فایل ورد The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence

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 فایل ورد The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence دارای 25 صفحه می باشد و دارای تنظیمات در microsoft word می باشد و آماده پرینت یا چاپ است

فایل ورد فایل ورد The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence  کاملا فرمت بندی و تنظیم شده در استاندارد دانشگاه  و مراکز دولتی می باشد.

توجه : در صورت  مشاهده  بهم ريختگي احتمالي در متون زير ،دليل ان کپي کردن اين مطالب از داخل فایل ورد مي باشد و در فايل اصلي فایل ورد The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence،به هيچ وجه بهم ريختگي وجود ندارد


بخشی از متن فایل ورد The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence :


سال انتشار : 1395

نام کنفرانس یا همایش : سومين کنفرانس بين المللي نوآوري هاي اخير در روانشناسي، مشاوره و علوم رفتاري

تعداد صفحات :25

چکیده مقاله:

Scaffolding is an indispensable part of language education because it is necessary for developing different language skills. The present study primarily aims to investigate the impact of piagetian symmetrical vs. vygotskyan asymmetrical scaffolding on IraQLDQ ()/ OHDUQHUV GLVFRXUVH competence. To this end, the researchers chose approximately 51 intermediate level EFL students. The participants were randomly assigned to two groups. Each group included 25 and 26 junior students respectively. Tests to measure discourse competence were presented to both groups before and after the treatment. Both groups worked on the same materials and in the same condition but with different treatments. In one group symmetrical scaffolding was employed and in the other asymmetrical scaffolding. The analyses revealed that asymmetrical scaffolding is more effective than symmetrical scaffolding in improving pragmatic competence of Iranian EFL learners. Finally, the findings of the present study include some pedagogical and theoretical implications for language teachers, learners, and material developers who can benefit from them in EFL contexts.

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