en
jalali
1393
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gregorian
2014
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online
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On the Teachability of L2 Uninterpretable Features: Instructing Resumptive Pronouns through Contrastive Analysis vs. Dictogloss Techniques
On the Teachability of L2 Uninterpretable Features: Instructing Resumptive Pronouns through Contrastive Analysis vs. Dictogloss Techniques
.
Although uninterpretable features are claimed to be an area of difficulty for EFL learners, they are still one of the less explored areas of research in the field of L2 pedagogy. The present study sought to investigate the impacts of two techniques, namely contrastive analysis and dictogloss on EFL learners’ mastery of resumptive pronouns, an uninterpretable feature absent in English relative clauses but present in most Persian ones. To this end, 77 elementary EFL learners with similar background in English were selected and assigned to three groups: one control and two experimental. Before and after the instruction the participants were administered a 50-item Grammaticality Judgment test and a 20-item translation test which had been developed and validated for use in this study. The results showed that all three groups had significant progression after the treatments, but the comparison among the groups indicated no statistically significant difference. This may suggest that L2 exposure had a more important role in the participants’ performance than the instruction type (contrastive analysis and dictogloss). The findings seem to support the importance of exposure to such L2 structures over time and that instruction cannot always accelerate acquisition.
Dictogloss procedure , Contrastive analysis , Resumptive pronouns , Un interpretable feature
Dictogloss procedure , Contrastive analysis , Resumptive pronouns , Un interpretable feature ,
1
23
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-3&slc_lang=en&sid=1
2017/10/13
1396/7/21
Ahmad
Alibabaee
003194753284600880
003194753284600880
Yes
Sheikhbahaee University, Isfahan
Marjan
Momenzadeh
003194753284600881
003194753284600881
No
Sheikhbahaee University, Isfahan
Shiva Sadat
Zarei Abarghoui
003194753284600882
003194753284600882
No
Sheikhbahaee University, Isfahan
fa
The Effect of Self-assessment on EFL Learners’ Goal Orientation
The Effect of Self-assessment on EFL Learners’ Goal Orientation
Th.
This paper reports on a study that investigated the effect of self-assessment on a group of English-as-a-foreign-language (EFL) students’ goal orientation. To this end, 57 EFL students participated in a seven-week course. The participants were divided into an experimental and a control group. At the beginning and at end of the semester, both groups completed a goal-orientation questionnaire. However, the participants in the experimental group completed a bi-weekly self-assessment questionnaire throughout the semester as well. The data were analyzed using a Multivariate Analysis of Covariance (MANCOVA). The findings revealed that the students’ learning goal orientation improved significantly in the experimental group. This suggests that practicing self-assessment on a formative basis boosts EFL students’ leaning goal orientation.
Self-assessment , Goal orientation , EFL
Self-assessment , Goal orientation , EFL ,
25
48
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-23&slc_lang=en&sid=1
2017/10/132017/10/13
1396/7/21
Sasan
Baleghizadeh
003194753284600883
003194753284600883
Yes
Shahid Beheshti University
Atieh
Masoun
003194753284600884
003194753284600884
No
Shahid Beheshti University
fa
L2 Private Speech in Online Dynamic Assessment: A Sociocultural Perspective
L2 Private Speech in Online Dynamic Assessment: A Sociocultural Perspective
.
Theoretically framed within Vygotskyan sociocultural theory of mind (SCT), Dynamic assessment (DA) is a new approach to classroom assessment offering mediation to help learners perform beyond their level of independent functioning. As a web-based qualitative inquiry into the nature of mediation in DA and its impacts on the participants’ private speech patterns, this study explored the role of private speech as a social and psychological tool to mediate learners' thinking and performance in online DA. The subjects of the study were two Iranian university students along with two English native speakers orally narrating a series of picture stories and having weekly DA mediation with the researcher via Skype. In the present study, the students' private speech markers’ typology emerged out of thematic analysis of oral narratives transcribed before and after DA mediation and it was presented as a criterion to evaluate the learners' progression towards self-regulation. The frequency of occurrence of the learners’ private speech markers was reported and interpreted based on the emergent typology to evaluate the possible changes in their use as the result of DA mediation. Meanwhile, the differences between native speaker participants and the learners’ use of private speech markers in oral narratives were highlighted and discussed. The results of the study indicated that mediation was effective in reducing the number of private speech markers in the learners' narratives after mediation which reflects their progression towards self-regulation in online DA. The findings of the study highlight the importance of private speech as a mediating tool in DA which reflects learners’ struggle to take control of direction of learning and move beyond their current capabilities.
