THE TEN MONTH INVESTIGATION AND EDUCATION FOR EFFECTING OF CORRECTIVE FEEDBACK FOR THE SECOND LANGUAGE (L2) PRAGMATICS IN IRAN

Farzaneh Sabokrouh; Nasrin Shamsipour; Vahideh Rastgoo

doi:10.22481/praxisedu.v16i37.6172

Autores

Farzaneh Sabokrouh University College of Rouzbahan – Iran http://orcid.org/0000-0001-6048-1086
Nasrin Shamsipour Sharif University of Technology - Iran http://orcid.org/0000-0002-3488-5367
Vahideh Rastgoo Islamic Azad University - Irã http://orcid.org/0000-0003-0651-7126

DOI:

https://doi.org/10.22481/praxisedu.v16i37.6172

Palavras-chave:

Solicitações de e-mail, Desatualizadores sintáticos, Feedback corretivo, Competência pragmática de L2

Resumo

Feedback é qualquer informação fornecida sobre a precisão e adequação de uma resposta. Para determinar o efeito do feedback na língua nativa e persa na leitura e escrita em estudantes bilíngues (curdos-farsos), 45 alunos do ensino fundamental foram selecionados pelo método de amostragem por cluster no Irã. Neste artigo, os alunos foram divididos em três grupos distintos: o primeiro grupo experimental recebendo feedback em seu idioma nativo, o segundo grupo experimental recebendo feedback em idioma nativo e o grupo controle sem feedback. Um teste de desempenho acadêmico projetado pelo pesquisador foi usado para coletar os dados. Os resultados da análise de covariância mostraram que o fornecimento de feedback na língua nativa teve um efeito significativo na leitura e escrita de estudantes bilíngues e houve uma diferença significativa entre o primeiro grupo experimental (recebendo feedback na língua nativa) e o grupo controle (que não apresentou receber feedback). . Mas não houve diferença significativa entre o segundo grupo experimental (feedback recebido em farsi) e o grupo controle. Essas descobertas mostraram que o fornecimento de feedback na língua farsi não influenciou significativamente o progresso da leitura e escrita dos alunos bilíngues. Com base nos resultados do presente estudo, pode-se concluir que fornecer feedback em idioma nativo para estudantes bilíngues pode ser eficaz para melhorar seu desempenho.

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Biografia do Autor

Farzaneh Sabokrouh, University College of Rouzbahan – Iran

PhD in TEFL, Department of language,University college of Rouzbahan,Sari, Mazandaran,Iran.

Nasrin Shamsipour, Sharif University of Technology - Iran

Department of Language and linguistics, Sharif university of Technology, Tehran, Iran

Vahideh Rastgoo, Islamic Azad University - Irã

PhD Student in TEFL, Isfahan Branch, Islamic Azad University, Isfahan, Iran.

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