شماره ركورد كنفرانس :
4604
عنوان مقاله :
The effect of noticing and input enhancement in reading on speaking skill
عنوان به زبان ديگر :
The effect of noticing and input enhancement in reading on speaking skill
پديدآورندگان :
Abdi Reza , University of Mohaghegh Ardabili, , Tarbali Golnaz University of Mohaghegh Ardabili
كليدواژه :
Noticing , Enhanced input , Unenhanced input.
عنوان كنفرانس :
دومين همايش ملي روانشناسي مدرسه
چكيده فارسي :
This study was to determine the effect of noticing and input enhancement in reading on speaking skill. The participants of this study were 30 high school students. Two of the classes were at the pre-intermediate level based on the proficiency test. The two classes at the school were assigned to one experimental group (enhanced input) and one control group (unenhanced input). First we used the pre-test of speaking, then we had ten reading passages for each session. During the classroom, we had some in-class instructional activities and finally a post-test of speaking was given to the students and for the assessment of students oral production, we used speaking rubric. The analysis and comparison between pre-test and post-test through paired sample t-test showed that noticing and input enhancement had helped participants in the experimental group on pre-intermediate level to learn more vocabulary items and improve their oral production.
چكيده لاتين :
This study was to determine the effect of noticing and input enhancement in reading on speaking skill. The participants of this study were 30 high school students. Two of the classes were at the pre-intermediate level based on the proficiency test. The two classes at the school were assigned to one experimental group (enhanced input) and one control group (unenhanced input). First we used the pre-test of speaking, then we had ten reading passages for each session. During the classroom, we had some in-class instructional activities and finally a post-test of speaking was given to the students and for the assessment of students oral production, we used speaking rubric. The analysis and comparison between pre-test and post-test through paired sample t-test showed that noticing and input enhancement had helped participants in the experimental group on pre-intermediate level to learn more vocabulary items and improve their oral production.
