eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-04-01
13
1
1
26
10.22132/tel.2019.86905
86905
مقاله پژوهشی
Interactional Competence in Paired vs. Group Oral Tests
توانش تعاملی در آزمونهای
Alireza Ahmadi
arahmadi@shirazu.ac.ir
1
Zahra Montasseri
zmontasseri1992@gmail.com
2
Faculty of Foreign Languages, Shiraz University
Department of Foreign Languages and Linguistics, Shiraz University
Previously, competence was conceptualized as a static individual construct that could be measured with regard to grammatical, sociolinguistic, pragmatic, and discursive dimensions of second language (L2) knowledge. This perspective was criticized with the emergence of constructivist views in second language acquisition (SLA), and interaction was assumed to be coconstructed in specific contexts by all the members of the group, and was referred to as interactional competence. This study aimed at investigating the highlighted features of interactional competence from raters' point of view. The raters were also required to compare and contrast the differences between the performance of paired vs. group interactions. For this purpose, 16 male and female proficient English language and literature students of Shiraz university participated in the study; also, 10 experienced raters were chosen to rate the performances. The participants were given a set of controversial questions, once to argue their viewpoints in four-member groups, and once more in paired interaction. Having videotaped the discussions, the raters were asked to watch the clips and were interviewed to comment their perspective. The detailed analysis of the transcription of interviews revealed at least three aspects of interactional competence, each with some subcategories: management, engagement and attention, and paralinguistic aspects. Moreover, peer-to-peer interactions were filled with turn-taking, other-initiated self-repair, use of pauses and wait times, backchanneling, and facial features such as eye contact. Group performances were prominent with self-initiated self-repair, open-ended clarification requests, and employment of vocal features.
در گذشته، توانش یهعنوان مشخصهای ایستا تلقی میشد
http://www.teljournal.org/article_86905_ec3417fcaf92b00f77032259e74761ce.pdf
Interactional Competence
Peer-to-Peer Interaction
group interaction
Rater Perspective
توانش
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-04-25
13
1
27
55
10.22132/tel.2019.86928
86928
مقاله پژوهشی
Big-C-Culture and Little-c-culture Genres: The Effect of Input Flooding on Speaking Accuracy
گونههای خرد و کلان فرهنگی و نقش آنها در تأثیر بارش درونداد (تقویت متنی) بر صحت گفتار
Zari Saeedi Talab
saeedi.za@gmail.com
1
Sara Salehabadi
2
Dep't of English Language and Literature, Faculty of Persian Literature and Foreign Languages
Allameh Tabataba'i University, Faculty of Literature and Foreign Languages,
Learners have been required to be in the know about some target language cultural knowledge to improve their communicative ability that is a subject in stereotypical perspective towards different cultures named psychological phenomenon which affects the supranational communication. This study targets to investigate the impact of input flooding (extensive reading) on Iranian EFL learners' speaking accuracy. In this mixed-method study, 48, Iranian advanced-level participants studying English as a foreign language at Azadi English institute with a well-equipped library were chosen based on the Oxford Placement Test (2013). According to their test scores, they were randomly divided into two experimental groups, one receiving a ten-session literature-oriented (Big-C culture genre) input flooding treatment; while the other received a ten-session culture-oriented (Little-c culture genre) input flooding treatment using the story books of graded readers. The speaking test of IELTS, Cambridge ESOL, (2013) was run twice to see the effect of the program on their speaking. The result of the T-test measures reveals the significant effect of input flooding through literature and culture-oriented texts on the EFL learners' speaking structural accuracy. The findings bear some clear implications for those teachers who intend to add more meaning to the learning process of their students, for those involved in language policy planning, course design, and material development as well as researchers and learners.
