پایان نامه رشته زبان انگلیسی:مقایسه تاثیر روش داستانگویی و ایفای نقش برانگیزه زبان آموزان

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

گرایش :آموزش

عنوان : پایان نامه رشته زبان انگلیسی:مقایسه تاثیر روش داستانگویی و ایفای نقش برانگیزه زبان آموزان

دانشگاه آزاد اسلامی

واحد تهران مرکزی

دانشکده زبانهای خارجی ، گروه زبان انگلیسی

پایان نامه برای دریافت  درجه کارشناسی ارشد(M.A)

گرایش : آموزش

موضوع:

مقایسه تاثیر روش داستانگویی و ایفای نقش برانگیزه زبان آموزان

استاد راهنما:

دکتر عبدالله برادران

استاد مشاور:

دکتر شعله کلاهی

سال تحصیلی: 93-1392

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

(در فایل دانلودی نام نویسنده موجود است)

تکه هایی از متن پایان نامه به عنوان نمونه :

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

چکیده:

هدف از انجام این مطالعه مقایسه اثر داستان گویی و ایفای برانگیزه زبان آموزان بوده است. بدین منظور پس از برگزاری آزمون (PET) در ابتدای مطالعه به منظور همسان سازی، از بین 90 زبان آموز در سطح متوسط و در گروه سنی 13 تا 17 سال موسسه زبان های خارجی آریان در شهر گرگان60  نفر انتخاب شدند و بدین ترتیب دو گروه مختلف آزمایشی را شکل دادند: 30 نفر در گروه آزمایشی 1 و 30 نفر در گروه آزمایشی 2 . پرسشنامه انگیزه گاردنر به عنوان پیش آزمون ازهر دو گروه گرفته شد. سپس گروه آزمایشی  1مورد آموزش از طریق داستان گویی و گروه آزمایشی 2، مورد آموزش از طریق ایفای نقش در آموزشگاه قرار گرفتند. پس از سپری کردن 20 جلسه آموزشی در یک ترم،همان پرسشنامه،به عنوان پس آزمون برگزار و در پایان دوره آموزشی میانگین نمرات هر دو گروه از طریق آزمون مستقل تى محاسبه شد. نتایج تفاوت معناداریدر میزان انگیزه گروه آزمایشی ایفای نقشنسبت به گروه آزمایشی دوم نشان داد واین گروه نسبت به گروه داستان گویی توانست برتری داشته باشد.

ABSTRACT

This study was an attempt to investigate the comparative effect of storytelling and role playing on EFL learners’ motivation. To fulfill the purpose of this study, 60 female learners with the age range of 13 to 18 years old were selected among a total number of 90 learners studying at Arian Institute in Gorgan through their performance on a piloted PET for homogenizing them prior to the study. Four classes with 15 participants in each were randomly assigned to two experimental groups with two different treatments. Both experimental groups attended 20 sessions with the same material, and the Gardner’s attitude and motivation test battery (AMTB) was administered as the pretest and posttest of the study. The mean scores of the two groups on this posttest were computed through an independent samples t-test in order to test the hypothesis raised in the study. The results demonstrated that learners benefited significantly from role playing and storytelling instructions.

TABLE OF CONTENTS

 

ABSTRACT                                                                                                          ii                                  

ACKNOWLEDGMENTS                                                                                     iii

TABLE OF CONTENTS                                                                                       iv

LIST OF TABLES AND FIGURES                                                                    vii

 

CHAPTER I: BACKGROUND AND PURPOSE                                                1                                                                                                                                

1.1. Introduction                                                                                                   2

1.2. Statement of the Problem                                                                                5

1.3. Statement of the Research Question                                                                6

1.4. Statement of the Research Hypothesis                                                            6

1.5. Definition of Key Terms                                                                                  6

1.6. Significance of the Study                                                                                 8

1.7. Limitations and Delimitation                                                                           9

1.7.1. Limitations                                                                                              9        1.7.2. Delimitation                                                                                                   10

 

