ORIGINAL_ARTICLE
Dubbing English Culture-Specific Items into Persian: A Case of Taboos in IRIB's Hollywood Films
Demonstrating their idiosyncrasies in a culture-specific way, cultural aspects are one of the most demanding tasks in cultural transfer, especially in rendering audiovisual materials. This study investigated the applied strategies in rendering taboos from English to Persian in 10 dubbed action Hollywood movies by Islamic Republic of Iran Broadcasting (IRIB). To this aim, the original and dubbed versions of the movies were collected from Soroush Sima Company, which is a highly official audiovisual translation (AVT) company in Iran. Afterwards, the original and dubbed versions of the movies were compared seeking for the culture-specific items (CSIs), especially taboos. Then, the taboo expressions were extracted from the original versions and compared with their translations in the dubbed versions. Finally, the results were interpreted through SPSS, considering Venuti's (1995) strategies in translation studies (i.e., domestication and foreignization). Analysis of the chi-square results indicated χ2 (27, N = 10) = 83.49, considering **p < 0.05. Besides, analysis of the data revealed that deletion, with the frequency of 60.26%, was the topmost applied strategy in the rendition of the taboo expressions. Moreover, reduction of the dubbed run-time of the movies indicated that scene omission was another strategy to censor and prevent injection of harmful thoughts into the Islamic society of Iran. Thus, Iranian audiovisual translators mainly tend to localize, or domesticate, translation of taboo expressions while dubbing. Findings contribute to a proper translation of CSIs, especially taboos in AVT, mainly in the dubbing field.
http://www.teljournal.org/article_92186_7bd16cdddb6a4f3d7c132991e5ae75cd.pdf
2019-08-01
1
22
10.22132/tel.2019.92186
Audiovisual Translation (AVT)
Culture-Specific Items (CSIs)
Domestication
Foreignization
taboo
Mahmood
Hashemian
hashemian-m@sku.ac.ir
1
Shahrekord University
LEAD_AUTHOR
Maryam
Hosseini
2
Shahrekord University
AUTHOR
Azizullah
Mirzaei
mirzaei@yahoo.com
3
Shahrekord University
AUTHOR
Allan, K., & Burridge, K. (2006). Forbidden words: Taboo and the censoring of language. Cambridge and New York: Cambridge University Press.
1
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Diaz Cintas, J. (2008). Audiovisual translation comes of age. In D. Chiaro, C. Heiss, & C. Bucaria (Eds.), Between text and image updating: Research in screen translation (pp.v1-11). Amsterdam, Philadelphia: John Benjamins.
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Venuti, L. (1995). The translator's invisibility: A history of translation. London and New York: Routledge.
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Venuti, L. (2008). The translator's invisibility (2nd ed.). London and New York: Routledge.
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40
ORIGINAL_ARTICLE
Analyzing Verbs in the Discussion Section of Master's Theses Written by Iranian Foreign Language Learners
This study reports on the way nonnative Iranian writers make use of verbs in the discussion section/chapter of their master theses in the field of English Language Teaching. Although verbs have been studied extensively in academic writing, there has been little attention given to the verbs in the discussion of theses written by English Foreign Language (EFL) students. To fill this gap, sixty M.A. theses were purposively selected and analyzed. These theses were first categorized based on the research approach they had employed. There were three broad categories of quantitative, qualitative, and mixed method theses. The verbs in these theses were analyzed with reference to their reporting and nonreporting status. Then, other linguistic features; namely, tense, aspect, and voice were examined. Descriptive statistics was exploited to reveal differences among the theses representing each research approach. The findings indicated that there are no differences between the theses written within the three research approaches regarding the verbs used, except for the use of progressive aspect for the reporting verbs in the qualitative theses and the use of passive voice for the nonreporting verbs in the mixed methods theses. Suggestions for further studies on the issue and a number of implications are given at the end of this study.
http://www.teljournal.org/article_92187_9666b068e85295894ffd991dd653dfad.pdf
2019-08-01
23
50
10.22132/tel.2019.92187
aspect
Reporting and Nonreporting Verbs
Research Approach
Thesis
tense
Voice
Farzaneh
Khodabandeh
farzaneh.khodabandeh@gmail.com
1
Department of English Language and Literature, Payameh Noor University, Iran
LEAD_AUTHOR
Ahmad
Kasir
ahmadkasir53@yahoo.com
2
Department of English Language and Literature, Payameh Noor University, Iran
LEAD_AUTHOR
Abroshan, M. (2014). The impact of conscious raising video-driven prompts on the pragmatic development of situational routines among Iranian male/female EFL learners. Unpublished master's thesis. Islamic Azad University of Ahvaz, Iran.
1
Amnuai, W. (2017). The textual organization of the discussion sections of accounting research articles. Kasetsart Journal of Social Sciences. Retrieved from: https://www.sciencedirect.com/science/article/pii/S2452315117302199
2
Annesley, M. (2010). The discussion section: Your closing argument. Clinical Chemistry, 56, 1671-1674.
3
Anvari, S. (2013). Using lexical inferencing strategies while reading: the case of successful versus less successful EFL inferences. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
4
Atai, M. R., & Falah, S. (2005). A contrastive genre analysis of result and discussion sections of applied linguistic research articles written by native and non-native English speakers with respect to evaluated entities and ascribed values. Retrieved from http://paaljapan.org/resources/proceedings/PAAL10/pdfs/atai.pdf
5
Azimi Tabar, H. (2012). The effects of emotional intelligence on male and female high school students’ performance in production and recognition of test item formats of reading comprehension. Unpublished master's thesis. Islamic Azad University of Ahvaz, Iran.
6
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form meaning and use. Oxford: Blackwell
7
Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134-144.
8
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25, 243–272.
9
Bitchener, J. & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate l2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.
10
Chen, C. C. (1979). An error analysis of English composition written by Chinese Student in Unpublished doctoral dissertation, university of Texas. Austin.
11
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12
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13
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14
Crystal, D. (2004). Making Sense of Grammar. London: Pearson Longman.
15
Dashab, E. (2016). Exploring the effects of exposure to L2 on Iranian intermediate EFL learners’ acquisition of L2 structures. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
16
Dornyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University.
17
Ebrahimi, M. (2016). The effect of corpus-based instruction via the Antcone software on EFL learners’ knowledge of collocations. Unpublished master's thesis. Islamic Azad University of Ahvaz, Iran.
18
Hopkins, A., & Dudley-Evans, A. (1988). A genre-based investigations of the Discussions s in articles and dissertation. English for Specific Purposes, 7(2), 113-122.
