eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
1
18
10.22132/tel.2008.122653
122653
مقاله پژوهشی
The Efficacy of Focus on Form on Promoting Second Language Learning
بررسی کارآمدی آموزش با تاکید بر فرم
Masoud Rahimi Domakani
1
Shahrekord University
The disparity between the linguistic knowledge and the communicative abilities which is often observed in the performance of second language (L2) learners has recently shifted the focus of the researchers toward the FonF paradigm. Having the ability to draw the learners' attention to the target linguistic features in the input, FonF, as an appealing approach is thought to balance between the linguistic knowledge and communicative abilities. The present paper attempts to investigate the conditions under which the acquisition of passive syntactic structures and morphological markers of tense can be maximized, and to examine differences in noticing and learning of syntactic structures vs. morphological markers of tense. On this account, the adult college students, who had enrolled for general English, were selected for the study. They were assigned to three classes, and each class received one of the three different types of instructions: non- enhanced (NoFonF), enhanced (implicit FonF), and enhanced plus practice (explicit FonF). Results of the study revealed that explicit FonF group performed significantly better than the implicit FonF group. The study argues for the adoption of a particular type of explicit instruction – one which promotes noticing andunderstanding of the target linguistic features.
بررسی کارآمدی آموزش با تاکید بر فرم
http://www.teljournal.org/article_122653_5bec606a12935673b8e74e24c83bf289.pdf
Focus on Form
second language acquisition
passive syntactic structures
and morphology markers of tense and linguistic features
تاکید بر فرم
اکتساب زبان دوم
ساختار نحوی مجهول
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2008-04-01
2
1
1
21
10.22132/tel.2008.128578
128578
مقاله پژوهشی
Improving Productive Vocabulary Knowledge Through Writing
تقویت دانش واژگان
To improve and activate the vocabulary of EFL learners, an alternative to common advice in trying to use them in speech can be invited. Mclaughlin, B. et al. (2000) previously argued for the role of reading comprehension in improving the vocabulary knowledge of nonnative speakers. The same can be shown through writing. As two quite different methodologies in writing pedagogy are process and product writing, it is interesting to find which holds more promise for the vocabulary improvement. Product writing pedagogy encompasses accuracy-based and error-corrective tradition and students acting one-off (Gabrielatos, 2004), while process writing enacts students learning how to write by writing involving brainstorming and production of multiple drafts based on teacher’s feedback (Paribakht, 2003). For the purpose of this study, sixty four from a hundred interested students at the intermediate level of English proficiency, set by a TOEFL score, pursued and consummated the weekly classes of writing instruction. A class is selected to be instructed in process writing by the flip of a coin and the other taught product writing then. After a semester period of teaching process and product writing to respective homogeneous groups and applying a pretest-posttest design, the researchers used a T-test to compare mean difference of group scores from pretest and posttest which is a productive vocabulary test. The results of study demonstrate that process group improved their vocabulary significantly better over product group. Controlling that all subjects be of the same age range, language proficiency level and of both sexes in balanced divisions, while every other factor is held constant to make a fair estimate of the role of writing method on vocabulary.
تقویت دانش واژگان
http://www.teljournal.org/article_128578_8551cb2e9115ab6e4bff4d774c5fb37b.pdf
productive vocabulary knowledge
process writing
product writing
t-test
دانش واژگان
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
19
40
10.22132/tel.2008.122654
122654
مقاله پژوهشی
L1 Use in L2 Composing Context: A Disruptive or Constructive Role?
کاربرد زبان اول در نگارش زبان دوم
Gholam Reza Zarei
1
Ahamad Alibabaee
2
Isfahan University of Technology
University of Isfahan
L1 use is commonly viewed as predominantlydebilitating to L2 learning. However, more recent bilingual researchers believe that L1 is not to be taken as a barrier, but as mental weaponry which can help control or regulate L2 learning processes (Cumming, 1989; Wang, 2003). To illuminate the authenticity of the recent conviction in bilingualism, the present study set out first to find out 1) if Iranian L2 learners involved in L2 composing task backtrack to rely on their L1; (2) how often they do so if any at all; (3) under what conditions they rely on their L1; (4) and finally what functions are likely to be served while doing so. To this end, the study used a think-aloud data collection procedure. The analysis of the results indicated that the subjects more often than not resorted to their L1 in order to function properly in the L2 composing task. The total number of L1 use was 1519 within 7535 words produced by the participants. As to the third question, the analysis showed that the subjects resorted to their L1 under the following conditions: (1) initiation; (2) mental investigation; (3) rectification; (4) rganization; (5) coherence construction; and (6) meaning confirmation. Their dependence on L1 while writing in L2 was taken to serve the following functions: (1) cognitive; (2) generative; (3) linguistic; (4) metacognitive; and finally (5) communicative. Overall, the results indicate strong positive role L1 plays in the EFL learners’ functioning in L2 and highlight the necessity to develop a theory of L2 writing, incorporating the unique features of L2 writing.
