literacy in Writing
نویسنده(ها):
اطلاعات انتشار: Spring ۲۰۰۸، Volume ۱ - Number ۲، سال
تعداد صفحات: ۱۷

۲The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning
نویسنده(ها): ،
اطلاعات انتشار: Volume ۳، Spring ۲۰۱۰ - Number ۶، سال
تعداد صفحات: ۱۸

۳Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse
نویسنده(ها): ،
اطلاعات انتشار: پاییز - شماره ۱۱، سال
تعداد صفحات: ۱۵
Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here–and now & There–and–then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower–intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower–intermediate male, lower–intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower–intermediate and PET for intermediate. All groups in here–and–now task type were asked to write a story using simple past based on a picture strip while for there–and–then task type the participants were supposed to write about their last birthday. The results from paired samples t–test, independent samples t–test and two–way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity, Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.
نمایش نتایج ۱ تا ۳ از میان ۳ نتیجه