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https://ptsldigital.ukm.my/jspui/handle/123456789/519561Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Tan Kim-Hua, Prof. Madya Dr. | - |
| dc.contributor.author | Vafa Shojamanesh (P53514) | - |
| dc.date.accessioned | 2023-10-17T08:12:51Z | - |
| dc.date.available | 2023-10-17T08:12:51Z | - |
| dc.date.issued | 2015-07-30 | - |
| dc.identifier.other | ukmvital:81008 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/519561 | - |
| dc.description | The aim of the present study is to investigate the effect of the length of formal English language learning time on the grammatical performance of Iranian learners in an EFL setting. Specifically, this study examines if longer exposure to formal classes at schools and self-paid supplementary language classes at language centers would be advantageous for EFL learners. The extent the usage-based theory is relevant to grammatical learning in a foreign language context is also examined. This study analyzes data from 120 female Iranian participants in Shiraz, Iran who were categorized into four groups according to their exposure time to the English language: Public School (792 hours), Private School (1272 hours), Public School with self-paid supplementary classes (792 + additional hours) and private School with self-paid supplementary classes (1272 hours + additional hours). Quantitative data were gathered through a demographic questionnaire and a Grammaticality Judgment Task which focuses on eleven problematic English structures, namely wh-questions, particle movement, word order, yes/no questions, third-person singular, subcategorization, plurals, pronominalization, determiners, present progressive and past tense. The findings indicate that the length of formal exposure to the English Language is an important factor in FL learning contexts. The length of exposure has influenced those participants with self-paid supplementary classes to perform better than those without such an exposure. Statistical analyses indicate that 1120 hours and 640 hours are needed to be added to the English language syllabuses in both public and private schools respectively. The main implication of this study is that instruction hours at schools in Iran should be increased, and/or the initial age of learning English in schools be decreased. This is to facilitate and enhance grammatical performance in the English language among the EFL learners in Iran.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | English language | - |
| dc.subject | Grammatical performance | - |
| dc.subject | Iranian EFL learners | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | The effect of formal learning time on the grammatical performance of Iranian EFL learners | - |
| dc.type | theses | - |
| dc.format.pages | 240 | - |
| dc.identifier.barcode | 002107(2016) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| The effect of formal learning time on the grammatical performance of Iranian EFL learners.pdf Restricted Access | Partial | 4.3 MB | Adobe PDF |  View/Open |
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