Private speech , DA , Mediation , Sociocultural theory
Private speech , DA , Mediation , Sociocultural theory ,
49
70
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-33&slc_lang=en&sid=1
2017/10/132017/10/132017/10/13
1396/7/21
Saman
Ebadi
003194753284600885
003194753284600885
Yes
Razi University
fa
A Critical Look into Iranian EFL University Students’ Critical Thinking and Argumentative Writing
A Critical Look into Iranian EFL University Students’ Critical Thinking and Argumentative Writing
.
Due to the potent role of critical thinking in learners’ academic success and its connection with factors conducive to learning such as argumentation ability, the present study seeks to primarily probe the correlation between Iranian EFL learners’ critical thinking ability and their argumentative writing achievement, and investigate the predictability of the students’ argumentative writing achievement based on their scores on critical thinking scale. Furthermore, the effect of gender on Iranian EFL learners’ argumentative writing achievement was investigated. In so doing, 'Watson-Glaser Critical Thinking Appraisal' (2002) as well as an argumentative writing assignment was employed, and the participants of the study included 178 EFL learners in three universities in Mashhad, Iran. Structure Equation Modeling (SEM) was utilized to analyze the data. The results substantiated the positive correlation between critical thinking ability and argumentative writing revealing that these two variables significantly and positively related to each other among the predictors (subscales of the critical thinking) of argumentative writing, inference, assumptions, arguments were the stronger predictors. Finally, gender was not found to significantly affect Iranian EFL learners’ argumentative writing achievement. The conclusions and implications of this study are pointed out with reference to foreign language teaching context.
Argumentative writing , Critical thinking , EFL university students , gender
Argumentative writing , Critical thinking , EFL university students , gender ,
71
92
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-47&slc_lang=en&sid=1
2017/10/132017/10/132017/10/132017/10/13
1396/7/21
Saeedeh
Behrooznia
003194753284600886
003194753284600886
Yes
Ferdowsi University of Mashhad, the International Campus
Mohammad Reza
Hashemi
003194753284600887
003194753284600887
No
Ferdowsi University of Mashhad
Fatemeh
Mohaghegh Mahjoobi
003194753284600888
003194753284600888
No
Farhangian University, Shahid Hasheminejad Campus
fa
The Effects of Processing Instruction, Consciousness-Raising Tasks, and Textual Input Enhancement on Intake and Acquisition of the English Causative Structures
The Effects of Processing Instruction, Consciousness-Raising Tasks, and Textual Input Enhancement on Intake and Acquisition of the English Causative Structures
.
The importance of input has been a broadly documented concept in the field of second or foreign language acquisition. However, kinds of input and ways of its presentation are among the controversial issues in L2 classroom research. Therefore, this study was designed to compare the effects of three kinds of input-based instruction on intake and acquisition of the English causative structures by Iranian EFL learners. A total of 105 university students in four intact classes were randomly assigned to four different conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control (CO). A pretest/posttest (immediate and delayed) design was used, where participants’ ability to interpret and produce the target structure was assessed through administering a multiple choice interpretation test and a sentence-level production test. Moreover, a grammaticality judgment test was run to assess the amount of intake. Results revealed that learners in the PI group significantly outperformed learners in the other groups on both immediate/delayed production posttests. The findings also indicated that, C-R group could not retain the significant effect of instruction on delayed production posttest and TE tasks were not effective in improving the learners’ production of the target structure. Moreover, the PI group outperformed the other groups on grammaticality judgment test too. Based on these findings, we can conclude that PI which encompasses the most outstanding features of both focus on form and meaning instruction might be a more effective approach in helping EFL learners to acquire the target grammatical forms.