CHAPTER II: REVIEW OF THE RELATED LITERATURE                      11

2.1. Introduction                                                                                                   12

2.2. History of Storytelling                                                                                   15

2.2.1. Storytelling in the English Language Classroom                                  16

2.2.2. Communicative Language Teaching (CLT) and

Storytelling                                                                                            17

2.2.3. Storytelling and Task-based Language Teaching                                  19

 

 

2.2.4. The National Curriculum, Communicative Language                          20

Teaching (CLT) and Storytelling

2.2.5. Learner Autonomy and Storytelling                                                      21

2.2.6. Multiple Intelligences (MI) and Storytelling                                        22

2.2.7. Rationale for Storytelling                                                                      24

2.2.8. Studies on Storytelling                                                                          24

2.3. Role playing                                                                                             26

2.3.1. Role playing and Task-based Language Teaching                                26

(TBLT)

2.3.2. Advantages of Role playing                                                                  27

2.3.3 Disadvantages of Role playing                                                               31

2.3.4. Rationale for Using Role playing                                                          32

2.4 Motivation                                                                                                 34

2.4.1. Types of Motivation                                                                          37

2.4.1.1 Instrumental and Integrative Motivation                                                     37

2.4.1.2 Intrinsic and Extrinsic Motivation                                                   38

2.5.Theories and Constructs Reflecting Motivational Beliefs                                 39

and Attitudes

2.5.1 Attribution Theory                                                                                 39

2.5.2 Self- efficacy                                                                                           41

2.5.3 Mastery Experience                                                                                41

2.5.4Social Modeling                                                                                       41

2.5.5.Social Persuasion                                                                                    42

2.5.6.Psychological Response                                                                                42

2.5.7.Self – worth Theory                                                                                43

2.5.8.Goal Theories                                                                                         43

2.5.9. Self – Determination Theory (SDT)                                                      44

 

CHAPTER III: METHODOLOGY                                                                    46       

3.1. Introduction                                                                                                       47

3.2. Participants                                                                                                       47

3.3. Instrumentations and Materials                                                                       48

3.3.1.    Tests                                                                                                              48

3.3.1.1. The Preliminary English Test (PET)                                                    48

3.3.1.2. Attitude and Motivation Test Battery a                                                      50

Pretest and a Posttest

3.3.2. Materials                                                                                                        51

3.3.2.1.                                          Main Course Book for Both Groups

3.3.2.2. Flashcards and Posters for Both Groups                                                    51

3.4. Procedure                                                                                                          51

3.5. Design                                                                                                              54

3.6. Statistical Analyses                                                                                          55

CHAPTER IV: RESULTS AND DISCUSSION                                                56       

4.1. Introduction                                                                                                      57

4.2. Participant Selection                                                                                        57

4.2.1 PET Pilot Study                                                                                              58

4.2.1.1 PET Administration for Homogenizing                                                      59

the Participants

4.2.2. Inferential Statics                                                                                           67

4.2.2.1. Post-Test Results                                                                               71

4.2.2.2. Post-Test Descriptive Statistics                                                                  71

4.3. Testing the Null Hypotheses                                                                            74

4.4. Discussion                                                                                                       75

 

CHAPTER V: CONCLUSION AND PEDAGOGICAL                                    82

IMPLICATIONS                                                                                     

5.1. Introduction                                                                                                   83

5.2. Summary of the Findings                                                                              83

5.3. Pedagogical Implications                                                                               85

5.3.1. Implication for EFL Teachers                                                                    85

5.3.2. Implication for EFL Syllabus Designers                                                    86

5.4. Suggestions for Further Research                                                                  87

 

REFERENCES                                                                                                      89

 

APPENDICES                                                                                                       97

Appendix A: Preliminary English Test (PET)                                                        98

Appendix B: Appendix B: Writing Rating Scale                                                  120

Appendix C: Attitude and Motivation Test Battery                                              122

by Gardner, 1985 (AMTB)

Appendix D: Sample Lesson                                                                                 126