19
Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 17–34). Mahwah, NJ: Lawrence Erlbaum.
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Ershadi, S., & Farnia, M. (2017). Comparative generic analysis of discussions of English and Persian computer research articles. Komunikacija i kultura online, 6(6), 15-31.
21
Faraji Birjandi, F. (2012). The relationship between Iranian EFL learners’ interpersonal and intrapersonal intelligence and their speaking accuracy and fluency. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
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Leech, G. (1983). Principles of pragmatics. London: Longman.
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Makokn, L. (1987). What rules govern tense usage in scientific articles. English for Specific Purposes, 13, 31-44.
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Maleki, Sh. (2010). A comparative study on effects of teaching key word method vs semantic mapping on Iranian ESP students’ vocabulary recall. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
41
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESL-EJ, 6(2), 1-20.
42
Manan, N. A., & Noor, N. M. (2014). Analysis of reporting verbs in Master's theses. Procedia-Social and Behavioral Sciences, 134, 140-145.
43
Moyetta, D. (2016). The discussion section of English and Spanish research articles in psychology: A contrastive study. E.S.P. Today, 4 (1), 87-106.
44
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45
Nodoushan, M., & Khakbaz, N. (2011). Theses ‘Discussion’sections: A structural move analysis. International Journal of English Studies, 5(3), 111-132.
46
Nourouzi Larki, Z. (2013). The effects of lexical diversity awareness (LDA) on readability of Iranian EFL students' high achievers and low achievers. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
47
Oster, S. (1981). The use of tenses in reporting past literature. In SeIinker, Tarone, & HanzeIi (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble. Newburg House.
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Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125–143.
49
Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language. New York: Routledge.
50
Peacock, M. (2002). Communicative moves in the discussion section of research articles. System, 30(4), 479-497.
51
Pecorari, D., & Petrić, B. (2014). Plagiarism in second-language writing. Language Teaching, 47(3), 269 – 302.
52
Rafiee Samani, R. (2012). The role of self-directed learning strategy in developing speaking of Iranian EFL learners and different proficiency levels. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
53
Reimerink, A. (2007). The use of verbs in research articles: A corpus analysis. Terminology, 13(2), 177–200.
54
Riddle, E. (1985). The meaning and discourse function of the past tense in English. TESOL Quarterly, 20(2), 267-286.
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Rudestam, E., Newton, R. (2007). Surviving your dissertation: A comprehensive guide to content and process (3rd Ed.). Michigan: Sage Publications.
56
Sabzalipour, B. (2012). Error analysis on students' Persian – English translation. Asian journal of social sciences & humanities, 1(4), 71-76.
57
Salahshour, P. (2014). The effects of WhatsApp messenger on the Iranian EFL learners’ learning Idiomatic expressions at the intermediate level. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
58
Samraj, B. (2002). Introductions in research articles: variations across disciplines. English for Specific Purposes, 21(1), 1-17.
59
Shamiri, H. (2014). The effect of implicit versus explicit corrective feedback on Iranian intermediate EFL learners’ speaking self-efficacy beliefs. Unpublished master's thesis. Islamic Azad University of Ahwaz, Iran.
60
Shaw, P. (1992). Reasons for the correlation of voice, tense and sentence function in reporting verbs. Applied Linguistics, 13, 302-319.
61
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72
Williams G. (2008). Verbs of science and the learner’s dictionary. In Bernal, E.; DeCesaris, J. (Ed.). (2008). Proceedings of the 13th EURALEX International Congress. Barcelona, Universitat Pompeu Fabra
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Wong, S. H. (1999). A study of the performance of English tense and aspect forms used by junior and senior high school students in Chia-yi area, Taiwan. Unpublished master thesis: Tsing-Hua University, Taiwan.
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77
ORIGINAL_ARTICLE
Exploring L2 Learning Potential through Computerized Dynamic Assessment
Dynamic Assessment (DA) is theoretically derived from Vygotsky's Zone of Proximal Development (ZPD). This study seeks to investigate the effect of Computerized Dynamic Assessment (C-DA) on assisting learners to realize their latent potential in learning reading comprehension. A group of 32 adult EFL students studying English as their BA major in a University in Iran participated in the study. In order to measure the students' potential for learning, Kozulin and Garb's (2002) formula which is called the Learning Potential Score (LPS) was used. The LPSs represented how much mediation was likely required for an individual or a group of individuals to develop or move forward. The results showed that learners with the same pretest scores might turn out to have different or even drastically different DA posttest scores and hence different LPSs. On account of the LPS obtained through the C-DA principles at-risk students are provided with opportunities that might result in overcoming some of the challenges they faced in traditional testing.
http://www.teljournal.org/article_92190_96ea1f9a6a81573ce89e592025dfed21.pdf
2019-08-23
51
78
10.22132/tel.2019.92190
Dynamic assessment
computerized dynamic assessment
learning potential score
Sociocultural Theory of Mind
Zone of Proximal Development
Saman
Ebadi
samanebadi@gmail.com
1
Department of English, Razi University, Kermanshah, Iran
LEAD_AUTHOR
Abdulbaset
Saeedian
saeedianbaset@gmail.com
2
Department of English Language and Literature, Razi University, Kermanshah, Iran
LEAD_AUTHOR
Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. E. Poehner (Eds.), sociocultural theory and the teaching of second languages (pp. 112-134). London: Equinox.
1
Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning (Unpublished Doctoral dissertation). Pennsylvania State University, Pennsylvania, the USA.
2
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
3
Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598.
4
Birjandi, P., & Ebadi, S. (2012). Microgenesis in dynamic assessment of L2 learners’ socio-cognitive development via web 2.0. Procedia-Social and Behavioral Sciences, 32, 34-39.
5
Birjandi, P., Estaji, M., & Deyhim, T. (2013). The impact of dynamic assessment on reading comprehension and metacognitive awareness of reading strategy use in Iranian high school learners. Iranian Journal of Language Testing, 3(2), 60-77.
6
Carney, J. J., & Cioffi, G. (1992). The dynamic assessment of reading abilities. International Journal of Disability, Development and Education, 39(2), 107-114.
7
De Beer, M. (2006). Dynamic testing: Practical solutions to some concerns. SA Journal of Industrial Psychology, 32(4), 8-14.
8
Dole, J., Brown, K., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31(1), 62-88.
9
Dörfler, T., Golke, S., & Artelt, C. (2009). Dynamic assessment and its potential for the assessment of reading competence. Studies in Educational Evaluation, 35(2), 77-82.