Consciousness-raising , Focus on Form , Input processing , Intake , Processing instruction , Textual input enhancement
Consciousness-raising , Focus on Form , Input processing , Intake , Processing instruction , Textual input enhancement ,
93
118
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-61&slc_lang=en&sid=1
2017/10/132017/10/132017/10/132017/10/132017/10/13
1396/7/21
Mehri
Jalali
003194753284600889
003194753284600889
Yes
Payame Noor University
Manoochehr
Jafarigohar
003194753284600890
003194753284600890
No
Payame Noor University
fa
The Representation of Iran in Englishcentral Educational Website: Unfolding the Hidden Curriculum
The Representation of Iran in Englishcentral Educational Website: Unfolding the Hidden Curriculum
Despite their widespread popularity and rapid growth, the Internet-mediated English educational materials for learners of English as a foreign/second language (FL/SL) have rarely been analyzed in terms of their potential hidden curriculum. Accordingly, the present study aims to address this need through conducting a CDA investigation into some lessons which are randomly selected from an English educational website called “Englishcentral.” Adapting, expanding, and adopting some elements of Van Leeuwen’s (2008) Social Actor Network, the researchers attempt to describe and explain the representation of “Iran” in Englishcentral. Investigating and thematizing the research data revealed that the keyword “Iran” was used in this website to refer to three groups of social actors, namely the Iranian government and officials, Iranian people, and Iranian people and/or government/officials. The way these social actors are associated and dissociated, activated and passivated, personalized and impersonalized creates remarkable findings which give support to the presence of particular hidden agenda in this program. In all, the results of this study reveal that the Iranian social actors are portrayed unfavorably in Englishcentral, which is an alleged English educational program.
idden Curriculum , Critical Discourse Analysis , Van Leeuwen’s Social Actor Network , Iran , Englishcentral , English Language Teaching (ELT)
Hidden Curriculum , Critical Discourse Analysis , Van Leeuwen’s Social Actor Network , Iran , Englishcentral , English Language Teaching (ELT) ,
119
146
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-77&slc_lang=en&sid=1
2017/10/132017/10/132017/10/132017/10/132017/10/132017/10/13
1396/7/21
Khadijeh
Karimi Alavijeh
003194753284600891
003194753284600891
Yes
Alzahra University, Tehran
S. Susan
Marandi
003194753284600892
003194753284600892
No
Alzahra University, Tehran
fa
The Role of Consciousness-Raising Tasks on EFL Learners' Microgenetic Development of Request Pragmatic Knowledge
The Role of Consciousness-Raising Tasks on EFL Learners' Microgenetic Development of Request Pragmatic Knowledge
.
An overview of pedagogical interventions in the field of interlanguage pragmatics reveals the under-exploration of the processes in which changes in learners' second language (L2) pragmatic competence are established and that most of these investigations have focused on the product or final outcome of the learners' pragmatic development (Bardovi-Harlig, 1999 Kasper, 1996 Vyatkina & Belz, 2006). This study aimed to provide a qualitative analysis of the microgenetic development of English as a foreign language (EFL) learners' pragmatic knowledge of request speech act. A total of 140 male and female participants received instruction on request strategy types and internal and external modification devices for seven sessions (weeks) through consciousness-raising (C-R) tasks. The data were collected after instructional sessions during the first, third, fifth, and seventh weeks through discourse completion tests (DCTs). The results indicated that, in the course of time, the participants stopped using direct request strategies and employed conventionally indirect strategies more frequently in situations involving high-status interlocutors and high-imposition requests. Moreover, as time progressed, the learners became more preoccupied with pragmatic appropriateness rather than grammatical correctness. The results of the study suggest that C-R instructional tasks offer an effective means of teaching pragmatics. Considering request speech act, learners should become conscious of the significance of concepts such as status and imposition as well as internal and external modification devices in request formulation.
Request head act , Internal modifier , External modifier , Microgenetic development , Consciousness-raising (C-R) task
Request head act , Internal modifier , External modifier , Microgenetic development , Consciousness-raising (C-R) task ,
147
187
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-92&slc_lang=en&sid=1
2017/10/132017/10/132017/10/132017/10/132017/10/132017/10/132017/10/13
1396/7/21
Zia
Tajeddin
003194753284600893
003194753284600893
Yes
Allameh Tabataba’i University, Iran
Rasoul Mohammad
Hosseinpur
003194753284600894
003194753284600894
No
University of Qom