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فهرست مقالات

Contributory Role of Praise in Improving Collocational Knowledge of University Students Majoring in TEFL and Linguistics

نویسنده:

(11 صفحه - از 11 تا 21)

چکیده:

The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations. Notably, praise plays a significant role in the rate and success of learning process in general, and in language learning classroom in particular. Accordingly, the present study sought to investigate the significant influence of praise on the growing trend of university students with different majors, namely, Teaching English as a Foreign Language (TEFL) and linguistics. To this end, from the population of students majoring in English, at the Islamic Azad University, Isfahan, Iran, two classes of sophomore students were selected, each containing thirty participants. Subsequently, the experimental group was exposed to a wide variety of distinguishing instructor praise expressions throughout the entire term while the students in the control group were not praised and encouraged. The results of the t- test revealed that the group which was praised by the instructor during the term progressed substantially in comparison with the other group. Moreover, there appeared to be a positive correlation between instructor praise and learner progress. Evidently, the results of the present study may have practical implications for EFL teachers, materials developers, and syllable designers.

خلاصه ماشینی:

In addition, the research of Partin, Robertson, Maggin, Oliver, and Wehby (2010) shows that teacher praise as positive reinforcement for students’ appropriate behavior and the provision of high rates of opportunities for students to respond correctly to academic questions, tasks, or demands decreases inappropriate student behaviors and increases appropriate behaviors. com Volume 4, Number 1, March 2019 {مراجعه شود به فایل جدول الحاقی} In fact, the changes between groups cannot be attributed to different teaching approaches and training techniques adopted by the instructor but to various praise and encouraging expressions utilized in the classroom. com Volume 4, Number 1, March 2019 (View the image of this page) As Figure 1 depicts, the mean scores for both TEFL and Linguistics groups are approximately the same and it means that the two groups were homogeneous in terms of collocational knowledge in the beginning of the investigation. com Volume 4, Number 1, March 2019 (View the image of this page) As Figure 2 represents, students in the TEFL group had better performance as compared to students in the Linguistic cohort due to the fact that TEFL students were exposed to a wide variety of different praise words and expressions throughout the sessions. In line with this, the more praise words and expressions the instructor uses while teaching, the better scores and results students can achieve in the collocation test, writing exercises, and speaking activities. 6. Conclusion The present study attempted to investigate the contributory role of praise notes and encouragement in improving collocational knowledge of Iranian university students majoring in TEFL and linguistics.

کلیدواژه ها:

academic performance ، learning process ، instructor praise


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