10
Ebadi, S. (2014). L2 private speech in online dynamic assessment: a sociocultural perspective. Iranian Journal of Applied Linguistics, 17(1), 49-70.
11
Ebadi, S., & Saeedian, A. (2014). The role of l1 in online l2 dynamic assessment mediation. The Iranian EFL Journal, 13(1), 96-120.
12
Ebadi, S., & Saeedian, A. (2015). The effects of computerized dynamic assessment on promoting at-risk advanced Iranian EFL students' reading skills. Issues in Language Teaching, 4(2), 26-1.
13
Ebadi, S., & Saeedian, A. (2016a). Exploring transcendence in EFL learners' reading comprehension through computerized dynamic assessment. Iranian Journal of Language Teaching Research, 4(1), 27-45.
14
Ebadi, S., & Saeedian, A. (2016b). Planning future instructional programs through computerized L2 dynamic assessment. Teaching English with Technology, 16(4), 12-32.
15
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). Beyond smarter: Mediated learning and the brain's capacity for change. New York, NY: Teachers College Press.
16
Feuerstein, R., Y. Rand, and J. E. Rynders. (2000). Don't accept me as I am. Helping retarded performers excel. New York: Plenum.
17
Gindis, B. (2003). Remediation through education: sociocultural theory and children with special needs. In A. Kozulin, B. Gindis, V. S. Ageyev, S. M. Miller (Eds.). Vygotsky's Educational Theory in Cultural Context (pp. 200-221). Cambridge: Cambridge University Press.
18
Guthke, J., & Beckmann, J. F. (2000). The learning test concept and its applications in practice. In C. S. Lidz & J. G. Elliott (Eds.), Dynamic assessment: prevailing models and applications (pp.17–69). Amsterdam, The Netherlands: Elsevier.
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Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.
20
Haywood, H., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 40–63.
21
Jacobs, E.L. (2001). The effects of adding dynamic assessment components to a computerized preschool language screening test. Communication Disorders Quarterly, 22 (4), 217–226.
22
Kozulin, A., & Gindis, B. (2007). Sociocultural theory and education of children with special needs, from defectology to remedial pedagogy. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 332-336).Cambridge: Cambridge University Press.
23
Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23(1), 112-127.
24
Mardani, M., & Tavakoli, M. (2011). Beyond reading comprehension: The effect of adding a dynamic assessment component on EFL reading comprehension. Journal of Language Teaching and Research, 2(3), 688-696.
25
Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.
26
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72.
27
Lantolf, J. P., & Poehner, M. E. (2013). The unfairness of equal treatment: objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.
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Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
29
Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V. S. Ageyev, S. M. Miller (Eds.), Vygotsky's Educational Theory in Cultural Context (pp. 99-116). Cambridge: Cambridge University Press.
30
Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34-51.
31
Pishghadam, R., Barabadi, E. (2012). Constructing and validating computerized assessment of l2 reading comprehension. Iranian Journal of Applied Linguistics, 15(1), 73-95.
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Pishghadam, R., Barabadi, E., & Kamrood, A. M. (2011). The differing effect of computerized dynamic assessment of L2 reading comprehension on high and low achievers. Journal of Language Teaching & Research, 2(6), 1353-1358.
33
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French (Unpublished doctoral dissertation). Pennsylvania State University, University Park.
34
Poehner, M, E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. New York: Springer.
35
Poehner, M. E. (2011). Dynamic assessment: Fairness through the prism of mediation. Assessment in Education: Principles, Policy & Practice, 18(2), 99-112.
36
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9, 233-265.
37
Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (C-DA). Language Teaching Research, 17(3), 1-21.
38
Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language testing, 32(3), 337-357.
39
Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1), 55-70.
40
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing. New York: Cambridge University Press.
41
Summers, R. (2008). Toward an online model of dialogic engagement. In J. P. Lantolf and M. E. Poehner (Eds.), sociocultural theory and the teaching of second languages (pp. 91-112). London: Equinox.
42
Tajeddin, Z., & Tayebipour, F. (2012). The effect of dynamic assessment on EFL learners' acquisition of request and apology. The Journal of Teaching Language Skills, 4(2), 87-118.
43
Teo, A. (2012). Effects of dynamic assessment on college EFL learners' reading skills. The Journal of Asia TEFL, 9(1), 57-94.
44
Teo, A. (2014). Beyond traditional testing: Exploring the use of computerized dynamic assessment to improve EFL learners' reading. Arab World English Journal, 5(1), 42-58.
45
Tzuriel, D., & Shamir, A. (2002). The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18(1), 21–32.
46
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. MA: Harvard University.
47
ORIGINAL_ARTICLE
Revisiting the Role of Indirect Written Corrective Feedback in the Light of Written Languaging
Grounded in the sociocultural perspective, talking with/writing to others and the self as mediating cognitive processes has been identified as an origin of second language learning. This crucial role of language has been known as oral and written languaging. This study investigated whether written corrective feedback (WCF) and written languaging bring about improvement in English foreign language (EFL) learners' compositions. To this aim, two groups of EFL learners wrote compositions based on the prompt they received. In the next session, one group reviewed their errors which were indicated by indirect WCF and then languaged about their grammatical errors in their compositions by writing down the rationales behind them. Participants' deliberations and explanations were construed as written languaging episodes (WLEs). On the other hand, the other group reviewed and numbered their errors highlighted by indirect, underlining, WCF, without languaging about them. Moreover, this study sought to probe whether numbers and types of written languaging episodes differed over the five compositions. The micro-analysis of the five writings proved that participants produced the highest number of correctly resolved WLEs. They mostly offered correct reasons behind their errors in response to indirect WCF; unresolved WLEs were the least. The participants did not know the reasons behind their errors in response to WCF. Finally, the results of the study demonstrated that the indirect WCF group producing written languaging outperformed more significantly than the mere indirect WCF group on the posttest.
http://www.teljournal.org/article_92803_20f0029f50234ae87a6b14c4b6a0021a.pdf
2019-08-01
79
94
10.22132/tel.2019.92803
Languaging
Written Languaging
Written Languaging Episodes
Indirect Written Corrective Feedback
Mahmood Reza
Moradian
mrmoradian@yahoo.com
1
Lorestan University
LEAD_AUTHOR
Mojgan
Hossein-Nasab
2
Lorestan University
LEAD_AUTHOR
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
1
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118.
2
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12, 409-431.
3
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322-329.
4
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19, 207-217.
5
Dicamilla, F., & Lantolf, J. (1994). The linguistic analysis of private writing.language Science, 16, 347-369.
