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The Effect of Alternative Teaching Model on EFL Learners Grammar Achievement

Faculty of Foreign Language – Department of English "M.A" Thesis On Teaching English

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15,000 تومان

توضیحات

Abstract

This study was an attempt to investigate the effect of alternative teaching model on EFL learners' grammar achievement. For this purpose, 60 female pre intermediate junior high school EFL learners were chosen from a total number of 90 through their performance on a piloted Key English Test (KET). Based on the results, the students were randomly assigned to one control and one experimental group with 30 participants in each. Prior to the treatment, students took part in a piloted teacher- made grammar test as pre-test. Both groups underwent the same amount of teaching during 12 sessions of treatment. The only difference was that the experimental group received the treatment in the form of getting instruction on co-teaching model while the control group received the routine instruction of grammar. At the end of the treatment, a piloted teacher- made grammar test was administered to both groups and an independent samples t-test was used to test the null hypothesis raised in the study. The results showed that alternative teaching model has a significant effect on junior high school students’ grammar achievement.

Table of contents

CHAPTER I: BACKGROUND AND PURPOSE

1.1. Introduction. 2

1.2. Statement of the Problem.. 11

1.3. Statement of Research Question. 12

1.4. Statement of Research Hypothesis. 13

1.5. Definition of Key Terms. 13

1.5.1. Co-teaching. 13

1.5.2. Alternative Teaching. 13

1.5.3. Grammar14

1.5.4. Regular (general) education teacher and special education teacher14

1.6. Significance of the Study. 15

1.7. Limitation and Delimitations of the Study. 16

1.7.1. Limitation of the Study. 17

1.7.2. Delimitations of the Study. 17

CHAPTER II: REVIEW OF THE RELATED LITERATURE

2.1. Introduction. 19

2.2. Theoretical Foundation and History of Co-Teaching. 19

2.3. Characteristics of Effective Collaboration. 25

2.4. Characteristics of Co-teachers and Co-teaching. 26

2.5. Components of Co-teaching. 30

2.5.1. Interpersonal Communication. 30

2.5.2. Physical Arrangement32

2.5.3. Familiarity with the Curriculum.. 33

2.5.4. Curriculum Goals and Modifications. 34

2.5.5. Instructional Planning. 35

2.5.6. Instructional Presentation. 37

2.5.7. Classroom Management38

2.5.8. Assessment39

2.6. Co-teaching Models. 40

2.6.1. One teach, one observe. 46

2.6.2. Station Teaching. 47

2.6.3. Parallel Teaching. 48

2.6.4. Team Teaching. 49

2.6.5. Alternate Teaching. 49

2.6.6. Supportive Teaching. 50

2.6.7. One Teach, One Drift50

2. 7. Benefits of Co-Teaching. 53

2.7.1. Benefits of Co-teaching for Teachers. 55

2.7.2. Benefits of Co-teaching for Students. 56

2.8. Student Achievement and Co-teaching. 58

2.9. Successful Conditions for Implementing Co-Teaching. 59

2.10. Co-teaching at secondary level63

2.11. Organizational Impediments to Co-teaching at Secondary Level63

2.12. Challenges to Collaboration. 67

2.12.1. Philosophical Differences. 67

2.12.2. Different Levels of Expertise. 68

2.13. The Evolution of Grammar Instruction. 68

2.14. Explicit or Implicit Teaching of Grammar69

2.15. Qualitative studies on co-teaching. 71

2.16. Quantitative studies on co-teaching. 77

CHAPTER III: Methodology

3.1. Introduction. 81

3.2. Participants. 82

3.3. Instrumentation. 83

3.3.1. Language Proficiency Test83

3.3.1.2. Listening Section. 84

3.3.1.2. Reading and Writing Section. 84

3.3.2 Grammar Achievement Test as a pre test and a post test85

3.3.3. Instructional Materials. 86

3.3.3.1. Course Book. 86

3.3.3.2. khate Sefid. 87

3.4. Procedure. 87

3.4.1. Homogenizing the Participants. 87

3.4.2. The Treatment88

3.5. Design of the Study. 92

3.6. Statistical Analysis. 93

CHAPTER IV: Results and Discussion

4.1. Introduction. 95

4.2. Descriptive Statistics for the Piloting KET Proficiency Test96

4.3. Descriptive Statistics of the KET Main Administration for Homogenization. 97

4.4. Descriptive Statistics of the grammar Pre-test100

4.5. The Results of Testing the Null Hypothesis. 106

4.6. Discussion. 107

CHAPTER V: CONCLUSION AND PEDAGOGICAL MPLICATIONS

5.1. Introduction. 110

5.2. Summary of the Findings. 110

5.3. Conclusion. 111

5.4. Theoretical Implications. 112

5.5. Practical Implications. 113

5.6. Suggestions for FurtherResearch. 114

References. 115

APPENDICES

Appendix A.. 129

Appendix B.. 144

Appendix C.. 151

 

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