The aim of the present study was to examine the impact of the input enhancement of three types of conjunctions on Iranian EFL learners to produce coherent and well-organized texts. Experimental group received an enhanced version of a model essay in which three kinds of conjunctions were bolded and underlined. Students were supposed to read these enhanced models and write summaries. Control group had the same materials without typographical modifications (i.e. there were no changes made to the text). The treatment was an eight session program. The researcher uses the mean number of conjunctions per T-unit for measuring the cohesive ties density both in the pre-test and post-test. In the post-test both groups wrote about the same topic. The results show that the experimental group outperformed the control group
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 2) |
| DOI | 10.11648/j.ijll.20140202.19 |
| Page(s) | 115-120 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Conjunctions, Input Enhancement, Summarizing, Writing Skill
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APA Style
Farnaz Sahebkheir, Hanieh Davatgari Asl. (2014). The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance. International Journal of Language and Linguistics, 2(2), 115-120. https://doi.org/10.11648/j.ijll.20140202.19
ACS Style
Farnaz Sahebkheir; Hanieh Davatgari Asl. The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance. Int. J. Lang. Linguist. 2014, 2(2), 115-120. doi: 10.11648/j.ijll.20140202.19
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Download@article{10.11648/j.ijll.20140202.19,
author = {Farnaz Sahebkheir and Hanieh Davatgari Asl},
title = {The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {2},
pages = {115-120},
doi = {10.11648/j.ijll.20140202.19},
url = {https://doi.org/10.11648/j.ijll.20140202.19},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140202.19},
abstract = {The aim of the present study was to examine the impact of the input enhancement of three types of conjunctions on Iranian EFL learners to produce coherent and well-organized texts. Experimental group received an enhanced version of a model essay in which three kinds of conjunctions were bolded and underlined. Students were supposed to read these enhanced models and write summaries. Control group had the same materials without typographical modifications (i.e. there were no changes made to the text). The treatment was an eight session program. The researcher uses the mean number of conjunctions per T-unit for measuring the cohesive ties density both in the pre-test and post-test. In the post-test both groups wrote about the same topic. The results show that the experimental group outperformed the control group},
year = {2014}
}
TY - JOUR T1 - The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance AU - Farnaz Sahebkheir AU - Hanieh Davatgari Asl Y1 - 2014/03/30 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140202.19 DO - 10.11648/j.ijll.20140202.19 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 115 EP - 120 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140202.19 AB - The aim of the present study was to examine the impact of the input enhancement of three types of conjunctions on Iranian EFL learners to produce coherent and well-organized texts. Experimental group received an enhanced version of a model essay in which three kinds of conjunctions were bolded and underlined. Students were supposed to read these enhanced models and write summaries. Control group had the same materials without typographical modifications (i.e. there were no changes made to the text). The treatment was an eight session program. The researcher uses the mean number of conjunctions per T-unit for measuring the cohesive ties density both in the pre-test and post-test. In the post-test both groups wrote about the same topic. The results show that the experimental group outperformed the control group VL - 2 IS - 2 ER -
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