eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
1
18
10.22132/tel.2010.66129
66129
مقاله پژوهشی
Differential item functioning and ad hoc interpretations
بررسی
Seyyed Mohammad Alavi
mohammed.alavi@gmail.com
1
Hossein Karami
2
University of Tehran
University of Tehran
A plethora of research studies has focused on Differential Item Functioning. Despite the diversity of DIF detection techniques offered, little research has been done on the interpretation of DIF results. This study was undertaken to investigate whether there is any order to the interpretations offered for the real cause of items flagged as displaying DIF. The analysis of the opinion of experts showed that there is no such order. It is argued that such “ad hoc” interpretations have rendered DIF analysis of little use. It is further suggested that research should focus on devising a mechanism for basing DIF interpretations on principled grounds.
بررسی
http://www.teljournal.org/article_66129_fb3943541a48b34e329f1341f08ee0b9.pdf
Differential Item Functioning
UTEPT
fit analysis
item calibration
بررسی
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
19
48
10.22132/tel.2010.66130
66130
مقاله پژوهشی
Interactional modifications in text-based online chat and EFL question development
تغییرات تعاملی
Jaleh Hassaskhah
1
Seyedeh Marziyeh Chavoshi
2
University of Guilan
University of Guilan
The limited language exposure available to the learners of English as a foreign language (EFL) decreases their chance of utilizing two important practices- questions and interactional modifications- in their classrooms, which according to interaction hypothesis are influential in language development. This study thus explores the possibilities of Computer Assisted Language Learning (CALL), and in particular, text-based online chat in increasing these opportunities. To do so, a total of eighteen paired intermediate EFL students were assigned to use a synchronous chat program to complete a set of seven communicative tasks outside their classroom over a period of seven weeks’ time. Their performance was later compared with that of the control group members who completed the same tasks but through in-class written interaction. The results show that participants in the former environment not only outperformed those in the latter in terms of both type and frequency of the interactional modifications, but also manifested higher level questioning abilities. However, since this study focused on the forms of questions rather than their cognitive value, further research is required to seek ways in which questions which call for speculative, inferential and evaluative thinking can develop.
تغییرات
http://www.teljournal.org/article_66130_91db5e195e33f0ab52f909f9ae25e2e2.pdf
computer-mediated communication
interactional modifications
question forms development
تغییرات
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
49
68
10.22132/tel.2010.66131
66131
مقاله پژوهشی
A contrastive discourse analysis of English newspaper headlines: Facing syntactic challenges in translation
تحلیل مقابلهای
Alireza Jalilifar
1
Shahid Chamran University of Ahvaz
Among the various news genres, the distinctive telegraphic syntax and stylistic features of newspaper headlines have drawn a good deal of linguistic attention. However, no substantive analysis has been conducted to compare English headlines published in native and non-native contexts. To this end, the present study was done in two phases. In the first phase, 2000 English headlines were randomly selected from the electronic versions of New York Times (1000) and Tehran Times (1000) and analyzed syntactically and stylistically based on Haixin's (2003) model. Results indicated differences in syntactic and stylistic features of the headlines of the two newspapers. In the second phase, 26 male and female senior BA students of English were asked to translate 60 headlines chosen from the two newspapers. The analysis of the translations revealed that, in general, the participants experience greater difficulty comprehending and translating English headlines of New York Times, suggesting contextual variations being important in comprehending and translating headlines.
تحلیل مقابلهای
http://www.teljournal.org/article_66131_95ad9ceff16631672ef1e9ce0617589a.pdf
headline
syntactic features
stylistic features
New York Times
Tehran Times
تحلیل مقابلهای
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
69
101
10.22132/tel.2010.66132
66132
مقاله پژوهشی
Second language teachers’ sense of self-efficacy: A construct validation
معلمهای زبان دوم
Ramin Akbari
1
Arman Abednia
2
Tarbiat Modares University
Alameh Tabataba'i University
While teacher efficacy is a well-researched concept in mainstream teacher education, it is relatively unexplored in second language (L2) teaching contexts. Part of the problem stems from lack of a specific instrument for measuring teacher efficacy in L2 settings. The present study was conducted, therefore, to develop such an instrument. “Teachers’ Sense of Efficacy scale” (TSES) formed the basis for the development of the new instrument. 35 L2 teachers with more than 3 years of experience were interviewed on the specifics of efficient foreign language teaching. After the content analysis of the interviews, ten items were developed and added to TSES. The resultant 33- item questionnaire, “Second Language Teacher Efficacy Scale”, SLTES, was administered to 272 English language teachers for construct validation. Factor analysis of the collected data with principal axis factoring yielded the same factor structure of TSES, that is, efficacy in instructional strategies, efficacy in student engagement, efficacy in classroom management which were redefined in light of the items added to each.