کاربرد زبان اول در نگارش زبان دوم
http://www.teljournal.org/article_122654_0a49f7ab6bbfdc254fb00b3a64beb0bc.pdf
Bilingualism
L1 use
L2 composing task
Functions of L1 use
Conditions for L1 use
دو زبانگی
زبان اول در زبان دوم
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
41
58
10.22132/tel.2009.122655
122655
مقاله پژوهشی
Iranian Women’s Negative Face in the Construction of Their Identity
چهره منفی زن ایرانی
Mostafa Hasrati
hasrati@yahoo.co.uk
1
Amer Gheitury
gheitury@yahoo.com
2
Razi University, Kermanshah
Razi University, Kermanshah
A main feature of recent scholarly work on language is its focus on identity, or the self, as a social construct, or more particularly as a discursive product (Fairclough, 1992; Ivanic, 1998). One way of viewing the self as a social construct is through the notion ‘face’, i.e. “the positive social value a person effectively claims for himself (sic) by the line others assume he (sic) has taken during a particular contact” (Goffman, 1967: 5). Building upon Goffman’s notion of ‘face’ as asocial construct and the Brown and Levinson’s (1987) politeness theory and particularly their claim touniversality of ‘face’, the present study is an endeavour to investigate the ways in which Iranianwomen’s identity, or ‘face’ wants, affect their linguistic interaction with the members of the oppositesex. This study was conducted in a case study format and the data thus obtained were analysed using QSR.NUDIST software. The subjects were seven women working at Iranian governmental offices whose daily interactions with their male and female customers were observed over a two week period. Eleven follow up interviews were conducted with the participants. The results indicate that Iranian women show a systematic awareness of the significance of their face wants in constructing their identity as ‘Iranian women’. Nevertheless, this negative face is not entirely socially motivated and is not likely to be explicable in accord with Brown and Levinson’s politeness theory which is often postulated to be universal.
چهره منفی زن ایرانی
http://www.teljournal.org/article_122655_0cbdeaf6b9f41d7ebe7a6dc3ecbd17ed.pdf
politeness theory
language and identity
social construction of identity
نظریه ادب
زبان و هویت
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
59
73
10.22132/tel.2008.122656
122656
مقاله پژوهشی
Blogging: Innovation in an EFL reading and writing class
بلاگها: نوآوری در کلاسهای خوانداری و نوشتاری زبان انگلیسی به عنوان زبان خارجی
Fatemeh Nikui Nezhad
1
Khatam University, Tehran, Iran
Computer-mediated learning tools have promised to be effective educational tools in language classes. This research focused on integrating tutor weblog and learner blogs into reading and writing English classes. This quasi-experimental study was conducted on 57 Iranian freshman high school students at Farzanegan Highschool. Data was obtained through a Likert scale attitude questionnaire and ten open-ended or yes-no questions regarding the effectiveness of Blog Assisted Language Learning (BALL). Data were analyzed using Chi-square test with SPSS. The results of data analysisindicated that the vast majority of students found the task of using and creating blogs appealing. They preferred weblog writing to the more traditional ways. Most of them believed that weblogs can improve their reading and writing skills. The students perceived that the interaction and cooperative learning among peers increased due to the blog assignments. This study yielded some practical insights and implications which are presented in this article.
بلاگها: نوآوری در کلاسهای خوانداری و نوشتاری زبان انگلیسی به عنوان زبان خارجی
http://www.teljournal.org/article_122656_6cbe18097c102582ec6e1bf2a3f20a5a.pdf
weblog
blogging
Blog-Assisted Language
Learning (BALL)
Cooperative learning
وب لاگ
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
75
101
10.22132/tel.2008.122657
122657
مقاله پژوهشی
The Effect of Considering Students' Attitudes Towards Methods of Error Correction on the Grammatical Accuracy of their English Writing
اثر نگرش فراگیران به روشهای تصحیح خطاها
Hossein Khodabakhshzade
1
Islamic Azad University of Torbat Heidarieh, Iran
An extremely important issue in any approach of teaching and learning second/foreign language is that students receive feedback on their activities in second/foreign language learning milieu. There are many strategies that teachers adopt to provide students with evidence that what they have just produced in their writing activities is incorrect. However, there has not been much attempt to investigate the effect of considering the students' attitudes in adopting these error correction trategies. The present study was an attempt to explore the effect of considering student's attitudes towards error correction on the grammatical accuracy of their English writing. For this purpose two groups, experimental and control, passing writing essay course as partial requirement of their study at university, were selected. The students in both groups took part in an original IELTS test as a pre-test. For the first half of the term (8 sessions) the students in both groups received similar writing instruction. They also received feedback on their writing activities. Then, a questionnaire was given to the teachers to find out how correlated their methods of error correction are. The results showed that the methods used by them were different. After that, an early version of a questionnairedeveloped by Icy Lee (2005), after some modifications, was given to both experimental and control groups to check the students' attitudes towards writing error correction strategies. The data obtained from this questionnaire was analyzed to highlight those error correction strategies prefered by most students. Then, the teachers in both groups were informed about the result of the questionnaires. The teacher of the experimental group adjusted and modified his error correction methods according to those preferred by the students for the second half of the term. The teacher in the control group, on the other hand, ignored the students preferences in writing error corrections. Finally, both groups took part in IELTS test as posttest. The result showed that the students in the experimental group outperformed the students in the control group on grammatical accuracy in English writing.
