1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Mohammad Zohrabi; Nava Nourdad; Aysan Bolandnazar
Abstract
Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships ...
Read More
Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships and acquisition order in an Iranian EFL context. Moreover, this study aims to provide a better conceptualization of EFL vocabulary knowledge. A total of 170 Iranian EFL learners were evaluated using eight vocabulary tests that assessed recall and recognition knowledge of derivatives, form-meaning link, multiple meanings, and collocations, following Nation’s (2022) framework. First, correlational analyses indicated that all measured word knowledge components were interrelated. Moreover, the Implicational Scaling analysis uncovered a uniform trend in vocabulary acquisition for these components, suggesting that recognition knowledge is obtained before recalling knowledge across all aspects. Therefore, the hierarchy pattern indicated that the participants with knowledge of higher aspects are highly likely to know the lower aspects. Furthermore, Confirmatory Factor Analysis indicated that word knowledge in this context can be conceptualized as a unidimensional construct. A comprehensive understanding of the nature of vocabulary knowledge and the interrelationships among its components can provide critical insights into the role of vocabulary acquisition in EFL contexts.
1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Leila Mohammadbagheri-Parvin
Abstract
Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known ...
Read More
Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known sub-branch of postmethod, critical pedagogy, aimed at empowerment of instructors and learners, and establishment of social justice through education. Unlike theoretical aspects of these movements, practical dimensions have not received due attention, especially in eastern contexts. This qualitative investigation sought the extent EFL instructors practically adhere to the principles of these inherently western concepts in Iran, as a sample of eastern context with its own social, cultural, and academic norms. Qualitative data collection techniques were used to obtain data from the intended instructors. Qualitative data analysis laid bare the findings that postmethod and critical pedagogy are practically adopted, to a great extent, by the Iranian EFL instructors, and the pertinent principles are being put into practice enthusiastically. Powerful communication with western communities blurring cultural boundaries was deemed to be the chief reason of such strong adoption. Ironically enough, it was revealed that in general, the Iranian EFL instructors’ theoretical knowledge suffered greatly concerning postmethod and critical pedagogy. In other words, although haziness of cultural boundaries has made the room for smoothened practical realization of these trends, due attention should be paid to development of theoretical knowledge in these regards in Iranian EFL teacher training courses so as to take the utmost advantages from postmethod and critical pedagogy.
