جستجوی مقالات مرتبط با کلیدواژه « Factorial Design » در نشریات گروه « ادبیات و زبان ها »

This research study investigates the impact of three sorts of simplification of reading comprehension passages through translating, paraphrasing and elaborating new words and expressions on the Iranian language teaching freshmen's reading comprehension ability. In phase one six English reading pas- sages in one of three types- (a) translated, (b) paraphrased, (c) elaborated words and expressions- were offered to 90 male and female subjects categorized in three groups for three consecutive ses- sions. The ANOVA statistical findings unraveled that paraphrasing had the significant meaningful impact on the subjects' reading comprehension ability. In phase two 180 students were divided into two sexes (i.e., males and females) in six thirty-subject groups to be exposed to the three aforemen- tioned reading comprehension approaches for six sessions. Comprehension was assessed by reading comprehension questions (10 items) and a twenty-item M/C test for each of the three abovemen- tioned passage types. The test data were analyzed through a 2X3 ANOVA Factorial design along with post hoc analyses. The results revealed that the female subjects benefited from paraphrasing more than the males while the males outperformed their counterparts in the realm of translated pas- sages. Elaboration helped the both sexes more or less to the same degree. Accordingly, the educa- tional materials developers and designers are considerably recommended to take this issue into con- sideration which may count as the ultimate objective of EFL reading instruction.

The present research study, based on a systematic procedure, investigates the impact of the illocu- tionary and locutionary forces of the pragmatic competence on the Iranian male and female language teaching juniors. By virtue of gaining a persuasive and forceful ultimate goal of this study 400 lan- guage teaching Iranian juniors attended this study. Phase 1 witnessed a T-test where 60 males and females of the subjects were randomly classified into two-30 subject groups. The experimental group was assigned tasks based on illocutionary act measures where the communicative force of the utter- ances was taken into account and the control group was given tasks based on locutionary act where the well-formedness of the utterances was considered for the period of twelve sessions. As the post- test five native like Iranian Ph.D holders in linguistics who had full command of pragmatic compe- tence in general and speech act theory in particular were hired to interview all the 60 subjects to un- ravel their differences. The acquired result revealed that the experimental group was much more versed in pragmatic competence regarding the illocutionary force of speech act theory. Phase 2 was allotted to a correlational study. The researcher intended to look into the degree of correlation be- tween the locutionary and the illocutionary forces. The scores of 30 subjects in illocutionary experi- mental group were correlated with those of the locutionary control group. The coefficient of correla- tion demonstrated that there was a negligible positive correlation between the two variables. In phase 3 a 2x2 factorial design was employed where the120 male and female participants were subjected to the locutionary and illocutionary act. According to the observed F it was proved that the females out- performed the male subjects in both locutionary and illocutionary acts.