Research _Based Teaching Method for Engaging Iraqi University Students in Negotiating Meaning
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Abstract
Learning strategies and methods provide learners opportunity to explore their knowledge , organize , compare and contrast information to develop their skills, many teachers want their learners to be activated in classroom.
The most recent vision of language learning has focused on how student-oriented approaches, techniques, methods can be applied in foreign language classes, the knowledge base for writing instructions based on claims is not firmly established in the configuration of academic writing. The teaching experiences of current researchers also confirm that many learners in dispersion, evidence and determination of claims and evidence.
Learners are also in trouble to produce effective written texts that comply with the appropriate content, the organization, the use of voice or precision, the vocabulary are other mechanism. In addition, students adequately improve their academic writing skills with the conventional learning method.
The current study aims at Finding out whether using Research -based teaching enhancing Students’ Ability in negotiation of meaning or not.
This study hypothesized that there is no statistically significant difference between the mean scores of the experimental group that is taught by Research-Based Teaching method and the control group which is taught by ordinary method of writing research.
It is concluded that research based teaching has a great significant effect on the mean score of the third stage of university learners in negotiation meaning by doing research tasks.
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