6
Donato, R. (1994). Collective Scaffolding in Second Language Learning. In: J. P. Lantolf and G. Appel. (eds.), Vygostskian approaches to second language research. Ablex Publishing Corporation, N.J., 33-56.
7
Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-106.
8
Ferris, D. (2002). Treatment of error in second language student writing. Michigan. The University of Michigan Press.
9
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short-term and long-term effects on written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). New York: Cambridge University Press.
10
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
11
Moradian, M. R., Miri, M., & Hossein Nasab, M. (2017). Contribution of written languaging to enhancing the efficiency of written corrective feedback. International Journal of Applied Linguistics, 27, 406–426.
12
Nassaji, H., & Swain, M. (2000). A Vygotskyian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
13
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In Lantolf, J. & Poehner, M., Sociocultural theory and the teaching of second languages, (pp. 189-227). London: Equinox Publishing Ltd.
14
Ohta, A. (2001). Second language acquisition process in the classroom. London: Lawrence Erlbaum associates, Inc.
15
Qi, D., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language writing, 10(4), 277-303.
16
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2),129-158.
17
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32).Cambridge University Press.
18
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quarterly, 41(2), 255–284.
19
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95-114.
20
Storch, N., & Wigglesworth, G. (2010). Students' engagement with feedback on writing: The role of learner agency/beliefs. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 166-185). Oxford, UK: Oxford University Press.
21
Suzuki, W. (2009). Improving Japanese university students' second language writing accuracy: Effects of languaging. Annual Review of English Language Education in Japan, 20, 81- 90.
22
Suzuki, W. (2012). Written languaging, direct correction and second language writing revision. Language Learning.1-24.
23
Suzuki, W., & Itagaki, N. (2009). Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System, 37, 217-225.
24
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), input in second language acquisition. Rowley, MA: Newbury House, 235-253.
25
Swain, M. (1995). Three function of output in second language learning. In G. Cook & B. Seidlhofer (Eds.). Principle and Practice in the Study of Language: Studies in Honour of H. G. Widdowson. Oxford: Oxford University Press.
26
Swain, M. (2005). Output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research on second language teaching and learning (pp. 471-83).Mahwah, NL: Lawrence Erlbaum Associate.
27
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London: Continuum.
28
Swain, M. (2010). Talking-it-through: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112-130). Oxford, UK: Oxford University Press.
29
Swain, M. (2011). Cognitive and effective enhancement among older adult: The role of languaging. Australian Review of Applied linguistics, 36(1), 2013, 4-19.
30
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards to second language learning. Applied Linguistics, 16(3), 371-391.
31
Swain, M., (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (ed.) sociocultural Theory and Second Language Learning (pp. 97-114). Oxford: Oxford University Press.
32
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009).Languaging: University students learn the grammatical concept of voice in French. Modern Language Journal, 93, 5-29.
33
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
34
Van Beunigngen, C., de Jong, N.H., & Kuiken, F. (2008). The effects of direct and indirect corrective feedback on second language learners' written accuracy. International Journal of Applied Linguistic, 156, 279-196.
35
Van Beunigngen, C., de Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62, 1-4.
36
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (14thed.). Harvard University Press.
37
ORIGINAL_ARTICLE
In-service Training Professional Development Needs of Iranian Teachers of English as Foreign Language: A Qualitative Research Study
Teachers' perceptions of continuing professional development and the activities which they undertake to develop professionally have been investigated in different contexts. This study assessed professional development needs Iranian English as Foreign Language (EFL) teachers. In so doing a qualitative research method was used. Thirteen EFL teachers were selected through convenience sampling. The data were collected through semi-structured interviews with the participants. Data were analyzed through content analysis techniques. Results showed that EFL teachers need 8 types of professional development activities: teaching methods, assessment, curriculum development, educational psychology, educational technology, communication and management skills, language skills, and linguistics and meta-linguistics awareness. Results can be used by pre-service and in-service training program developers, EFL teachers, and language institutes to assess EFL teachers' needs and develop their profession.
http://www.teljournal.org/article_93339_2110ade3fe9bccf8f17a89248135c327.pdf
2019-09-18
95
115
10.22132/tel.2019.93339
In-service training
Professional Development
EFL teachers
Goudarz
Alibakhshi
galibakhshi@yahoo.com
1
Allameh Tabataba'i University
LEAD_AUTHOR
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
1
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118.
2
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12, 409-431.
3
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322-329.
4
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19, 207-217.
5
Dicamilla, F., & Lantolf, J. (1994). The linguistic analysis of private writing.language Science, 16, 347-369.
6
Donato, R. (1994). Collective Scaffolding in Second Language Learning. In: J. P. Lantolf and G. Appel. (eds.), Vygostskian approaches to second language research. Ablex Publishing Corporation, N.J., 33-56.
7
Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-106.
8
Ferris, D. (2002). Treatment of error in second language student writing. Michigan. The University of Michigan Press.
9
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short-term and long-term effects on written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). New York: Cambridge University Press.
10
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
11
Moradian, M. R., Miri, M., & Hossein Nasab, M. (2017). Contribution of written languaging to enhancing the efficiency of written corrective feedback. International Journal of Applied Linguistics, 27, 406–426.
12
Nassaji, H., & Swain, M. (2000). A Vygotskyian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
13
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In Lantolf, J. & Poehner, M., Sociocultural theory and the teaching of second languages, (pp. 189-227). London: Equinox Publishing Ltd.
14
Ohta, A. (2001). Second language acquisition process in the classroom. London: Lawrence Erlbaum associates, Inc.
15
Qi, D., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language writing, 10(4), 277-303.
16
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
17
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
18
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quarterly, 41(2), 255–284.
19
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95-114.
20
Storch, N., & Wigglesworth, G. (2010). Students' engagement with feedback on writing: The role of learner agency/beliefs. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 166-185). Oxford, UK: Oxford University Press.
21
Suzuki, W. (2009). Improving Japanese university students' second language writing accuracy: Effects of languaging. Annual Review of English Language Education in Japan, 20, 81- 90.
22
Suzuki, W. (2012). Written languaging, direct correction and second language writing revision. Language Learning.1-24.
23
Suzuki, W., & Itagaki, N. (2009). Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System, 37, 217-225.
24
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), input in second language acquisition. Rowley, MA: Newbury House, 235-253.
25
Swain, M. (1995). Three function of output in second language learning. In G. Cook & B. Seidlhofer (Eds.). Principle and Practice in the Study of Language: Studies in Honour of H. G. Widdowson. Oxford: Oxford University Press.