 

LIST OF TABLES AND FIGURES

 

Table 4.1 Descriptive Statistics of the PET Pilot Administration                       58

Table 4.2 Reliability Estimates of the PET before and after Removing             59

Malfunctioning Items

Table 4.3 Reliability of the PET in First Homogenization                                  60

Table 4.4 Descriptive Statistics of the Two Ratings of PET Writing                 60

Section (First Homogenization)

Table 4.5 Correlation between the Two Ratings of the PET                               61

Writing Tasks (First Homogenization)

Table 4.6: Descriptive Statistics of Total PET (First Homogenization)             62

Table 4.7 Reliability of the PET (Second Homogenization)                               62

Table 4.8 Descriptive Statistics of the Two Ratings of PET Writing                 63

Section (First Second Homogenization)

Table 4.9 Correlation between the Two Ratings of the PET Writing                 64

Tasks (Second Homogenization)

Table 4.10 Descriptive Statistics of Total PET (Second Homogenization)        64

Table 4.11 Descriptive Statistics of the Total PET Scores of the Two               65

Experimental Groups

Table 4.12: Independent Samples Test on the Total PET at the Onset               66

Table 4.13: T-test for both experimental groups                                                     67

Table 4.14: Paired Samples Test for the experimental group 1                          68

Table 4.15: Paired Samples Test for the experimental group 2                          69

Table 4.16: Independent Samples Test Experimental 1                                    70

and Experimental 2 (Pretest)

Table 4.17: Descriptive Statistics of the motivation Post-test                           72

Table 4.18: Independent Samples Test Experimental 1                                    74

and Experimental 2(Posttest)

Figure 4.1: Scatter Plot of Descriptive Statistics of the motivation Post-test

 

 

 

 

 

CHAPTER I

 

BACKGROUND AND PURPOSE

 


 

1.1 Introduction

Scholars in the field of teaching and learning English as a foreign or second language have long been concerned with finding ways to increase the learners’ motivation and removing the barriers they bring with themselves into the educational environment. Incorporating different instructions and techniques into the classroom adds variety as well as opportunities for a lot of language production. Some believe that these techniques can be used as integral part of the class. Using storytelling and role playing in EFL classes have gained special attention in recent years. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher is not convinced about the validity of using role-play, the activity “will fall flat on its face just as you expected it to” (Ladousse, 1987, p.7). A widely spread and one of the best communicative activities as well as cooperative learning is a role play which trains the students in the classroom to cope with unpredictable real-life situations in an English speaking environment.  Ladousse (1987) points out the special reasons for using role play in the lessons. It puts students in situations in which they are required to use and develop language necessary in social relationships and helps them to build up their social skills. Using role play is useful especially while teaching shy students who have difficulty participating in conversations about themselves. Through this activity they are put into various roles and no longer feel that their own personality is implicated. Role play is an essential communicative technique which develops fluency, promotes interaction in the classroom and increases motivation.

Nowadays, with the development of communication technology, the necessity of learning English as one of the most important languages of the world became more apparent. Therefore, the need for learning communicative skills increases. On important issue in teaching – learning settings is psychological ones like stress, anxiety, and motivation. The present study deals with the effect of two applicable instructions of teaching on motivation. It is important that educators recognize the impact of the tasks on their students and ensuring that they are considering learners academic and emotional needs.

However, storytelling has a strong effect on learners’ perception and comprehension. Baker and Greene (1977) assert “storytelling increases the listeners’ awareness-sense of wonder, of mystery, of reverence for life” (p.17).

Louise Phillips (2000), in her research about storytelling mentioned the importance and effect of storytelling: There is enough research that has found valuable learning potential in storytelling experiences for children. This research indicates that storytelling  “(a)enhances children’s imagination” (Raines and Isbell, 1994;pp. 264-265); “(b) supports and improves children’s social lives” (Britsch, 1992; p. 80); “(c) develops their cognitive skills such as ‘deferred imitation’, speculation and knowledge”(Britsch, 1992; p.23; Nicolopoulou, Scales and Weintramb, 1994; p. 103; Mallan, 1991;p. 12); “(d) contributes significantly to all aspects of language development” (Cooper, Collins and Saxby, 1992; Mallan, 1991); and “(e) is an effective bridge to early literacy” (Bruner, 1986; Rosen, 1988 as cited in Miller and Mehler, 1994).