معلمهای زبان دوم
http://www.teljournal.org/article_66132_55bb037a4942e0b828b3051d1146b4ec.pdf
Locus of control
measures of teacher efficacy
selfefficacy
social cognitive theory
teacher efficacy
معلمهای زبان دوم
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
103
123
10.22132/tel.2010.66133
66133
مقاله پژوهشی
The effects of planning condition, task structure, and gender on EFL learners' written performance
بررسی اثر
Gholam Reza Kiany
1
Reza Ghafar Samar
2
Sakineh Jafari
3
Tarbiat Modares University
Tarbiat Modares University
Tarbiat Modares University
This study focuses on the effect of different variables on the nature of language performance in the context of task-based instruction. The effects of three different tasks with various inherent structures (the personal, the narrative, and the decision-making tasks), two planning conditions (pre-planning and noplanning), and gender on the variables of fluency, accuracy, complexity, and lexical density were investigated. The findings of the study revealed strong effects of planning on all aspects of learners' performances. Also, significant differences were found among the three tasks with the personal and the narrative tasks resulting in better performance than the decision task. No significant differences were found between males and females groups. In addition, interactions were found between task type and planning condition. The findings justifies the integration of planning time and the use of different tasks in writing courses as they clearly promote some aspects of performance.
بررسی اثر
http://www.teljournal.org/article_66133_14d9372c4b3b25114daa02c64c92a847.pdf
accuracy
complexity
fluency
Lexical Density
planning condition
task structure
بررسی اثر
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
125
150
10.22132/tel.2010.66134
66134
مقاله پژوهشی
Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation
یادگیری واژگان
Ali Jahangard
1
Ahmad Moinzadeh
moin@fgn.ui.ac.ir
2
Mansoor Tavakoli
tavakoli@fgn.ui.ac.ir
3
Sharif University of Technology
Isfahan University
Isfahan University
The purpose of the study was to investigate whether the students who learn their lexical knowledge through translation method are able to transfer the knowledge into reading comprehension .The study consisted of four steps, namely, reading pre-test, lexical instruction, vocabulary testing, and reading post-test. The results showed a significant improvement in the reading scores of the learners in Grade One and Two after the vocabulary instruction treatments were introduced. The results indicated that low-proficiency (Novice Mid and Novice-High) were able to transfer their lexical knowledge learned through decontextualized translation equivalent teaching method into reading comprehension tasks. The apparent discrepancy between the findings of the present study and that of Prince (1996) is also discussed with reference to “task-induced involvement load hypothesis”.
یادگیری واژگان
http://www.teljournal.org/article_66134_41a0ae5b5925b03927a8e1d75617963a.pdf
vocabulary learning
reading comprehension
explicit and implicit learning
translation list learning
pairedassociate paradigm
task-induced involvement load hypothesis
یادگیری واژگان
eng
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
2010-07-01
4
1
151
171
10.22132/tel.2010.66135
66135
مقاله پژوهشی
The politics of ambiguity: The case of Richard III Zohreh Ramin
سیاستهای
Zohreh Ramin
1
Fazel Asadi
2
University of Tehran
Tarbiat Moallem University
Critics have long been obsessed with the ambiguous nature of Shakespeare's Richard III. Richard, the protagonist whose name bears the very title of the play, is portrayed as ostensibly an evil figure, and weather his actions are the result of the incarnation of the devil in human form or the result of a mind disturbed as result of physical deformity has long been observed and discussed. However, the present reading, relying on new historicist notions of power and subversion, aims to look at the play from a significantly different perspective. Richard usurps the throne by killing his brother, King Edward IV, and to maintain his authority and sovereignty is compelled to commit more crimes. At the same time, his eloquence and power to control the course of events as well as other characters, specifically in the first part of the play, has long appealed to audiences and critics, attributing a somewhat productive and dynamic quality to his character. The present paper attempts to uncover glimpses of possible reasons for two closely related ambiguities which have long problematized the play. The first aspect is related to the genre of the play, vacillating between two poles; while the play apparently depicts Richard as one of the King's of England, recorded in the history books of Hall and Holinshed, yet Richard embodies certain characteristics which can align him with the tragic hero. The second is related to the very character of Richard, at once a villain and a redeemer. Many critics have praised him, for his power of eloquence and aptitude to govern those around him, simultaneously recognizing the evil and villain in him.
سیاستهای
http://www.teljournal.org/article_66135_156f9206ec5b09ce51e851e917a7d3a6.pdf
Richard III
ambiguous
deformity
historicist
subversion
genre
سیاستهای