توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Effect of Explicit and Implicit Written GJ Tasks on the Nature of EFL Learners’ Grammatical Proficiency When Rendering WH–Questions
نویسنده(ها): ،
اطلاعات انتشار: Curriculum Planning، هفتم،شماره۲۶، تابستان ، سال
تعداد صفحات: ۲۹
This study is a truly experimental quantitative research with repeated measures design investigating the true nature of L2 grammatical proficiency by focusing on its component parts. It examines the performance of 60 female EFL learners at two levels of proficiency (i.e. High‐ and Low‐Intermediate) using two types of computerized Grammaticality Judgement Tasks in different orders (i.e. explicit and implicit written GJ tasks) per each participant at a one week interval for two weeks to determine the extent to which L2 learners' performance is affected by different independent variables chosen and manipulated out of many others that exist (i.e. explicit and implicit knowledge of WH‐movement) as well as the effect of proficiency level on the dependent variable (i.e. L2 participants’ performance on the two GJ tasks) while focusing on subjacency.The null hypothesis is that no relationship exists between the explicitness or implicitness of a GJ task and the EFL participants’ performance on WH‐questions. Results from analyzing the elicited measurement data indicate that the performance scores of the two proficiency groups in the two GJ tasks did not differ significantly, and, as a result, the null hypothesis was not rejected.

۲structure – dependence in (L= 1 persian) English Interlanguage
نویسنده(ها): ،
اطلاعات انتشار: Knowledge & Research in Applied Psychology، اول،شماره۴، تابستان ، سال
تعداد صفحات: ۱۸

۳Access toX–bar Theory: A Study of (L1=Persian) English Interlanguage (انگلیسی)
نویسنده(ها): ، ،
اطلاعات انتشار: فصلنامه دانش و پژوهش در روانشناسي كاربردي، سوم،شماره۷، بهار ، سال
تعداد صفحات: ۳
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