مقاله DIFFERENT EFFECTS OF RECASTS ON IRANIAN MALE AND FEMALE HIGH SCH OOL STUDENTS IN THE ACQUISITION OF PRESENT PERFECT TENSE دارای 1 صفحه می باشد و دارای تنظیمات در microsoft word می باشد و آماده پرینت یا چاپ است
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بخشی از متن مقاله DIFFERENT EFFECTS OF RECASTS ON IRANIAN MALE AND FEMALE HIGH SCH OOL STUDENTS IN THE ACQUISITION OF PRESENT PERFECT TENSE :
سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
تعداد صفحات: 1
چکیده:
Learners differ in how successfully they profit from instruction. In order to predict learners’ achievement and their ability to benefit from different learning and teaching strategies, some differences among the learners have to be taken into consideration. Individual differences (IDs) in such areas as genders are the most important of all differences. IDs and their effects on learning is a field of study of great significance. Empirical studies of the effects of ID variables on language learning in classroom have been the focus of a good number of studies (e,g., Krashen, 2002; Robinson, 2002a; Robinson, 2005). Other major areas on individual differences relate to learning style, strategies and effective variables.Another problem which inspired the researcher to go through the current research was incapability of the high school students to speak accurately in Iran. In this study, it was aimed to explore one of the central individual differences in language learning- that of gender in high school classes which used corrective feedback by the teacher to help the learners to achieve the objective of the course. First, The learners of two intact classes took a pretest. It included a narrative story task. Participants in both groups involved in three treatment sessions that covered drills and two narrative story tasks. During treatment sessions along with the activities, the teachers provided recasts in response to students’ errors consistently. The post-test was administered to both groups immediately after treatment sessions. The post-test also included the same package of narrative story task used as the pretest. With regard to the results obtained from the t-test analysis, it can be concluded that male students who received recasts focus on form did not progress significantly from pre-test to post-test. However, the female students who got the same instruction progressed from pre-test to post test. Maybe this is because of the female tendency toward error correction by the teachers in that class rather than the males
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