| Autor: |
Abdi, Morteza, Zahedi, Yagoub |
| Předmět: |
|
| Zdroj: |
Journal of Educational & Instructional Studies in the World; Nov2014, Vol. 4 Issue 4, p40-48, 9p |
| Abstrakt: |
The present study sought to examine the impact of teacher metalanguage awareness on their writing performance with respect to two dimensions of syntactic accuracy and complexity. All 40 pre-service teacher participants were randomly divided into either experimental or control group. A pre-test was administered to gain the necessary background knowledge on teacher participants' subject-matter knowledge in writing skill. To measure the two groups' performance on their written output, a post-test followed the ten-session explicit instruction on the established areas. Using a range of measures, the obtained findings revealed significant differences between the two groups in terms of syntactic accuracy and complexity. The findings suggest that teacher metalanguage awareness can be developed through various strategies, and its incorporation in teacher language education programs should be considered as a principle goal. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