زبانآموزان برای اینکه بتوانند توانایی ارتباطی خود را ارتقا بخشند، ضرورت دارد تا حدی نسبت به دانش فرهنگی زبان مقصد آگاهی و اشراف داشته باشند. این موضوع در رویکردهای کلیشهای نسبت به فرهنگهای گوناگون، پدیدهای روانشناختی دانسته میشود که میتواند بر ارتباطات فراملی تأثیرگذار باشد. هدف این مطالعه، بررسی تأثیر بارش درونداد (تقویت متنی) بر صحت کاربرد زبان در میان ایرانیانی است که به فراگیری زبان انگلیسی بهعنوان زبان خارجی اشتغال دارند. در این مطالعه ترکیبی از روشها مورد استفاده قرار گرفته و مشارکتکنندگان عبارتند از 48 دانشآموز ایرانی مقطع پیشرفته که مشغول فراگیری زبان انگلیسی (بهعنوان زبان خارجی) در آموزشگاه آزادی هستند. این آموزشگاه مجهز به کتابخانهای غنی است که منابع آن بر مبنای آزمون تعیین سطح آکسفورد (2013) فراهم آمده است. دانشآموزان با توجه به نمرات آزمونشان، بهطور تصادفی به دو دسته آزمایشی تقسیم شدند. هر دو گروه با استفاده از کتابهای داستان طبقهبندیشده، ده جلسه تحت آموزش «تقویت متنی» (بارش درونداد) قرار گرفتند: گروه اول از طریق متون ادبی (بهعنوان گونه کلان فرهنگی) و گروه دوم از طریق متون فرهنگی (بهعنوان گونه خرد فرهنگی) مورد تعلیم قرار گرفتند. برای مشاهده تأثیر برنامه آموزشی بر صحت گفتار فراگیران، در دو مرحله از آزمون مهارت گفتاری آیلتس (آزمون کمبریج، انگلیسی برای گویشوران دیگر زبانها) استفاده شد. نتایج آزمون تی، نشان از تأثیر معنیدار خواندن فشرده (تقویت متنی) از طریق متون ادبی و فرهنگی بر صحت ساختاری سخنگفتن زبانآموزان داشت. این یافتهها دارای کاربردهای شفافی برای آن دسته از مدرسانی است که تمایل دارند فرایند یادگیری دانشآموزانشان را معنادارتر کنند، همچنین برای کسانی که در کار برنامهریزی و سیاستگذاری زبانی، طراحی دورههای آموزشی و تولید محتوا هستند و نیز پژوهشگران و زبانآموزان، حاوی اشاراتی روشن میباشد.
http://www.teljournal.org/article_86928_e24a6bf98a6c5be72cf7c9bc43767978.pdf
Extensive-reading
input flooding
Literature
culture
speaking accuracy
خواندن گسترده
بارش درونداد (تقویت متنی)
ادبیات
فرهنگ
صحت گفتار
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-02-28
13
1
57
84
10.22132/tel.2019.86986
86986
مقاله پژوهشی
Moodle Implementation for L2 Vocabulary Development and Retention: The Effects on Extroverted vs. Introverted Iranian Intermediate EFL Learners
کاربرد
Ali Malmir
malmir@hum.ikiu.ac.ir
1
Zeinab Aghazamani
zeinab2061@yahoo.com
2
Department of English Language, Imam Khomeini International University, Qazvin
Islamic Azad University, E-Campus
Despite all the studies conducted on second/foreign language (L2) vocabulary, most L2 learners suffer from deficiency in their vocabulary development and retention. One of the probable reasons behind this specifically in Iranian EFL context is that less implementation of new technologies such as CALL and Virtual Learning Environments (VLEs). Because the use of new language learning technologies is likely related to learner variables and personality differences, the present study attempted to examine the use of Moodle as an effective type of VLE on 90 introverted vs. extroverted EFL learners' vocabulary development and retention. Myers Briggs Type Indicator (MBTI), researcher-made and validated vocabulary tests used as pretest, posttest, and delayed posttest were employed for data collection. The application of two-way ANOVA indicated that Moodle had a significant positive effect on L2 vocabulary development and retention. However, introversion/extroversion personality factor could not moderate the effect of Moodle on vocabulary learning and retention. The interaction effect of the two independent variables on vocabulary development and retention was not significant as well. Study findings suggest that EFL practitioners and learners can employ Moodle as an effective VLE for L2 vocabulary achievement and retention.
