چکیده:
History of language teaching methodologies is characterized by variety of syllabuses equal to the number of teaching methods. Following the ups and downs in teaching methods، syllabuses have had the same destiny. In line with the humanistic trend in this arena، whole learner involvement received prime significance to the extent that many favor negotiated syllabus in language teaching and learning; however، empirical findings are not rich enough to have strong claims in this respect. To this end، this study was an attempt to explore possible corollary among application of the negotiated syllabus، development of learners' speaking ability and modification in their attitudes and motivation towards EFL learning. To do so، a sample of 54 subjects was selected through the administration of the KEY English Test (KET) and an oral interview. They، then، were randomly divided into two groups; one experimental and one control. The experimental group received the treatment based on the negotiated syllabus. The control group، however، was exposed to conventional speaking instruction as the teacher decided. To collect required data، six instruments including: the KET، oral interviews، the Attitude- Motivation Test Battery، a speaking test and a written protocol were employed. The data were triangulated from both quantitative and qualitative perspectives. The findings revealed that there was a slight difference between the mean scores of the experimental and control group in the posttests. The posteriori interview showed statistically significant difference between groups، while the posteriori speaking test indicated slight difference between the participants' mean scores. Contrary to the expectation، the participants' attitudes and motivation did not change significantly as a result of the treatment. Believing that the nature of the target traits (i.e. speaking ability and affective factors such as attitude and motivation) is not much amenable to quantitative research، the issue was triangulated from the qualitative perspective. To this end، a written protocol was also sought from the participants so that they could report their ideas on both development of speaking ability and change in their attitudes and motivation. The respective data analysis revealed roughly contradictory results. They totally claimed improvement، or at least positive impression of developing speaking ability and positive attitude and motivation towards language learning in the light of employment of the negotiated syllabus.
خلاصه ماشینی:
"19-27), 2011 The Effect of Explicit Negotiated Syllabus on Developing Speaking Ability and Affective Variables Gholam-Reza Abbasian1*; Nazila Seyed-Hendi2 1 Imam Ali University & IAU, South Tehran Branch 2MA, TEFL Received 18 November 2010 ; Accepted: 10 May 2011 ABSTRACT History of language teaching methodologies is characterized by variety of syllabuses equal to the number of teaching methods.
An independent t-test was also run to compare the mean scores of the experimental and control groups’ mean scores on the posttest of attitude and motivation questionnaire to probe whether negotiation with participants on the aspects of teaching affect their attitude and motivation to- wards EFL learning.
19729 Table 10: Independent-Sample t-test of the Posteriori Attitude-Motivation Questionnaire Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of tailed) ence Difference Table 11: Inter-Rater Reliability of the Post-interview R1Interview1 R2Interview1 Pearson Correlation .
000 N 54 Table 12: Descriptive Statistics of the Interview (as posttest) Table 13: Independent-Sample t-test of the Interview (as posttest) Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval tailed) ference Difference Q2: What is the effect of explicit negotiated syl- labus on different language skills?
Contrary to quantitative analysis, qualitative data (a written protocol) showed that the explicit negotiated syllabus was very helpful in the de- velopment of language in general, and learners' speaking ability and their attitude and motivation, in particular."