000			03189cam a2200337 a 4500
003			EG-GiCUC
005			20250223032033.0
008			180825s2017 ua dh f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aPh.D
099			_aCai01.23.01.Ph.D.2017.Sh.E
100	0		_aShaimaa Salah Eldin Afify
245	1	4	_aThe effectiveness of direct vs. indirect pronunciation instruction on the accuracy and oral fluency among efl majors at faculties of education / _cShaimaa Salah Eldin Afify ; Supervised Awatef Ali Sheir , Abdelrehim Saad Eldin Elhilaly
246	1	5	_aفاعلية التدريس المباشر والتدريس غير المباشر للنطق فى الدقة والطلاقة الشفوية لدى طلاب اللغة الإنجليزية بكليات التربية
260			_aCairo : _bShaimaa Salah Eldin Afify , _c2017
300			_a216 P. : _bcharts , facsimilrs ; _c25cm
502			_aThesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Instruction Teaching
520			_aThe main purpose of this research is to investigate the effectiveness of direct vs. indirect pronunciation instruction on the accuracy and oral fluency among EFL majors at faculties of education. To fulfill the purpose of the study, a pre/post-test was constructed to measure students' level in accuracy and oral fluency. The participants of the study, totaling 90 and distributed into three groups( two experimental groups and a control one), were selected from third year English majors at Faculty of Education, Al-Azhar University during the first semester of the academic year 2016/2017. One of the experimental groups received the training program based on direct pronunciation instruction while the second one received the training program based on indirect pronunciation instruction. The control group received the regular course. To find out the differences between the three groups and explore which mode of instruction was more effective than the other modes one-way ANOVA test and Scheffé multiple comparison test were used. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental groups. The results also showed that although the participants in the indirect instruction group had progressed during the course, the direct instruction group outperformed them in the oral performance posttest. It is concluded that direct pronunciation instruction is more effective in enhancing accuracy and oral fluency than indirect one. Based on the findings, a set of recommendations and suggestions for further research are highlighted
530			_aIssued also as CD
653		4	_aAccuracy
653		4	_aDirect pronunciation instruction
653		4	_aIndirect pronunciation instruction
700	0		_aAbdelrehim Saad Eldin Elhilaly , _eSupervisor
700	0		_aAwatef Ali Sheir , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aShimaa _eCataloger
942			_2ddc _cTH
999			_c67130 _d67130