با وجود مطالعههای گسترده
http://www.teljournal.org/article_86986_d73eafcffc5ded0373f24312486e1b7f.pdf
Vocabulary Development
vocabulary retention
moodle
Virtual Learning Environments (VLEs)
Introversionism
Extroversionism
یادگیری واژگان
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-05-01
13
1
85
117
10.22132/tel.2019.87594
87594
مقاله پژوهشی
Exploring the Professional Identity Construction of ELT Researchers in Higher Education
بررسی ساختار
Masoud Rahimi
1
Nouroddin Yousofi
nyousofi@yahoo.com
2
Shahab Moradkhani
m.shirazizadeh@alzahra.ac.ir
3
Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah
Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah
Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah
As part of a large-scale project on English Language Teaching (ELT) researchers' research practice in higher education, this study explored how a Masters student, a doctoral student, and a university instructor in applied linguistics in higher education setting constructed and reconstructed their professional identities as ELT researchers and how they coped with the contextual challenges in this regard. The required data were collected through a narrative enquiry approach in the forms of interviews, diaries, and field visits over nine academic months (i.e., one academic year) in the ELT higher education. The findings, guided by Grounded Theory, indicated a number of themes addressing the participants' professional identities, which were subject to change. The participants formed and reformed their professional identities as ELT researchers with regard to the passage of time, their personal values, their social interactions with other researchers, and the institutional and sociocultural setting. The findings are further elaborated and discussed in the light of the literature and the uncovered themes. The study suggests implications for newly accepted or recruited Masters and doctoral students and university instructors in applied linguistics as researchers in higher education.
بهعنوان قسمتی از یک
http://www.teljournal.org/article_87594_7e201044df1c1452bca77840fc4950ad.pdf
Professional Identity Construction
applied linguistics
ELT Researchers
ELT Higher Education
ساختار هویت حرفهای
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-07-06
13
1
119
146
10.22132/tel.2019.88479
88479
مقاله پژوهشی
Curricular Knowledge Base of Nonnative English Language Teachers
دانش برنامه درسی
Rafat Bagherzadeh
bagherzadeh.r@iums.ac.ir
1
Zia Tajeddin
zia_tajeddin@yahoo.com
2
Gholam-Reza Abbasian
3
Department of Foreign Languages, Science and Research Branch, Islamic Azad University, Tehran, Iran
Tarbiat Modares University
Imam Ali University
Curricular knowledge, as one of the key components of teacher knowledge base, has received scant attention in second language teacher education. To address this gap, this study was conducted to explore the curricular knowledge base of Iranian English language teachers. Data were collected using a questionnaire developed based on the components of curricular knowledge cited in Roberts' (1998) model. The results indicated that the teachers possessed an appropriate knowledge of a few components of curricular knowledge. For example, they were aware of materials suitability and the structures of the lessons, could judge the content of the materials and translate the instructions in teachers’ manuals into practical activities, and were able to teach English as a Foreign Language textbooks. However, they showed a less developed knowledge base on half of the components of the curricular knowledge which comprised, inter alia, their cognizance of the content of the exams, cultural aspects of the textbooks, and learner-cantered activities. These findings imply that measures should be taken to help teachers fill the existing gaps in their curricular knowledge through teacher education courses.
دانش برنامه درسی
http://www.teljournal.org/article_88479_7d7d06a6577e16d7f4236f3980e97cae.pdf
Curricular knowledge base
English language teachers
Knowledge base
دانش برنامه درسی
یاددهنده زبان انگلیسی
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-06-20
13
1
147
176
10.22132/tel.2019.89275
89275
مقاله پژوهشی
Teachers' Motivation to Teach, Teacher Credibility, Metacognitive Awareness, and Students' Motivation and Affective Learning: A Structural Equation Modeling Analysis
انگیزه یاددهنده
Mohammad Nabi Karimi
karimi_mn@yahoo.com
1
Fariba Ziaabadi
fariba.ziayi@gmail.com
2
Department of Foreign Languages, Kharazmi University, Tehran
Department of Foreign Languages, Kharazmi University
This study aimed to investigate the possible relationships among teachers' metacognitive awareness, their motivation to teach, students' perceptions of teacher credibility and students' affective learning, and motivation to study. Three hundred sixty-five English as a Foreign Language (EFL) students and seventy-four EFL teachers participated in the study. Three questionnaires were administered to students and two questionnaires were administered to teachers. The collected data were subjected to Structural Equation Modeling (SEM) to test the significance of the hypothesized paths among variables. The results indicated significant positive paths from teacher metacognitive awareness to teacher credibility and teacher motivation, also from teacher credibility to teacher motivation and students' affective learning, and from teacher motivation and students' affective learning to student motivation. The findings also indicated that teacher motivation could significantly affect students' affective learning. Furthermore, the results revealed that teacher credibility promotes student motivation through full mediation of students' affective learning and the indirect intervention of teacher motivation. Moreover, the path leading from teacher metacognitive awareness to students' affective learning was justified through the indirect effects of teacher motivation and credibility. Implications for teachers and teacher educators are also presented.
