Volume 2, Issue 2, March 2014, Page: 121-126
The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance
Farnaz Sahebkheir, Department of English Language Teaching, Islamic Azad University, Ahar branch, Ahar, Iran
Nader Asadi Aidinlou, Islamic Azad University, Ahar branch, Ahar, Iran
Received: Mar. 6, 2014;       Accepted: Apr. 8, 2014;       Published: Apr. 10, 2014
DOI: 10.11648/j.ijll.20140202.20      View  3578      Downloads  268
The aim of this study was to examine the effects of a process oriented program focused on the teaching of three types of conjunctions on Iranian EFL learners’ ability to produce coherent and well –organized texts. The researcher as the teacher explained about the different usage of conjunctions for the experimental group. Furthermore, this group received model essays in the form of cloze tests (conjunctions were omitted). Students should complete the cloze tests by using conjunctions. Later on they had access to the completed form of those cloze tests and then summarized the texts. Control group did not get any explicit instruction about using conjunctions or any cloze test. They just received the same model essays and summarized them. In the post-test, both groups wrote about the same writing task. The results show that students in the experimental group outperformed the control group in terms of using conjunctions appropriately.
Cloze Tests, Conjunctions, Explicit Instruction, Summarizing, Written Performance
To cite this article
Farnaz Sahebkheir, Nader Asadi Aidinlou, The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance, International Journal of Language and Linguistics. Vol. 2, No. 2, 2014, pp. 121-126. doi: 10.11648/j.ijll.20140202.20
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