The power and value of reading to children is indisputable (Trealease, 1985; Hall, 1992; Snow, 1992 as cited in Tallant, 1992). In addition to great pleasure, it offers for children both story structure and makes them ready to become independent reader (Tallant, 1992).

It should be noted that role playing activities help the students to experience the “real-world” situations (Oberle, 2004, p 199). Van Ments (1983) mentioned three main advantages of role-playing activities: (a) they are positive and safe in dealing with attitudes and feelings, (b) they provide a safe venue for expressing personal and sometimes unpopular attitudes and opinions, and (c) “role-playing is highly motivating as the majority of students enjoy these types of activities and become more inspired learners (as Cited in Graves, 2008).

On the other hand, motivation is considered as a key feature in the success of language learning. In fact, Dörnyei (2000) puts that “motivation provides the primary impetus to embark upon learning, and later the driving force to sustain the long and often tedious learning process” (p.425). With regard to the importance of comparison of digital and traditional role-play among Iranian EFL Learners’ proficiency in motivation, most scholars have written paper about the importance of role-playing in motivation.

 

 

  • Statement of the Problem

Teaching is a process in which teachers have to consider many different aspects if they want to make this process successful such as students level, background, social context, interests, purposes, personality, age, learning styles, abilities, and personality characteristics. About those factors and others, Lightbown and Spada (1997, p. 33) believe: “in addition to personality characteristics, other factors generally considered to be relevant to language learning are intelligence, aptitude, motivation, and attitudes.”

According to AbuêndiaPadilha (1999), it is really important for teachers to promote learner’s confidence by focusing on some issues and topics which make them interested. De Almeida believes that “in this way, learners will be able to continue with their learning process in a meaningful way. Not only can it provide a good language environment, but also motivation.” (2011, p.4)

Ericksen (1978) believes that “Effective learning in the classroom depends on the teacher’s ability … to maintain the interest that brought students to the course in the first place” (Ericksen, 1978, p. 3).

Researchers try to find a way to increase the learners’ motivation and interests and also decrease the amount of difficulty they encounter when they want to learn a new language.

It is widely agreed that learning takes place since activities are engaging and memorable. Research has also shown that well-organized everyday teaching practices and techniques have a great effect in contrast to special efforts to attack motivation directly (Ericksen, 1978).

In line with the discussion presented so far and because of the necessity for motivating instruction in an EFL learning setting, this study sought to compare the effect of storytelling and role playing on EFL learners’ motivation.

تعداد صفحه : 147

قیمت : 14000تومان

بلافاصله پس از پرداخت ، لینک دانلود پایان نامه به شما نشان داده می شود

و در ضمن فایل خریداری شده به ایمیل شما ارسال می شود.

پشتیبانی سایت :        09309714541 (فقط پیامک)        serderehi@gmail.com

در صورتی که مشکلی با پرداخت آنلاین دارید می توانید مبلغ مورد نظر برای هر فایل را کارت به کارت کرده و فایل درخواستی و اطلاعات واریز را به ایمیل ما ارسال کنید تا فایل را از طریق ایمیل دریافت کنید.

--  -- --

مطالب مشابه را هم ببینید

فایل مورد نظر خودتان را پیدا نکردید ؟ نگران نباشید . این صفحه را نبندید ! سایت ما حاوی حجم عظیمی از پایان نامه های دانشگاهی است. مطالب مشابه را هم ببینید. برای یافتن فایل مورد نظر کافیست از قسمت جستجو استفاده کنید. یا از منوی بالای سایت رشته مورد نظر خود را انتخاب کنید و همه فایل های رشته خودتان را ببینید