26
Swain, M. (2005). Output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research on second language teaching and learning (pp. 471-83). Mahwah, NL: Lawrence Erlbaum Associate.
27
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London: Continuum.
28
Swain, M. (2010). Talking-it-through: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112-130). Oxford, UK: Oxford University Press.
29
Swain, M. (2011). Cognitive and effective enhancement among older adult: The role of languaging. Australian Review of Applied linguistics, 36(1), 2013, 4-19.
30
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards to second language learning. Applied Linguistics, 16(3), 371-391.
31
Swain, M., (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (ed.) sociocultural Theory and Second Language Learning (pp. 97-114). Oxford: Oxford University Press.
32
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. Modern Language Journal, 93, 5-29.
33
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
34
Van Beunigngen, C., de Jong, N.H., & Kuiken, F. (2008). The effects of direct and indirect corrective feedback on second language learners' written accuracy. International Journal of Applied Linguistic, 156, 279-196.
35
Van Beunigngen, C., de Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62, 1-4.
36
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (14thed.). Harvard University Press.
37
ORIGINAL_ARTICLE
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers
As it has been revealed that characteristics of teachers and their psychological factors have a significant share of variance in affecting teacher performance, a bulk of empirical studies have been conducted to investigate factors related to teachers and their interrelationships. As an attempt to shed more light on the relationships among teacher psychological factors in English as a Foreign Language (EFL) context, this study examined the role of teacher self-efficacy and emotional regulation as predictors of teaching stress among Iranian EFL teachers. In so doing, a sample of 256 teachers completed three questionnaires measuring these constructs. Structural Equation Modeling was employed to test the hypothesized relationships among the variables. The findings revealed that emotional regulation accounted for 14.2% of the variance and teacher self-efficacy accounted for 22.1% of the variance in teaching stress. Although each of the two variables had a unique effect on teaching stress, teacher self-efficacy outweighed emotional regulation in predicting teaching stress. Finally, the practical implications of the results were discussed.
http://www.teljournal.org/article_95883_84d03798a0915f7d801cb84625782d44.pdf
2019-10-29
117
143
10.22132/tel.2019.95883
emotional regulation
EFL teachers
teacher efficacy
Teaching Stress
structural equation modeling
Jalil
Fathi
j.fathi@uok.ac.ir
1
University of Kurdistan, Sanandaj, Iran
AUTHOR
Ali
Derakhshan
aderakhshanh@gmail.com
2
Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
LEAD_AUTHOR
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126.
1
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3
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W H Freeman/Times Books/ Henry Holt & Co.
4
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
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7
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64
ORIGINAL_ARTICLE
Investigating the Relationship between Attitude towards Professional Development, Reflective Teaching, Self-Efficacy, and Job Performance of Iranian English as a Foreign Language Teachers
This study investigated the relationship between attitude toward professional development, reflective teaching, self-efficacy, and Job Performance (JP) of Iranian English as a Foreign Language (EFL) teachers. To this end, 150 advanced Iranian EFL teachers completed three Likert-scale questionnaires including English Language Teaching Reflection Inventory, Iranian English Teacher Professional Development Needs Questionnaire, and Teacher Sense of Efficacy Scale. In addition, 550 advanced Iranian EFL learners of the same teachers completed a Likert-scale questionnaire called Successful Iranian English Teacher Questionnaire. The results of three separate Pearson Product Moment correlations revealed that there was a significant positive relationship between Iranian EFL teachers': a) reflective teaching and their job performance, b) self-efficacy and their job performance, c) attitude toward professional development and their job performance. Additionally, the results of Multiple Regression Analysis indicated that Iranian EFL teachers' self-efficacy was a stronger predictor of their job performance. Moreover, the results of the qualitative data analysis of the interviews showed that self-efficacy, professional development, and reflective teaching could lead to Iranian EFL teachers' better job performance.
http://www.teljournal.org/article_96070_7cc7d946b053ce280f21131fb44244d5.pdf
2019-11-09
147
179
10.22132/tel.2019.96070
Attitude toward Professional Development
Iranian EFL Teachers
job performance
reflective teaching
self-efficacy
Hassan
Soodmand Afshar
soodmand@basu.ac.ir
1
Bu-Ali Sina University, Hamedan, Iran
LEAD_AUTHOR
Shiva
Hosseini Yar
2
Bu-Ali Sina University, Hamedan, Iran
LEAD_AUTHOR
Akbari, R. (2007). Reflection on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.
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78
ORIGINAL_ARTICLE
English Translator Training Curriculum Revisited: Iranian Trainees' Perspectives
English and Persian translator training have been offered by many Iranian universities as an undergraduate program nation-wide. However, the program failed to keep up with the dynamics of the market demands, findings of Translation Studies research, and varied competences of students in the past two decades. This study investigated the Iranian English translator trainees’ perspectives on the former curriculum that was used for over twenty years. The other aim was to understand whether their needs and wants correspond to either of the old and the recently revised curriculum in 2018. Based on focus group interviews and literature review, a questionnaire was designed and validated, and the survey responses of over five hundred English and translator trainees (351 females & 152 males) from twelve universities in Iran were statistically analyzed. The findings revealed that the courses related to translation practice were ranked as the most important component of the curriculum by the trainees, highlighting that trainees favor practice-oriented translation courses the most.
http://www.teljournal.org/article_96238_e1a162127fe81399ee48360e4cc7addc.pdf
2019-11-11
181
212
10.22132/tel.2019.96238
Curriculum Design
English-Persian Translator Education
needs assessment
Trainees' Perspective
Masood
Khoshsaligheh
khoshsaligheh@um.ac.ir
1
Ferdowsi University of Mashhad, Mashhad, Iran
LEAD_AUTHOR
Mahboubeh
Moghaddas
moghaddas@mail.um.ac.ir
2
Ferdowsi University of Mashhad, Mashhad, Iran
AUTHOR
Saeed
Ameri
s.ameri@mail.um.ac.ir
3
Ferdowsi University of Mashhad, Mashhad, Iran
AUTHOR
Ahmadisafa, M. A., & Amraii, A. (2011). An evaluation of undergraduate translation curriculum in terms of the development of translation competence. Language and Translation Studies, 44(3), 22-50.
1
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2
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3
Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: A mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227-243.
4
Astley, H., & Torres Hostench, O. (2017). The European graduate placement scheme: an integrated approach to preparing Master’s in Translation graduates for employment. The Interpreter and Translator Trainer, 11(2-3), 204-222.
