1. Applied Linguistics (Language Teaching and Learning)
Behrooz Marzban; Seyyed Mohammad Reza Adel; Ahmad Reza Eghtesadi; Mahmood Elyasi
Abstract
This study intended to investigate the effect of identity types on learners’ involvement, perceptions, and achievement scores using the validated L2 Quadripolar Questionnaire (Taylor, 2010), in the EFL context of Iran amongst the adult advanced learners of English in private institutions. Therefore, ...
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This study intended to investigate the effect of identity types on learners’ involvement, perceptions, and achievement scores using the validated L2 Quadripolar Questionnaire (Taylor, 2010), in the EFL context of Iran amongst the adult advanced learners of English in private institutions. Therefore, 170 participants, 69 females and 101 males were selected through convenience sampling. The data were analyzed using multivariate analysis of variance. The analysis of the relationship between the four main sub-constructs of the model and the two sub-constructs of involvement and perception showed significant mediation between the factors and achievement score of the language learners. Moreover, the finding of the study revealed that learners with strong public and imposed selves have a weak private self. Also, the other sub-constructs were determined to be affected by age and years of studying English. Females’ identity was dominantly reported to have higher ties with the sub-constructs of the L2 Quadripolar Model.
1. Applied Linguistics (Language Teaching and Learning)
Nur Izzati Azman; Mansour Amini; Lin Siew Eng; Masoumeh Alavi
Abstract
Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential ...
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Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the English Language Proficiency Programme (ELPP) at the University of Malaya, Malaysia selected through purposive sampling. Thisqualitative study involved in-class observations and interviews with instructors, and questionnaires administered to students.The analysis of the data revealed that both instructors and students practice various reading strategies when dealing with comprehension questions, and some strategies used by the instructors are never or seldom used by the students. Strategies such as “reading questions before reading the passage”, “skimming and scanning”, “connecting prior knowledge”, and “finding context clues” were found to be used by both instructors and students. The findings indicated that instructors’ implementation of a variety of reading strategies affects students’ comprehension level over the reading materials. Therefore, the study can provide clear guidelines for the EFL instructors to seek for their students’ advancement of reading proficiency. This could ultimately result in students’ better academic achievement and learning motivation.
1. Applied Linguistics (Language Teaching and Learning)
Shahla Nazeri; Davoud Amini; Farzad Salahshoor
Abstract
“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching ...
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“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching refers to language alternation during communication. Although code-switching is unavoidable in bilingual and multilingual contexts, its role and motivational determinants in language classes are sometimes ignored. The goal of the present article was to investigate the motivational determinants of classroom code-switching in EFL classrooms. The research was conducted with 400 participants, including 374 students and 26 teachers. The data collection techniques included questionnairesand observation checklist, all of which were designed based on Hymes’ (1962) framework and Poplack’s (1980), Myers-Scotton’s (1989), Blom and Gumperz’s (1972), and Gumperz’s (1982) categorizations. The data were analyzed through the software SPSS (Version 20). The results revealedthat providing the listener with better understanding, clarification, and checking comprehension are the most important motivational determinants for codeswitching.
1. Applied Linguistics (Language Teaching and Learning)
Farzad Sharifian; Azizeh Chalak; Zeinab Dehkordi
Abstract
Introduction of Cultural Linguistics in the modern ages of communication can address the issue of cultural schema transfer in online communication. Despite a good number of studies on a compliment, this pragmatic behavior has not been examined in the context of online communications such as social networking ...
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Introduction of Cultural Linguistics in the modern ages of communication can address the issue of cultural schema transfer in online communication. Despite a good number of studies on a compliment, this pragmatic behavior has not been examined in the context of online communications such as social networking sites where compliments are commonly paid and received. The present study aimed to examine the realization of Persian cultural schema of Shekaste-nafsi (Sharifian, 2005) on compliment responses uttered by Persian EFL on Facebook. To do so, 30 Persian EFL learners were selected through convenient sampling, and their compliments and compliment responses were recorded as data. Herbert's (1986) taxonomy was used to identify the strategies' types and the Persian cultural schema of Shekaste-nafsiwas served as a model to gloss the samples. The interpretationssuggested that participants applied their Persian cultural schemas and expressed their modesty while they tend to be polite and appreciate the compliments. The findings indicated the importance of cultural schema and highlighted the pragmatic knowledge transfer both in Persian and English while online communicating. The results of the present study may contribute to the issue of pragmatic transfer in the process of foreign language learning and can benefit the EFL learners in identifying the source of miscommunication.
