چکیده

هدف از انجام این پژوهش بررسی بازخورد استنباطی بر روی دقت و روانی بیان است. بدین منظور شصت زبان  آموز دختر سطح متوسط موسسه زبان معرفت از طریق آزمون همگون سازی(PET) انتخاب شدند و بطور تصادفی در دو گروه کنترل و آزمایش تقسیم شدند. سپس از طریق پیش آزمون ،بصورت یک مصاحبه ساخت مند، سطح روانی و دقت بیان آنها سنجیده شد. در کلاس گروه آزمایش به مدت سیزده هفته بازخورد استنباطی انجام شد در صورتی که گروه کنترل هیچ بازخوردی در این مدت دریافت نکردند.بعد از سیزده هفته از هر دو گروه پس آزمون ،بصورت مصاحبه ساخت مند ، گرفته شد. سپس برای سنجش تأثیر گذاری بازخورد استنباطی از روش های آماری ANCOVA و t-test استفاده  نمرات پیش آزمون و پس آزمون با یکدیگر مقایسه شد.در نتیجه ی تحلیل آماری مشخص شد که بازخورد استنباطی سبب بهبود دقت و روانی بیان زبان آموزان گردیده است.

Table of Contents

Acknowledgements. v

Abstract vi

Chapter One. 1

Introduction. 1

1.1. Background of Purpose. 1

1.2. Theoretical Framework. 2

Corrective Feedback Types. 2

1.2.1. Positive vs. Negative Feedback. 4

1.2.2. Implicit vs. Explicit Feedback. 5

1.2.3. Reformulations vs. Prompts Feedback. 6

1.3. Statement of the Problem.. 8

1.4. Research Questions: 9

1.5. Research Hypotheses. 9

1.6. Significance of the Study: 10

1.7. Definition of Key Terms. 10

Chapter Two. 13

Review of Related Literature. 13

2.1. Introduction. 13

2.3. Hypotheses behind Corrective Feedback. 14

2.3.1. Schmidt‘s Noticing Hypothesis. 14

2.3.2. Long‘s Interaction Hypothesis. 15

2.3.3. Swain’s Output Hypothesis. 16

2.4. Corrective Feedback and Accuracy. 16

2.5. Corrective Feedback and Fluency. 18

Chapter Three. 21

Methodology. 21

3.1. Introduction. 21

3.2. Participants and Setting. 21

3.3. Instrumentation. 21

3.4. Procedure. 23

3.5. Study Design. 24

Chapter Four. 25

Data analysis, Discussions and Results. 25

4.1. Introduction. 25

4.2. Data analysis and investigation of research questions. 25

4.2.1. Descriptive Statistics. 25

4.2.2 Inferential statistics. 29

4.3. Discussion. 34

Chapter Five. 36

Conclusion. 36

5.1. Introduction. 36

5.2. Conclusion. 36

5.3. Pedagogical Implications. 38

5.4. Suggestions for Further Research. 38

References. 39

Appendix (1): Test specification. 44

Appendix (2): Accuracy measures. 48

Appendix (3): Fluency measures. 49

Appendix (4): Homogeneity Test and Pretest 50

Appendix (5): posttest 51

Abstract

The present study was conducted to investigate the effect of elicitation feedback on speaking accuracy and fluency. To fulfill the purpose of the study, 60 female intermediate learners at Marefat Language Institute were chosen by means of administering a proficiency test preliminary English test (PET). They were randomly divided into two homogeneous groups, one as the experimental group and the other as the control one. These learners were pretested through a structured interview to check their current speaking accuracy and fluency level.

Of course, the experimental group was provided with elicitation feedback, while the control group received no feedback. After thirteen sessions of treatment, the two groups were post tested through another structured interview. The scores of the participants demonstrated that the experimental group performed better than the control group. The analysis of the data was done through the analysis of covariance (ANCOVA) and t-test. Finally, it was concluded that employing elicitation feedback has positive effect on speaking accuracy and fluency.

Key words: elicitation feedback, accuracy, fluency

Chapter One