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11
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46
Rodríguez de Rodríguez de Céspedes, B. (2017). Addressing employability and enterprise responsibilities in the translation curriculum. The Interpreter and Translator Trainer, 11(2-3), 107-122.
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58
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59
ORIGINAL_ARTICLE
Teachers' Practices and Awareness of Grammar Teaching Principles
Despite consensus on the important role of grammar instruction, there are debates about teaching it. Teachers' perceptions about grammar and how it should be taught influence their teaching. Classroom observations indicate that regardless of teachers’ experience and proficiency, their grammar teaching practices are not usually void of problems. Identifying language teachers’ areas of weaknesses in grammar teaching, finding such problematic areas, raising their awareness and providing solutions in line with effective grammar teaching principles can enhance the effectiveness of grammar instruction. This qualitative study aimed at identifying the main problems in the grammar teaching practice of 34 experienced Iranian English teachers through observing their classes, exploring their awareness of effective grammar instruction principles using a semistructured interview and finding mismatches between their grammar teaching knowledge and practice. The most frequently observed problems in grammar lessons and teachers’ corresponding beliefs were reported, and suggestions for alternative practices were made. The findings suggest that teacher educators should provide more focused training to preclude posttraining grammar teaching complications, and language teachers should be more reflective about the effectiveness of their grammar teaching practices.
http://www.teljournal.org/article_97084_e4a8f747f373a4dc1f9bad2fe9e55c96.pdf
2019-12-01
213
246
10.22132/tel.2019.97084
Flaws
grammar
observation
Teachers' Awareness
Teaching Practice
Shiva
Kaivanpanah
shiva.kaivanpanah@gmail.com
1
University of Tehran
LEAD_AUTHOR
Seyed Mohammad
Alavi
2
University of Tehran
AUTHOR
Ali Hamed
Barghi
3
University of Tehran
AUTHOR
Ahmed, S. (2013). The current practices of teaching grammar in CLT at secondary school level in Bangladesh: Problems and probable solutions. Theory and Practice in Language Studies, 3(8), 1328-1334.
1
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences 199, 394–401.
2
Alghanmi, B. & Shukri, N. (2016). The relationship between teachers' beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70-86.
3
Al-Mekhlafi, A. & Nagaratnam, R. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4 (2), 69-92.
4
Bauducco, D. (2017). Teaching grammar in the post communicative approach era. Retrieved from https://eflmagazine.com/author/dianabau
5
Behroozi, M. & Amoozegar, A. (2014). Challenges to English language teachers of secondary schools in Iran. Procedia - Social and Behavioral Sciences 136, 203–207.
6
Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal 55(1), 21-29.
7
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109.
8
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
9
Borg, S. (2018). Teachers' beliefs and classroom practices. In P. Garrett & J. Conts (Eds.), The Routledge handbook of Language Awareness, (pp. 75-91). London: Routledge.
10
Borg, S., & Alshumaimeri, Y. (2017). Language learner autonomy in a tertiary context: Teachers' beliefs and practices. Language Teaching Research.
11
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12
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13
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14
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15
Cruz Corzo, C. (2013). Formal grammar instruction: Theoretical aspects to contemplate its teaching. Profile Issues in Teachers Professional Development, 15(2), 215-224.
16
Dendrinos, B. (2015). ELT methods and practices. Dealing with grammar in a communicative context. Athens. Retrieved from http://opencourses.uoa.gr/courses/ENL4
17
Ebrahimpourtaher, A. & Eissaie, S. (2015). A survey of Iranian EFL learners’ opinions about problems in learning English as a foreign language: the case of vocabulary, grammar and L1 use in learning L2 skills. Indian Journal of Fundamental and Applied Life Sciences, 5(2), 986-991.
18
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20
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21
Farrell, S. C. (2016). The teacher is a facilitator: Reflecting on ESL teacher beliefs through metaphor analysis. Iranian Journal of Language Teaching Research, 4(1), 1-10.
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23
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24
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26
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Lee, K. M. (2008). The role of grammar in the teaching of English in Hong Kong secondary schools: a study of form 2 ESL teachers' beliefs and practices. HKU Theses Online (HKUTO).
30
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31
Mishra, P. (2010). Challenges and problems in the teaching of grammar. Language in India, 10, 169-181.
32
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33
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34
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35
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36
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380-390.
37
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38
Teevno, R. (2011). Challenges in teaching and learning of English at secondary level class X. International Journal of Human Resource Studies, 1 (2), 27-35.
39
Underwoord, P. (2017). Challenges and change: integrating grammar teaching with communicative work in senior high school EFL classes. Sage Open, 1-15. Retrieved from http://journals.sagepub.com/doi/full/10.1177/2158244017722185
40
ORIGINAL_ARTICLE
Persian Learners' Acquisition of Empty Categories in English Null Operator Structures
The study investigated the acquisition of empty categories in the English complex infinitival structures. A quasi-experimental design was used in which four groups of Persian learners of English (elementary, lower intermediate, upper intermediate and advanced) via convenient sampling were selected and assigned into different proficiency levels using Oxford Quick Placement Test. Then, the groups were given three tasks, a translation task, a picture-cued sentence completion task, and an error-correction task to see whether they learn the feature of nonfiniteness which is absent in Persian and if so, at what level Persian speakers learn English null categories. The study specifically tries to find whether optionality in the use of clitics in null operator structures appear in developing English interlanguage of Persian second language learners. As the findings of the study revealed, it seems that, after a short period of L1 transfer, Persian learners of English learn nonfiniteness quite rapidly while clitic optionality in null operator structures is observed in their performance , however, as their level increases, the this optionality in the use of pronominal clitics fades away.
http://www.teljournal.org/article_105733_89d78c1fd647c32b6fb794464cf5b5b9.pdf
2019-12-30
247
268
Nonfiniteness
Null Operator Structures
Empty Category
Optionality
Persian L2 Learners
Vahid
Mahmoudi-Gahroue
1
English Language and Literature Department, Faculty of Foreign Languages, University of Isfahan
AUTHOR
Manijeh
Youhanaee
2
English Language and Literature Department, Faculty of Foreign Languages, University of Isfahan
LEAD_AUTHOR
Dariush
Nejadansari
ansari@fgn.ui.ac.ir
3
English Language and Literature Department, Faculty of Foreign Languages, University of Isfahan
AUTHOR
Allan, D. (2004). Oxford placement test. Oxford: Oxford University Press.