1. Applied Linguistics (Language Teaching and Learning)
Farnaz Sahebkheir
Abstract
In this study, the researcher chose three different vocabulary techniques (Visual Representation, Textual Enhancement, and Glossing) and compared them with traditional method of teaching vocabulary. 80 advanced EFL Learners were assigned as four intact groups (three experimental and one control group) ...
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In this study, the researcher chose three different vocabulary techniques (Visual Representation, Textual Enhancement, and Glossing) and compared them with traditional method of teaching vocabulary. 80 advanced EFL Learners were assigned as four intact groups (three experimental and one control group) through using a proficiency test and a vocabulary test as a pre-test. In the visual group, students used flashcards; in the textual enhancement, every synonym and antonym were highlighted and numbered and in the glossing group new vocabularies were numbered and their explanations were provided in the margins or footnotes. Students in the control group learned vocabulary through traditional way by meaning explanation, translation, or providing synonyms and antonyms. All the other three groups had the same procedure as control group but besides these processes they had access to visual, textual, or glossing techniques, too. The results showed that in the posttest, all three experimental groups outperformed the control group. However, the highest improvement in both post-test and delayed post-test was for glossing group. As a whole, we can say improvement in vocabulary learning was respectively for glossing, then visual, and finally textual enhancement. Therefore, it can be concluded that using pictorial, textual cues and glossing enhance their interlanguage system.
1. Applied Linguistics (Language Teaching and Learning)
Maryam Alipour; Khazriati Salehuddin; Siti Hamin Stapa
Abstract
AbstractIn this study, phonological, morphological, and orthographical spelling difficulties were identified to examine the correlation between spelling difficulties and the time taken to memorize the spelling of words (time of memorization) among Iranian EFL students in Malaysia. The participants were ...
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AbstractIn this study, phonological, morphological, and orthographical spelling difficulties were identified to examine the correlation between spelling difficulties and the time taken to memorize the spelling of words (time of memorization) among Iranian EFL students in Malaysia. The participants were 41 Iranian EFL students (20 male and 21 female) who were selected purposefully from an Iranian secondary school in Kuala Lumpur Malaysia. A pre-test and post-test design adapting Tabrizi at el.’s (2013) approach was used. Forty words from the second-year English textbook of Iranian EFL students were selected for use in both pre-test and post-test. After the identification of the most frequent type of spelling errors, a significant negative correlation was found between time of memorization and English spelling errors (r= - 0.765), indicating that when the time of response was short, English spelling errors increased. The findings may contribute to identification, classification, and treatment of spelling, and reducing spelling difficulties among EFL learners to mitigate spelling difficulties among young learners, particularly among Iranian EFL students.
Dr. Mansour Amini; Dr. ٍSeyed Saber Alavi Hosseini; Dr. Ali Zahabi
Abstract
Style and strategies in EFL learning contexts and the effects of task types were explored to enhance language learning strategies. Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ ...
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Style and strategies in EFL learning contexts and the effects of task types were explored to enhance language learning strategies. Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ acquisition of English past tense performing narrative tasks. The participants were 396 male and female Thai students enrolled in a general English course (intermediate level) in Walailak University in Thailand. The main data was the interview which took 12 weeks of total 24 hours. Participants completed a timed and untimed grammaticality judgement test (GJT) as a pre-test, and were then randomly assigned to one of three treatment conditions of dictation, individual reconstruction, or collaborative reconstruction activity. Analysis of performance in the oral test indicated that learners who applied procedural strategy benefited more than those who carried out the oral test with declarative one. This study may contribute to a deeper insight in teaching and evaluation of learning strategies, performing narrative tasks, and highlighting careful selection of tasks. The focus on procedural and declarative strategies for one task could lead to the learners’ use of appropriate learning strategies, enabling the learners to become more independent, creative, and dynamic. amic.
