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۱The effect of teacher – learner interaction on speaking ability of Iranian EFL learners
نویسنده(ها): ،
اطلاعات انتشار: اولین همایش ملی زبان انگلیسی، ادبیات و ترجمه در آموزش و پرورش، سال
تعداد صفحات: ۱۰
The ultimate aim of learning a language is to use it in communication in its spoken form.Classroom interaction is a key to reach that goal. Thus, the idea that interaction should beimplemented in the classroom became more and more popular especially in second or foreignlanguage classroom. The present study aims to investigate the effect of teacher–learnerinteraction on speaking ability of the students. To this end, forty students who were learningEnglish at a language institute in Yazd were selected to participate in the study. They wereassigned to one control group and one experimental group. Students in experimental group hadteacher–learner interaction. Pretest, posttest, and some interviews were conducted duringexperimental phase of the study and in fact, the data of the current study was collected during 8sessions of treatment. Descriptive statistics was applied for data analysis. The results of the studydemonstrate that teacher–learner interaction has significant effect on speaking ability of thelearners and the average of accuracy and fluency of experimental group was higher than ones ofcontrol group. The present study also has some pedagogical implications for both learners andteachers.<\div>

۲The Role of Age and Gender in Speaking ability of Iranian EFL Learners
نویسنده(ها): ،
اطلاعات انتشار: اولین همایش ملی زبان انگلیسی، ادبیات و ترجمه در آموزش و پرورش، سال
تعداد صفحات: ۱۸
Many of those who learn a foreign language do so in order to be able to communicate with nativespeakers in real life situation. They wish to interact with the speech community in such a waythat they are accepted as a member of that community. Thus, the main goal of learning alanguage is to use it in communication in its spoken form. The present study aims to investigatethe effect of two demographic features, namely age and gender on speaking ability of thestudents. To this end, sixty students who were learning English at a language institute in Yazdwere selected to participate in the study. They were assigned to one control group and twoexperimental groups. Students in one experimental group had teacher–learner interaction on theirspeaking and students in another experimental group had learner–learner interaction. Pretest,posttest, and some interviews were conducted during experimental phase of the study and in fact,the data of the current study was collected during 8 sessions of treatment. Descriptive statistics offrequency and percentage was applied for data analysis. The results of the study demonstrate thatstudents’ age and gender affected speaking ability of the learners and the average of accuracyand fluency of the female and older students was higher than ones of male and younger learners.The present study also has some pedagogical implications for both learners and teachers.<\div>

۳The role of learner – learner interaction in speaking ability of Iranian EFL learners
نویسنده(ها): ،
اطلاعات انتشار: اولین همایش ملی زبان انگلیسی، ادبیات و ترجمه در آموزش و پرورش، سال
تعداد صفحات: ۱۰
It is generally accepted that classroom interaction can contribute to students’ languagedevelopment and communicative competence by providing target language practiceopportunities. Thus, the idea that interaction should be implemented in the classroom becamemore and more popular especially in second or foreign language classroom. The present studyaims to investigate the effect of learner–learner interaction on speaking ability of the students. Tothis end, forty students who were learning English at a language institute in Yazd were selectedto participate in the study. They were assigned to one control group and one experimental group.Students in experimental group had learner–learner interaction in the classroom. Pretest, posttest,and some interviews were conducted during experimental phase of the study. In fact, the data ofthe current study was collected during 8 sessions of treatment. Descriptive statistics was appliedfor data analysis. The results of the study demonstrate that learner–learner interaction hassignificant effect on speaking ability of the learners and the average of accuracy and fluency ofexperimental group was higher than ones of control group. The present study also has somepedagogical implications for both learners and teachers.<\div>
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