1
Browning, M. (1987). Null operator constructions. Unpublished PhD dissertation, Massachusetts Institute of Technology, Cambridge, MA.
2
Cardinaletti, A., & Starke, M. (1999). The typology of structural deficiency: a case study of the three classes of pronouns. In van Riemsdijk, H. (Ed.), Clitics in the languages of Europe (pp. 145-234). Berlin: Mouton de Gruyter.
3
Chomsky, N. (1977). On wh-movement. In Culicover, P., Wasow, T. and Akmajian, A., (Eds.), Formal syntax (pp. 71-132). New York: Academic Press.
4
Chomsky, N. (1986). Barriers. Cambridge, MA: MIT Press.
5
Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
6
Contreras, H. (1993). On null operator structures. Natural Language and Linguistic Theory, 11, 1-30.
7
Eubank, L. (1994). Optionality and the initial state in L2 development. In Hoekstra, T. & Schwarts, B.D., (Eds.), Language acquisition studies in generative grammar (pp. 369-88). Amsterdam: John Benjamins.
8
Eubank, L. (1996). Negation in early German-English interlanguage: more valueless features in the L2 initial stage. Second Language Research, 12, 73-106.
9
Geranpayeh, A. (2006). A quick review of the English quick placement test. Retrieved from University of Cambridge ESOL Examinations: http:// uniss.it/documenti/lingue/
10
Grimshaw, J. (1997). Projection, heads, and optionality. Linguistic Inquiry, 28, 373-422.
11
Hawkins, R. & Chan, C.Y. (1997). The partial availability of universal grammar in second language acquisition: the ‘failed functional features hypothesis’. Second Language Research, 13, 187-226.
12
Haegeman, L. (1997) "N-Words, Indefinites and the Neg Criterion", in D. Forget, P. Hirschbühler, F. Martineau and M. L. Rivero (Eds.) Negation and Polarity. Syntax and Semantics (pp.115-137), Benjamins, Amsterdam.
13
Hymans, N. (1996). The underspecification of functional categories in early grammar. In Clahsen, H., (Ed.), Generative perspectives on language acquisition (pp.91-127). Amsterdam: John Benjamins.
14
Jabbari, A. A. (2014). Collocational differences in Persian and English and their effect on learners’ production. International Journal of Educational Investigations, 1, 172-190.
15
Lasnik, H., & Stowell, T. (1991). Weakest crossover. Linguistic Inquiry, 22, 687-720.
16
Parodi, T., & Tsimpli, I. M. (2005). Real and apparent optionality in second language grammars: Finiteness and pronouns in null operator structures. Second Language Research, 21(3), 250-285.
17
Prevost, P., & White, L. (2000). Missing surface inflection or impairment in L2 acquisition? Evidence from tense and agreement. Second Language Research, 16,103-33.
18
Rasekh Mahand, M. (2009). Persian clitics: Doubling and agreement. Linguistics Research Journal, 2(2), 75-85.
19
Rebarber, T., Rybinski, P., Hauck, M., Scarcella, R., Buteux, A., & Wang, J. (2007). Designing the comprehensive English language learner assessment (CELLA) for the benefit of users. In J. Abedi (Ed.), English language proficiency assessment in the nation: Current status and future practice (pp. 63-79). Davis: University of California.
20
Roberts, T. (2000). Clitics and agreement.(Unpublished Ph.D. dissertation). MIT. Boston.
21
Robertson, D. (2000). Variability in the use of the English article system by Chinese learners of English. Second Language Research, 16,135-72.
22
Smith, V. N., & Tsimpli, I. M. (1995). The mind of savant: Language learning and modularity. London: Blackwell publisher.
23
Sorace, A. (1999). Initial states, end states and residual optionality in L2 acquisition. Proceedings of the 23rd Boston University conference on language development, 666-74.
24
Sorace, A. (2000). Syntactic optionality in non-native grammars. Second Language Research, 16, 93-102.
25
White, L. (1992). Long and short verb movement in second language acquisition. Canadian Journal of Linguistics, 37, 273-86.
26
ORIGINAL_ARTICLE
Analysis of Organizational Knowledge in Writing Corpora of the General Training IELTS-Practice Materials
Inspired by the concept of organizational knowledge, this research intended to analyze a corpus of 180 writing performances of two tasks of the General Training IELTS-practice scripts across three band scores, 7, 8 and 9 in grammatical (GK) and textual knowledge (TK) features. It adopted the taxonomies of Bachman and Palmer (2010) and Connor and Mbaye's (2002) to makes analysis through Coh-metrix in 22 GK and TK features. The band comparisons indicated that the highest-scored scripts tended to be longer and include structurally more diverse sentences. Lexically, 8 and 9 band scripts almost showed no differences, however, they were denser and involved more multiple-meaning and abstract words than those of band 7. Textually, band 9 writings proved to be more coherent and cohesive, although they did not differ from band 8 or even band 7 in some other discourse features. The task comparisons demonstrated task two (T2)'s superiority in length, structural diversity, density, noun phrase (NP) concentration and reading and comprehension difficulty. Lexically, task one (T1) superseded in using more frequent words but not in diverse, multiple-meaning and the abstract ones. It was also indicated that T2 needed more coherence, conceptuality, causality but not coreferentiality in cohesion than T1.
http://www.teljournal.org/article_106919_38fbad13db1cc8c3bd05031096119415.pdf
2019-08-01
269
298
Band Score
Grammatical knowledge
IELTS
Organizational Knowledge
Textual Knowledge
Writing
Sara
Mansouri
sm932014@gmail.com
1
Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
AUTHOR
Bahram
Hadian
hadian.31961@gmail.com
2
Assistant professor, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
LEAD_AUTHOR
Omid
Tabatabaei
tabatabaeiomid@yahoo.com
3
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
AUTHOR
Ehsan
Rezvani
rezvani_ehsan_1982@yahoo.com
4
Assistant professor, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
AUTHOR
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford university press.
1
Bachman, L. F., & Palmer, A. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
2
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.
3
Banerjee, J., Franceschina, F., & Smith, A. M. (2007). Documenting features of written language production typical at different IELTS band score levels. IELTS Research Reports Volume, 7.
4
Bardovi-Harlig, K. (1992). The relationship of form and meaning: A cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language. Applied Psycholinguistics, 13(3), 253–278.
5
Barkaoui, K. (2016). What changes and what doesn’t? An examination of changes in the linguistic characteristics of IELTS repeaters ’ Writing Task 2 scripts. IELTS Research Reports, 3, 1–55.
