Volume 2, Issue 2, March 2014, Page: 115-120
The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance
Farnaz Sahebkheir, Department of English Language Teaching, Islamic Azad University, Ahar Branch, Ahar, Iran
Hanieh Davatgari Asl, Department of English Language Teaching, Islamic Azad University, Ahar Branch, Ahar, Iran
Received: Mar. 6, 2014;       Published: Mar. 30, 2014
DOI: 10.11648/j.ijll.20140202.19      View  3066      Downloads  191
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
Conjunctions, Input Enhancement, Summarizing, Writing Skill
To cite this article
Farnaz Sahebkheir, Hanieh Davatgari Asl, The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance, International Journal of Language and Linguistics. Vol. 2, No. 2, 2014, pp. 115-120. doi: 10.11648/j.ijll.20140202.19
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