IN THE NAME OF GOD

1. IN THE NAME OF GOD

2. THE IMPACT OF APPLYING TWO OF THE CONCEPT MAPPING TECHNIQUES AS A FORM OF PRE-TASK ON EFL LEARNERS’ USE OF TENSES In Oral AccuracyBY:ZOHREH SAADATIzohre.saadati@yahoo.com • .

3. Background and Purpose • .

4. Introduction • Crucial role of linguistic features to develop target-like levels in Oral production • The need to attend to form in communicative language use • Knowing how to build and use certain structures makes it possible to communicate certain types of meaning successfully. • Tenses are of especially great importance in communication

5. . • Concept mapping a technique for the improvement of the teaching- learning process • Concept mapping assist learners in performing oral communication (Yaman & Yildiz, 2008) • Concept mapping is effective for both conceptual and linguistic development (Ojima, 2006) • The combination of mapping strategies with oral activities could promote students’ ‘‘higher-level thinking.’’ (Schultz, 1991)

6. Statement of the Problem • Concern among teachers and researchers alike regarding the accuracy of second/foreign language learners • Recent studies consider the need to include some degree of attention to form in the CLT classroom (Long, 1996, p.429) • Tenses, one of the most problematic Accuracy categories for students • Searching for effective techniques of teaching tenses as pre-task planning which make the use of tenses meaningful • Using the strategies of meaningful learning, like concept mapping, instead of memorization and rote learning

7. Statement of the Research Question • To fulfill the purpose of this study, the following research question was raised: Q: Does applying fill-in-the map and construct-a-map technique have any significant impact on EFL learners' use of tenses in oral accuracy?

8. Research Hypothesis • In order to investigate the research question empirically the following null hypothesis was proposed: HO: Applying fill-in-the map and construct-the map technique does not have any significant impact on EFL learners’ use of tenses in oral accuracy.

9. Definition of Key Terms Concept mapping: • Novak and Cañas (2008) Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the linking line specify the relationship between the concepts.

10. Definition of Key Terms Construct-a-map: • In this technique, students are asked to construct a map from scratch. This technique varies as to how much information the assessor provides. The assessor may provide the concepts or linking words or may ask students to construct a hierarchical or non-hierarchical map. The response format is simply a piece of paper on which students draw a map. Scoring system varies from counting the number of nodes and linking lines to evaluating the accuracy of the propositions (Ruiz-Primo, 2000, p.69).

11. Definition of Key Terms Fill-in-the-map: • The fill-in-the-map technique provides students with a concept map where some of the concepts or the linking words have been left out. Students fill in the blank nodes or linking lines. The response format is straightforward; students fill in the blanks and their responses are scored correct-incorrect (Ruiz-Primo, 2000, p.68). • In this study only linking words were left out of the concept maps and students were supposed to fill in the blank linking lines.

12. . Accuracy • Error-free clauses: the percentage of clauses that did not contain any error. All errors relating to syntax, morphology, and lexical choice were considered. Lexical errors were defined as errors in lexical form or collocation. • Correct verb forms: The percentage of accurately used verbs in terms of tense, aspect, modality, and subject-verb agreement. • In this study only target-like use of verb tenses was investigated and operationally defined by the using KEPT scale based on which the interviews conducted in pre- and post test phases were scored.

13. Significance of the Study • The importance of attend to form in the area of second /foreign language teaching • Tenses, one of the most problematic areas in oral accuracy for the foreign or second language learners • Concept mapping helps in gaining better and more comprehensive understanding of the learning material • Little attention is directed at teaching instructional strategies including concept mapping in L2 learning settings in Iran.

14. Limitations • The researcher had no access to native speaker • All participants were elementary • Just male students • only accurate use of tense in speaking was focused • Working on just 6 tenses

15. Delimitations • Choosing elementary students ranging from 12 to 16 years of age • Choosing two techniques from among different concept mapping techniques

16. CHAPTER III Methodology .

17. Participants • 98 male Iranians ranging in age between 12 and 16 (Shokouhe-Andishe English Language center) • Elementary Level • One experimental and one control group, 49 students in each one

18. Instrumentation • KET proficiency test for homogenizing the participants • Two Oral Interviews • Textbook (Take Off 3, by Brian Abbs, Ingrid Freebairn and Addison Wesley,1996) • Two Concept mapping techniques • The computer software “ Word 2007”

19. Procedure • Selecting 98 out of 140 students available in Shokouhe-e Andishe institute, by administering a KET proficiency test • Randomly assigning the selected participants into two experimental and control groups, with 49 students in each. • Administration of two oral interviews to ascertain participants’ homogeneity regarding their accurate use of tenses in speaking. • Both groups received the same amount and method of instruction but they differed in the practice phase, in which the participants in the experimental group used concept mapping techniques (fill-in-the-map and construct-a-map), but those in the control group did not use these techniques.

20. . For all the tenses, the following procedures were carried out in the experimental group in 12 sessions: During the treatment, the teacher started each session with teaching affirmative and negative forms of the tense and then the process initiated from reading texts. In this case, teacher first gave the students the competence about the topic. • Pre-speaking phase : The participants read passage individually and they practiced on tense by fill-in-the map and retold each other the reading a passage. • While speaking phase: They construct their own map and provided the teacher the summary of the passage. • Post -speaking phase: They were checked for grammar, cohesion, and logical sense.

21. . • In the control group, all the three phases of speaking were in the same way as the experimental group, but in the practice phase they gave the summary and discussed without using the concept map techniques. That is, they read the passage before spoke about it.

22. At the end of the Treatment • The subjects were given the post-test with the same content and characteristics for an oral interview as used in pre-test for the purpose of homogenization. • To determine the reliability of this oral accuracy exam, it was scored by two experienced teachers as rater.

23. Design • This study was a quasi-experimental, control group posttest only design • Concept mapping techniques (fill-in-the-map and construct-a-map) as the independent variable • Use of tenses as the dependent variable • Gender and proficiency level of the participants as the control variables

24. Data analysis • KR-21 Formula • T-test • Inter-rater Reliability

25. . CHAPTER IV Results and Discussions

26. Table 4.1: Key English Test (KET) .

27. Figure 4.1: Histogram KET Test

28. Table 4.2: Independent t-test Pretest in Use of Tense .

29. Table 4.3: Descriptive Statistics Pretest in use of Tense .

30. Figure 4.2: Mean Scores on Pretest in Use of Tense

31. Table 4.4: Independent t-test Posttest in Use of Tense .

32. Table 4.5: Descriptive Statistics Posttest in Use of Tense

33. Figure 4.3: Mean Scores on Posttest in Use of Tense

34. Table 4.6: Inter-rater Reliability for Pretest in Use of Tense .

35. Table 4.7: Inter-rater Reliability for Posttest in use of Tense

36. . CHAPTER V Conclusion

37. Conclusion • Experimental group outperformed control group • Applying concept mapping techniques helps EFL learners improve their Use of tenses

38. Pedagogical Implications Teachers: • Large group activities, small group settings, individual projects • Plan lessons and teach units • Assessing students’ understanding of the material Students: • Self-assessment Material developers: • Incorporation concept mapping techniques for development of accurate use of tense in speaking

39. Suggestions for further research • Another similar study can be conducted to another age group. • Another similar study can be conducted to female students. • Another line of research can be pursued on the impact of concept mapping on Knowledge of tense. • Another study can be done on the same topic, using other concept map techniques. • Another study can be conducted on lower or higher language proficiency levels.

40. . Thanks for your patience Thanks for your patience