Massoud Rahimpour; Davoud Amini
Abstract
Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The ...
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Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The University of Queensland, Australia in 1997. While he was at the University of Tabriz, he was also Head of English Department, Director of the International Academic Collaborations of Tabriz University, Deputy Dean of Faculty and Director of Centre for Teaching Foreign Languages. Professor Rahimpour has also been Honorary Associate Professor at the School of Languages and Cultures at The University of Queensland and language instructor at TAFE Queensland. He has also acted as Editor-in-Chief of the Journal of English Language Teaching and Learning, Tabriz University and the Member of Editorial Board of several Journals of Language Teaching Research. Professor Rahimpour has published papers in international and national journals, published books and has presented papers in conferences. He has also supervised tens of M.A and Ph.D. theses. His research interests are Task-Based Language Teaching, Syllabus Design, Second Language Acquisition, Research Methods in Applied Linguistics and Adult Language Learning. Dr. Davoud Amini, assistant professor of ELT at Azarbaijan Shahid Madani University and a former Ph.D. student of professor Rahimpour has arranged this interview with him.
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Hossein Yousefi; Farzad Rostami; Davoud Amini
Abstract
The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 ...
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The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups. Each group transacted a version of a decision-making task in dyadic condition. The results of the statistical analysis (one-way ANOVA) revealed significant differences among the groups. The participants in complex group tended to produce more uptakes. The results of the present study revealed that manipulating cognitive complexity of pedagogical tasks led to more uptake of the linguistic items made salient by the teacher and triggered much interaction between the participants. The study, also, has a number of theoretical and pedagogical implications for SLA researchers and syllabus designers.
