Husain Abdulhay
Abstract
Materials Development in Language Teaching moots the emerging issues in the domain of materials development for language teaching raised mostly at MATSDA. The book seeks to uplift knowledge, ideas and awareness of the readers and developers and spur them to transpose and extrapolate the initial thinking ...
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Materials Development in Language Teaching moots the emerging issues in the domain of materials development for language teaching raised mostly at MATSDA. The book seeks to uplift knowledge, ideas and awareness of the readers and developers and spur them to transpose and extrapolate the initial thinking and research emerged so far to the practical context of developing and harnessing classroom materials. It, likewise, zeros in on providing the stimulus, in a way, for further experimentation and innovation to redound to sustaining of the development of quality materials. As courses in applied linguistics and teacher development are enjoying the innovation in teaching and learning foreign languages to all walks of people in the globe, materials needs to be developed au courant with any inauguration of the ELT methodological and technological materials. Materials Development in Language Teaching provides this facility, leeway and opportunity for researchers, teachers, writers and publishers to share their insightful perspectives and implication to the ardent readers who endeavor to obtain and refine their approaches and practices for writing and application of foreign language materials.
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.
4. Dynamics between Applied Studies on Language and Literature
Mostafa Hosseini Anhari
Abstract
Literature and Language Learning in the EFL Classroomconsists of nineteenchapters. The chapters of the book have been arranged into two parts: Part I, current issues and suggestions for new approaches (Chapters 1-6) and Part II, empirical and case studies (Chapters 7-19). The book takes multiple approaches ...
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Literature and Language Learning in the EFL Classroomconsists of nineteenchapters. The chapters of the book have been arranged into two parts: Part I, current issues and suggestions for new approaches (Chapters 1-6) and Part II, empirical and case studies (Chapters 7-19). The book takes multiple approaches to examine how literary texts can be incorporated into teaching practices inan EFLclassroom including 1) the use of extensive and close reading 2) narrative inquiry 3) translation and pedagogical stylistics, and 4)the evaluation of successful foreign language learners. It is worth mentioning that the increasing role of non-canonical English literary textssuch as post-modernist texts, simplified texts and pop song lyrics isthe focus of several chapters.The collection may be considered as unique in the sense that many chapters, either directly or indirectly, target the Japanese EFL classroom. In fact, 14 chapters out of 19 have been written by Japanese authors.This review provides a chapter-by-chapter account of the book.