اثر نگرش فراگیران به روشهای تصحیح خطاها
http://www.teljournal.org/article_122657_bf6461cc8b0a9124e30b31bddeaa847b.pdf
Error feedback
attitudes
Correction strategies
Grammatical Accuracy
بازخورد خطا
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
103
128
10.22132/tel.2008.122658
122658
مقاله پژوهشی
L2 performance and context of language learning: A comparative study of learners in Tehran and London
عملکرد زبان دوم و بافت یادگیری
Parvaneh Tavakoli
1
London Metropolitan University, London
The importance of learning context has stirred debates in the field of second language acquisition over the past two decades since studying a second language (L2) abroad is believed to provide authentic opportunities that facilitate L2 acquisition and development. The present paper examines whether language performance of learners studying English in a formal language classroom contextat home (AH) is different from performance of learners who study English abroad (SA) where they would have to use English for a range of communicative purposes. The data for this comparative study is part of a larger corpus of L2 performance of 100 learners of English, 60 in Tehran and 40 in London, on four oral narrative tasks. The two groups’ performances are compared on a rangeof different measures of fluency, accuracy, syntactic complexity and lexical diversity. The results of the analyses indicate that learners in the two contexts are very similar with respect to the grammatical accuracy and aspects of the oral fluency of their performance. However, the SA group appears to have benefited from living and studying abroad in producing language of higher syntactic complexity and lexical diversity. These results have significant implications for language teaching in AH contexts.
عملکرد زبان دوم و بافت یادگیری
http://www.teljournal.org/article_122658_b6432250a674925b4c411c643a29172e.pdf
Context of Learning
Study Abroad
Study At Home
L2 performance
بافت یادگیری
تحصیل خارج از کشور
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2007-01-01
2
1
131
144
10.22132/tel.2008.122659
122659
مقاله پژوهشی
The Impact of Live Dramatic Performance on English Literature Students’ Interpretation and Analysis of Dramatic Texts
اثر عملکرد دراماتیک زنده
Akhtar Zohoori
1
Rakhshandeh Nabizadeh
2
Hadi Azimi
hadiazimi@sbmu.ac.ir
3
Islamic Azad University, Rasht Branch, Guialn, Iran
Islamic Azad University, Rasht Branch, Guialn, Iran
Tarbiat Modarres University, Iran
Drama is a composite art, a mixture of literature and many other arts, originally written to be performed, since its proper appreciation depends on its being observed, not just read. A play is not fully a work of dramatic art until the text is transformed to action and sound (Rezai, 1992). The performance of the text will reveal many indicative clues to the discovery of the theme, characterization and symbolism of the play. In our academic environments, however, all courses designed to teach drama focus on the written text, and almost no effort is made to incorporate the theoretical analysis of the text with the unparalleled experience of watching the live dramatic performance of plays. The present study undertakes to examine how effective this experience can be on the students’ understanding and evaluation of drama. For this purpose, an intact group of the students of English literature in Islamic Azad University, Rasht Branch, all at the same level of academic education, were chosen and randomly divided into two groups. A pretest determined their similar level of language proficiency before hand. The treatment, i.e. theoretical discussion and critical evaluation of a play, Sophocles’ Antigone, plus watching its live performance, was implemented in the experimental group for at least 10 sessions. The final step was the administration of a posttest for both groups to estimate to what extent they acquired the ability to the successful analysis of the dramatic work presented to them. The statistical analysis revealed that the experimental group which was offered the chance of theoretical discussion of the text and watching the play yielded more satisfactory results.
اثر عملکرد دراماتیک زنده
http://www.teljournal.org/article_122659_13efdeb7b60ec69f267b6b66e3e59fc5.pdf
Drama
Live Dramatic Performance, Literature Students
دراماتیک زنده