1. Applied Linguistics (Language Teaching and Learning)
Nuria Ballesteros Soria; Rémi Adam van Compernolle
Abstract
Pre-task planning has been extensively studied in task-based language teaching research, but a limited number of studies to date has explored the phenomenon through a sociocultural theory lens. In this article, we report on pre-task planning from a Vygotskian group-as-collective perspective by examining ...
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Pre-task planning has been extensively studied in task-based language teaching research, but a limited number of studies to date has explored the phenomenon through a sociocultural theory lens. In this article, we report on pre-task planning from a Vygotskian group-as-collective perspective by examining its mediational role during dynamic strategic interaction scenario tasks (DSISs) implemented in a first semester elementary-level US university Spanish classroom. DSISs involve pre-task planning, small group performances in front of the class, and post-task debriefings in which peer and instructor comments are immediately provided. Drawing on Vygotsky’s (1978) genetic method of analysis, we first show how turn-allocation emerged as an object of learning during the first debriefing, which was the result of pre-task planning and students’ observations following the first group performance. Second, we provide an account of the microgenesis of the debriefing observations through an analysis of planning tasks and the instructor’s framing and modeling of appropriate feedback, which we contend mediated students’ orientation to turn-allocation as a relevant learnable. In concluding, we discuss our findings, their research and pedagogical implications, and future directions for instructed research on L2 speaking development.
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 ...
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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.
1. Applied Linguistics (Language Teaching and Learning)
Sara Salehpour; Biook Behnam; Zohreh Seifoori
Abstract
To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including ...
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To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including 49 Iranian EFL trainee teachers were recruited to take part in a quasi-experimental pretest-posttest-delayed posttest study. Having been grouped into three comparison groups, the participants were exposed to the same literary texts; however, the differential treatment of the study entailed three different interaction modes (individual, collaborative, and collaborative-cooperative) and two types of input / output processing (non-reciprocal and reciprocal). A repeated measure analysis of covariance (RM ANCOVA) was performed on the participants’ achievements in the pre- post- and delayed posttest measures and the results revealed that the two groups involved in literature-based interactive (collaborative and collaborative-cooperative) reciprocal input-output activities showed significantly higher levels of vocabulary retention compared to the group exposed to literature-based individual non-reciprocal input-output tasks. Additionally, contributing to significantly higher levels of long-term retention, the collaborative-cooperative mode of interaction was found to be more effective than the collaborative one. The findings corroborated the need for including literature-based interactive input-output tasks in EFL teacher training curriculum.