6
Barkaoui, K. and Knouzi, I. (2012). Combining score and text analyses to examine task equivalence in L2
7
writing assessment. In E. Van Steendam, M. Tillema, G. Rijlaarsdam and H. van den Bergh (Eds), Measuring writing: Recent insights into theory, methodology and practices, vol 23 of Studies in Writing. Amsterdam: Elsevier
8
Beers, S. F., & Nagy, W. E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation. Reading and Writing: An Interdisciplinary Journal, 24(2), 183–202.
9
Becker, A. (2010). Distinguishing linguistic and discourse features in ESL students’ written performance. Modern Journal of Applied Linguistics, 2, 406-424.
10
Brown, D. H. (2010). Language Assessment.: Principles and Classroom Practices. London: Longman.
11
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–4. doi:10.1093/applin/I.1.1
12
Connor, U., & Mbaye, A. (2002). Discourse approaches to writing assessment. Annual Review of Applied Linguistics, 22, 263-278. DOI: https://doi.org/10.1017/S0267190502000144
13
Connor, U. (1990). Linguistic/Rhetorical measures for International persuasive student writing. Research in the Teaching of English, 24, 67–87.
14
Crossley, S. A., Greenfield, J., & McNamara, D. S. (2008). Assessing text readability using cognitively based indices. TESOL Quarterly, 42, 475–493.
15
Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The role of cohesion, readability, and lexical difficulty. Journal of Research in Reading, 35(2), 115-135.
16
Crossley, S. A., Louwerse, M., McCarthy, P. M. and McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, 15–30.
17
Crossley, S. A., & McNamara, D. S. (2011). Shared features of L2 writing: Intergroup homogeneity and text classification. Journal of Second Language Writing, 20(4), 271–285.
18
Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66–79.
19
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2012). Predicting the proficiency level
20
of language learners using lexical indices. Language Testing, 29 (2), 243-263.
21
Crossley, S., Weston, J., McLain Sullivan, S., & McNamara, D. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28, 282–311
22
Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10, 5–43.
23
Ferris, D. (1994). Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly, 28, 414–420.
24
Frase, L. T., Faletti, J., Ginther, A., & Grant, L. (1999). Computer analysis of the TOEFL test of written English. TOEFL Research Report, 64.
25
Fulcher, G. (2000). The ‘communicative’legacy in language testing. System, 28(4), 483–497.
26
Graesser, A. C., McNamara, D. S., Louwerse, M. M., & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, & Computers, 36(2), 193–202. doi: 10.3758/BF03195564
27
Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9(2), 123–145.
28
Iwashita, N., & Vasquez, C. (2015). An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2 proposals. IELTS Research Report Series, 5, 1–44. Retrieved from www.ielts.org/researchers
29
Jin, W. (2001). A quantitative study of cohesion in Chinese graduate students’ writing: Variations across genres and proficiency levels. ERIC Document Reproduction Service, ED, 452 726.
30
Kennedy, C., & Thorp, D. (2007). A corpus-based investigation of linguistic responses to an IELTS academic writing task. Studies in Language Testing, 19, 316–377.
31
Kim, Ji-Young. (2014). Predicting L2 writing proficiency using linguistic complexity measures: A corpus-based study. English Teaching, 69(4), 27-51.
32
Landauer, T. K., McNamara, D. S., Dennis, S., & Kintsch, W. (2013). Handbook of latent semantic analysis. Psychology Press.
33
Mayor, B., Hewings, A., North, S., Swann, J., & Coffin, C. (2007). A linguistic analysis of Chinese and Greek L1 scripts for IELTS academic writing task 2. In L. T. and P. Falvey (Ed.), IELTS collected papers: Research in speaking and writing assessment (pp. 250–313). Cambridge: Cambridge University Press.
34
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of memory and language, 25(4), 431-444.
35
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27(1), 57–86.
36
Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 16, 5–24.
37
Millis, K., & Just, M. (1994). The influence of connectives on sentence comprehension. Journal of Memory and Language, 33, 128–147.
38
Murray, J. (1997). Connective and narrative text: The role of continuity. Memory & Cognition, 25(2), 227–236.
39
Polio, C. (2001). Research methodology in second language writing research: The case text-based studies. In T. Silva and P. K. Matsuda (Eds), On second language writing, pp. 91–115. Mahwah, NJ: Lawrence Erlbaum.
40
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41
Riazi, A. M., & Knox, J. S. (2013). An investigation of the relations between test-takers’ first language and the discourse of written performance on the IELTS Academic Writing Test, task 2. IELTS Research Reports, 2, 1–87.
42
Spolsky, B. (1995). Prognostication and language aptitude testing, 1925-62. Language Testing, 12(3), 321–340.
43
ORIGINAL_ARTICLE
On the Predictive Validity (Generalizability) of IELTS Academic Tests
Predictive validity of high-stake tests has attracted the attention of applied linguists since a couple of decades ago. Despite the existence of a plethora of studies on reliability and validity issues of high stake tests, it seems that predictive validity of International English Language Testing System (IELTS), as a high stake test should be measured appropriately. This study set out to investigate the predictive validity of IELTS academic tests practiced in Iran. The participants included 70Iranian IELTS test takers who took IELTS academic test in 2014 to 2015. To carry out the study, Construct and Validation Self-Assessment Inventory for Learners of English for Academic Purposes was used to collect data. The questionnaire included 48items on a five-point Likert scale. Coronbach's alpha coefficient of this questionnaire indicated the reliability of the instrument. The test-takers' scores on the four skills of academic IELTS were also used as another portion of data in this study. The collected data were subjected to a series of statistical analyses in relation to the proposed questions in this study. The data were analyzed using Regression and Analysis of Variance. The results of the study revealed that IELTS four modules significantly predict the test takers' performance in academic settings. The findings can be used by IELTS centers to make a change in test format, rubrics, as well as uses.
http://www.teljournal.org/article_106920_b0daca0686a629a24a028a7536741327.pdf
2019-08-01
299
317
Academic setting
generalizability
IELTS Academic Tests
Predictive validity
Goodarz
Shakibaei
1
Department of Humanities, College of English language, Ahvaz Azad University Branch, Islamic Azad University, Ahvaz, Iran
LEAD_AUTHOR
Mehran
Memari
2
Farhangian Teacher Education University, Iran
AUTHOR
Abbiati, M., Severac, M., Baroffio, A.,& Pelaccia, T.(2019).Construct and predictive validity of thestrength of motivation for medical school-revised (SMMS-R) questionnaire: A French validation study. Canadian Medical Education Journal, 10(3), 32-48.
1
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