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The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance

Received: 6 March 2014     Accepted: 8 April 2014     Published: 10 April 2014
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Abstract

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.

Published in International Journal of Language and Linguistics (Volume 2, Issue 2)
DOI 10.11648/j.ijll.20140202.20
Page(s) 121-126
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

Keywords

Cloze Tests, Conjunctions, Explicit Instruction, Summarizing, Written Performance

References
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  • APA Style

    Farnaz Sahebkheir, Nader Asadi Aidinlou. (2014). The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance. International Journal of Language and Linguistics, 2(2), 121-126. https://doi.org/10.11648/j.ijll.20140202.20

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    ACS Style

    Farnaz Sahebkheir; Nader Asadi Aidinlou. The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance. Int. J. Lang. Linguist. 2014, 2(2), 121-126. doi: 10.11648/j.ijll.20140202.20

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    AMA Style

    Farnaz Sahebkheir, Nader Asadi Aidinlou. The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance. Int J Lang Linguist. 2014;2(2):121-126. doi: 10.11648/j.ijll.20140202.20

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  • @article{10.11648/j.ijll.20140202.20,
      author = {Farnaz Sahebkheir and Nader Asadi Aidinlou},
      title = {The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance},
      journal = {International Journal of Language and Linguistics},
      volume = {2},
      number = {2},
      pages = {121-126},
      doi = {10.11648/j.ijll.20140202.20},
      url = {https://doi.org/10.11648/j.ijll.20140202.20},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140202.20},
      abstract = {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.},
     year = {2014}
    }
    

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    T1  - The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance
    AU  - Farnaz Sahebkheir
    AU  - Nader Asadi Aidinlou
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    N1  - https://doi.org/10.11648/j.ijll.20140202.20
    DO  - 10.11648/j.ijll.20140202.20
    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
    SP  - 121
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    PB  - Science Publishing Group
    SN  - 2330-0221
    UR  - https://doi.org/10.11648/j.ijll.20140202.20
    AB  - 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.
    VL  - 2
    IS  - 2
    ER  - 

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Author Information
  • Department of English Language Teaching, Islamic Azad University, Ahar branch, Ahar, Iran

  • Islamic Azad University, Ahar branch, Ahar, Iran

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