انگیزه یاددهنده
http://www.teljournal.org/article_89275_f69099c2a831404128efa9233236d675.pdf
structural equation modeling
Student motivation
Students' affective learning
Teacher credibility
Teacher metacognitive awareness
Teacher motivation
مدل
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-04-04
13
1
177
203
10.22132/tel.2019.89972
89972
مقاله پژوهشی
Teacher Creativity in Light of Autonomy and Emotional Intelligence
خلاقیت معلم
Flora Pashazadeh
folora.mpashazade@yahoo.com
1
Parviz Alavinia
p.alavinia@urmia.ac.ir
2
Urmia University
Urmia University
Though creativity in teaching has always constituted a seminal issue in discussions of successful pedagogical endeavours, renewed interest in how creativity can be integrated into teaching practices seems to be a fairly recent phenomenon which has gained increased momentum in the current decade. In an attempt to pinpoint the factors underpinning teacher creativity, the researchers in this study embarked on probing the potential relationship between Iranian high school teachers' creativity, on the one hand, and their autonomy and emotional intelligence, on the other. In so doing, 100 high school teachers were selected as participants based on availability and convenience. To conduct the study, Torrance's (2008) test of creativity, Shutte et al.'s (1998) Emotional Intelligence Questionnaire, and Breaugh's (1985) Work Autonomy Scale (BWA) were utilized. Running Spearman rho correlation and Structural Equation Modelling, the researchers came up with a positive relationship between creativity and emotional intelligence, as well as creativity and autonomy. However, teachers' gender was not found to be a significant determiner of their creativity. Furthermore, as the results revealed, teachers' emotional intelligence had a greater predictive power than autonomy for their creativity. The implications of the study are discussed throughout the paper.
خلاقیت
http://www.teljournal.org/article_89972_c1b6505a1a4a5c56ec560448933cf294.pdf
Emotional intelligence
Iranian High School EFL Teachers
Teacher Creativity
Teacher Autonomy
هوش عاطفی
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2019-04-01
13
1
205
233
10.22132/tel.2019.92169
92169
مقاله پژوهشی
Exploring the Patterns of Evaluative Language in Applied Linguistics Blurbs: A Rhetorical Structure Analysis
بررسی
Reza Banari
rezabanari2010@yahoo.com
1
Alireza Jalilifar
ar.jalilifar@gmail.com
2
Zohre G. Shooshtari
3
Shahid Chamran University of Ahvaz
Shahid Chamran University of Ahvaz
Shahid University of Chamran
This study explored the patterns of evaluative language in applied linguistics blurbs to see how attitude is reflected in these advertising texts. Following a qualitative approach, the study was informed by pragmatic and discourse-semantic perspectives in exploring the overall structuring of blurbs. Findings indicated that blurbs are frequently charged with appreciation as a category of attitude in the appraisal framework. Graduation as another element in the appraisal framework was also found to be employed both as intensification and quantification. With respect to the communicative settings of blurbs, it was found that blurbs are mainly constructed monologically. Meanwhile, results also showed that blurbs are logogenetically constructed due to the interpersonally prosodic flow of attitudinal resources across the whole components of blurbs. The study concluded that blurbs are logogenetically constructed by means of the monologic pressure of attitudinal resources for increasing the impact of persuasion as the primary tool of advertising discourse in blurbs.
این پژوهش به بررسی
http://www.teljournal.org/article_92169_db18a949080a87031f6f952a6dae0de8.pdf
Appraisal
Prosody
Logogenecy
Dialogic and Monologic Positionings
سنجش