2. Applied Linguistics (Inspirations from neighbor disciplines)
Hasan Tarlanialiabadi; Rahim Bohlooli Niri
Abstract
The present study aimed to validate the usefulness of Laclau and Mouffe's Discourse Theory in discourse analysis through eliciting interpretations of a film provided by a number of Iranian participants from different socio-cultural backgrounds and persuasions. To achieve the objectives of the study, ...
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The present study aimed to validate the usefulness of Laclau and Mouffe's Discourse Theory in discourse analysis through eliciting interpretations of a film provided by a number of Iranian participants from different socio-cultural backgrounds and persuasions. To achieve the objectives of the study, we chose as our data a Persian film which had already been analysed by an Iranian distinguished discourse analyst using Laclau and Mouffe's Discourse Theory. We then asked three groups (five in each) of participants to watch the film and provide us with their open-ended interpretations of the episodes which the analyst had analysed in detail as examples to better illustrate his analyses of the film. Comparisons between the analyst's analyses and the participants' interpretations revealed both convergences and divergences, demonstrating the need to accommodate the alternative interpretations in Laclau and Mouffe’s theory of discourse. Pedagogical implications are discussed for those who are interested in analysing different types of discourse.
Hossein Ghader; Dr. M. Rahim Bahlooli Niri
Abstract
AbstractThis study aimed at examining the effect of pictorial presentation of vocabulary on EFL students’ retention relying on Dual Coding Theory and Additivity Hypothesis, both of which emphasize the additive effect of images on recall. To that end, 63 students who were in grade three of high ...
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AbstractThis study aimed at examining the effect of pictorial presentation of vocabulary on EFL students’ retention relying on Dual Coding Theory and Additivity Hypothesis, both of which emphasize the additive effect of images on recall. To that end, 63 students who were in grade three of high school served as the participants of the study. They were randomly divided into three groups of still picture experimental, motion picture experimental, and control groups. During the eight sessions of treatment, 40 new words were taught to the three groups. The experimental groups received the words visually, using software, and the control group was instructed in traditional way. The participants were tested for their memory of the target items twice: immediately at the end of the course as a final exam (post-test) to assess their short-term memory and three weeks after the final exam to test their long-term retention. Data analysis using a mixed between-within subjects analysis of variance (split-plot ANOVA/SPANOVA) and a post hoc Scheffé test demonstrated the positive effect of pictorial presentation of vocabulary on the learners’ retention of words. The results also revealed that teaching vocabulary using motion picture mode was more effective.
