OTHERS_CITABLE
Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis
http://ijal.khu.ac.ir/article-1-2552-fa.pdf
2015-09-21
1
39
10.18869/acadpub.ijal.18.2.1
Gender representation
Ideology
Image analysis
Kress and van Leeuwen’s (2006) social semiotics
Interchange (Third Edition) series
Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis
Gender representation has long been studied in both verbal and visual modes of ELT textbooks. However, regarding the visual mode, research has mainly focused on superficial analyses of how often each gender appears in different roles rather than on how the two genders are represented. The tools proposed in Kress and van Leeuwen’s (2006) social semiotics framework, however, permit deep analysis of images taking into consideration how pictorial elements are shown both alone and in relation to other pictorial elements, on the one hand, and the viewers on the other. Following the above-mentioned framework, the present study applied the three dimensions of representational, compositional and interactive meaning presented to 16 photographs randomly selected from the Interchange (Third Edition) series (Richards, 2005) to explore gender portrayals and disclose ideologies in the visual mode of the series. Qualitative data analysis showed some ideologies and stereotypical portrayals, each of which appeared either in one or a few photographs. Taken together, the findings indicated gender bias in favor of men in the series.
http://ijal.khu.ac.ir/article-1-2552-en.pdf
2015-09-21
1
39
10.18869/acadpub.ijal.18.2.1
Gender representation
Ideology
Image analysis
Kress and van Leeuwen’s (2006) social semiotics
Interchange (Third Edition) series
1
AUTHOR
msaadat@rose.shirzu.ac.ir
2
AUTHOR
OTHERS_CITABLE
The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective
T
http://ijal.khu.ac.ir/article-1-2553-fa.pdf
2015-09-21
41
75
10.18869/acadpub.ijal.18.2.41
Awareness-raising
Critical reflection
Sociocultural teacher education
Mediation
Conceptual development
The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective
The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff’s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch’s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with their past experiences, gradually replaced their old everyday concepts such as grammatical accuracy, correct samples, and teacher interruption with new scientific concepts such as grammatical apprenticeship, guided grammatical participation, and grammatical appropriation through assisted participation. The results of present study can be illuminating for teacher educators and teacher education programs which have aimed at changing the classroom practice of in-service teachers.
http://ijal.khu.ac.ir/article-1-2553-en.pdf
2015-09-21
41
75
10.18869/acadpub.ijal.18.2.41
Awareness-raising
Critical reflection
Sociocultural teacher education
Mediation
Conceptual development
1
AUTHOR
nouzargheisari@yahoo.com
2
AUTHOR
OTHERS_CITABLE
Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model
http://ijal.khu.ac.ir/article-1-2554-fa.pdf
2015-09-21
77
107
10.18869/acadpub.ijal.18.2.77
Peer-assessment
Rater effects
Rating
Many-facet Rasch measurement model
Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model
In this study, the researcher used the many-facet Rasch measurement model (MFRM) to detect two pervasive rater errors among peer-assessors rating EFL essays. The researcher also compared the ratings of peer-assessors to those of teacher assessors to gain a clearer understanding of the ratings of peer-assessors. To that end, the researcher used a fully crossed design in which all peer-assessors rated all the essays MA students enrolled in two Advanced Writing classes in two private universities in Iran wrote. The peer-assessors used a 6-point analytic rating scale to evaluate the essays on 15 assessment criteria. The results of Facets analyses showed that, as a group, peer-assessors did not show central tendency effect and halo effect; however, individual peer-assessors showed varying degrees of central tendency effect and halo effect. Further, the ratings of peer-assessors and those of teacher assessors were not statistically significantly different.
http://ijal.khu.ac.ir/article-1-2554-en.pdf
2015-09-21
77
107
10.18869/acadpub.ijal.18.2.77
Peer-assessment
Rater effects
Rating
Many-facet Rasch measurement model
esfandiari@hum.ikiu.ac.ir
1
AUTHOR
OTHERS_CITABLE
The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production
http://ijal.khu.ac.ir/article-1-2555-fa.pdf
2015-09-21
109
140
10.18869/acadpub.ijal.18.2.109
Play
Explicit
Implicit
Apology
Request
Refusal
WDCT
The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production
Despite the general findings that address the positive contribution of teaching pragmatic features to interlanguage pragmatic development, the question as to the most effective method is far from being resolved. Moreover, the potential of literature as a means of introducing learners into the social practices and norms of the target culture, which underlie the pragmatic competence, has not been fully explored. This study, then, set out to investigate the possible contribution of plays, as a medium of instruction, to the pragmatic development through either explicit or implicit mode of instruction. To this end, 80 English-major university students were assigned to four experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal and the other (Explicit Play) received the same treatment in addition to the metapragmatic instruction on the acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). Analyses of the four groups’ performance on a Written Discourse Completion Test (WDCT) before and after the treatment did not show any advantage for the literary medium, i.e., there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most, where explicit groups outperformed their implicit counterparts. These findings indicate that even though implicit teaching, that is, exposure to enhanced input followed by some awareness-raising tasks, is effective in pragmatic development, it cannot contribute so much to learning as can the explicit instruction.
http://ijal.khu.ac.ir/article-1-2555-en.pdf
2015-09-21
109
140
10.18869/acadpub.ijal.18.2.109
Play
Explicit
Implicit
Apology
Request
Refusal
WDCT
1
AUTHOR
sm.baqerzadeh@iau-naragh.ac.ir
2
AUTHOR
OTHERS_CITABLE
The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction
http://ijal.khu.ac.ir/article-1-2556-fa.pdf
2015-09-21
141
164
10.18869/acadpub.ijal.18.2.141
Prewriting discussions
Collaborative activities
Writing skills
Identity
Collective identity
Individualistic identity
Authoritative identity
The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction
The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction.
http://ijal.khu.ac.ir/article-1-2556-en.pdf
2015-09-21
141
164
10.18869/acadpub.ijal.18.2.141
rewriting discussions
Collaborative activities
Writing skills
Identity
Collective identity
Individualistic identity
Authoritative identity
gmazdayasna@yazd.ac.ir
1
AUTHOR
2
AUTHOR
OTHERS_CITABLE
External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence
http://ijal.khu.ac.ir/article-1-2557-fa.pdf
2015-09-21
165
187
10.18869/acadpub.ijal.18.2.165
Attitudes to L2 learning
Criterion measure
Family influence
L2 motivation
Instrumentality promotion
Teacher burnout
SEM
External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence
Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran.
http://ijal.khu.ac.ir/article-1-2557-en.pdf
2015-09-21
165
187
10.18869/acadpub.ijal.18.2.165
Attitudes to L2 learning
Criterion measure
Family influence
L2 motivation
Instrumentality promotion
Teacher burnout
SEM
1
AUTHOR
a,ghanizadeh@imamreza.ac.ir
2
AUTHOR
3
AUTHOR