1. Applied Linguistics (Language Teaching and Learning)
Ali Zangoei; Ali Derakhshan
Abstract
Pragmatic Listening Comprehension (PLC), as a complex process, is influenced by various cognitive, psychological, contextual, social, cultural, and linguistic factors. To make a stride toward understanding the role of such factors in PLC, the present study sought not only to scrutinize to what extent ...
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Pragmatic Listening Comprehension (PLC), as a complex process, is influenced by various cognitive, psychological, contextual, social, cultural, and linguistic factors. To make a stride toward understanding the role of such factors in PLC, the present study sought not only to scrutinize to what extent PLC was associated with language proficiency, Self-Regulated Learning in Listening (SRLL), and Willingness to Communicate (WTC) but also to examine an empirical path analysis model to predict PLC through language proficiency, SRLL, and WTC. To this aim, a group of 269 upper-intermediate and advanced level Iranian EFL learners, whose ages ranged from 19 to 34, participated in the study by answering the 40-item pragmatic multiple-choice discourse completion test (MDCT), as well as the valid and reliable questionnaires of SRLL and WTC. The results of correlational analyses revealed that PLC was significantly and positively associated with language proficiency, SRLL, and WTC. These findings were further approved in the path analysis model; language proficiency, SRLL, and WTC were significant positive predictors of PLC. The path model disclosed the significant prediction of PLC in terms of the three independent variables of the study. Based on these results, relevant pedagogical implications were proposed with the aim of enhancing the pedagogical knowledge and practice of key educational stakeholders.
Maryam Shirinzarii; Maryam Bahraminezhad
Abstract
The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligences are predictors of language ...
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The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligences are predictors of language proficiency. To this end, 228 subjects of this study were chosen from among 280 English learners at Tehran Language Institutes based on their age and language proficiency level. The participants made up two groups of males and two groups of females, 10-14 and 20-24 age groups. In previous studies (e. g., Razmjoo, 2008; Hajhashemi, 2012) only one questionnaire was used to determine the MI of all subjects; however, in this study, specific questionnaires were administered for each age group. The researchers utilized three instruments: MIDAS-Kids, MIDAS-Adults, and Key English Test (KET). Since the subjects were at the elementary level of language proficiency, the researchers translated MIDAS (adults and kids versions) into Persian so that they could be more comprehensible. The next step was the administration of KET, version 2003. It was administered to 30 elementary students in the pilot study phase. After modification, it was administered again, and the reliability coefficient of it showed an acceptable reliability index. The results indicated that there is a significant relationship between multiple intelligences and language proficiency of Iranian EFL learners. Also, intrapersonal intelligence appeared as the predictor of total KET. Moreover, spatial and linguistic intelligences had significant relationships with language skills.
