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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Game,Storytelling,visualization,Idioms Comprehension,idiom production,Lexical awareness
- چکیده: این پژوهش به منظور مقایسه تاثیر احتمالی چهار شیوه آموزش بر درک و تولید اصطلاحات زبان انگیسی از سوی زبان آموزان ایرانی انجام شد. نمونه آماری پژوهش از 80 زبان آموز دختر ایرانی در چهار گروه در آموزشگاه زبان گویا در قزوین تشکیل شده بود. به هر یک از چهار گروه شرکت کننده ، اصطلاحات با یکی از چهار شیوه آموزش تصویر سازی، داستان گویی، بازی و آگاه سازی واژگانی آموزش داده شد. پیش از آموزش، برای اطمینان از برابری سطح زبان عمومی شرکت کنندگان، یک آزمون 60-پرسشی تعیین سطح آکسفورد از شرکت کنندگان گرفته شد. همچنین، یک پیش آزمون اصطلاحات نیز برگزار شد. پس از دوره آموزش، پس آزمون درک و تولید اصطلاحات از هر چهار گروه گرفته شد. داده های بدست آمده با بکارگیری فرایند تحلیل یک سویه واریانس بررسی شد. نتایج نشان داد که تفاوت چهار شیوه آموزش از نظر تاثیر در درک اصطلاحات معنی دار نبود. اما از نظر تولید اصطلاحات، تفاوت بین چهار گروه به لحاظ آماری معنی دار بود. برای مشخص کردن اینکه کدام شیوه از بقیه موثرتر بوده است از آزمون شفی استفاده شد. آین آزمون نشان داد که تصویر سازی بطور معنی داری از داستان گویی و آگاه سازی واژگانی بر تولید اصطلاحات موثر تر بود. یافته ها همچنین نشان داد داستان گویی موثر تر از بازی و آگاه سازی واژگانی بود. این یافته ها می تواند برای فراگیران و معلمان زبان انگلیسی و همینطور برای طراحان کتابهای درسی کاربردهای قابل توجهی داشته باشد.
- چکیده انگلیسی: This study was conducted to compare the possible effect of four ways of teaching on EFL learners' comprehension and production of English idioms. A sample of 80 female Iranian EFL learners (in four groups) at Guya institute in Qazvin were selected. Each group of participants received instruction through one of the four techniques of visualization, storytelling, game and lexical awareness techniques. The participants were given a 60-item Oxford Placement Test to make sure that their general proficiency level was approximately the same. They were also given an idioms pretest. After the treatment period, posttests of idiom comprehension and production were given to all the four groups. One-way ANOVA was run to analyze the collected data. The results suggested that the differences among the four techniques in terms of their effectiveness on L2 idiom comprehension were not statistically significant. However, the four techniques were differentially effective on idiom production. To see which of the four techniques was more effective than the others, a post-hoc Sheffe test was conducted, showing that visualization was significantly more effective than game and lexical awareness on L2 idiom production. The results also showed that storytelling was more effective than game and lexical awareness techniques. These findings can have worthwhile implications for second language teachers, learners and coursebook designers.
- انتشار مقاله: 10-01-1399
- نویسندگان: Abbas Ali Zarei,Abbas Ali Zarei,Abbas Ali Zarei,Abbas Ali Zarei
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Storytelling,idiom,Mnemonic Keyword Method,Semantic organization
- چکیده:
- چکیده انگلیسی: Different techniques and methods have been offered to improve the learning of idioms. The goal of the study was to compare the possible effects of Mnemonic keyword method, storytelling, and semantic organization on Second Language (L2) idiom learning. To this end, 90 male students with the age range of 16 to 18 in Shahid Beheshti high school in Avaj, Iran were selected through convenience sampling based on availability. To homogenize the participants, a version of the Oxford Placement Test (OPT) was used. Another pretest was used to minimize the effect of the students' prior knowledge of idioms. Then, the students were divided into three equal groups, and each group was randomly assigned to a different treatment condition. At the end of the treatment, which lasted for 10 one–hour sessions, three posttests were used to compare the effects of the three different methods. Three separate one-way ANOVA procedures were used to analyze the data. The results showed that the group taught through the keyword method outperformed the other two groups in L2 idiom comprehension, production, and retention. Also, the participants of the storytelling group had better performance in L2 idiom comprehension, production and retention than those in the semantic organization group.Thesefindings may have implications for learners, teachers and material designers
- انتشار مقاله: 20-04-1396
- نویسندگان: Abbas Ali Zarei,Zeinalabedin Ramezankhani
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Reading Comprehension,listening Comprehension,Content schemata,Linguistic schemata,formal schemata,schema-building types
- چکیده:
- چکیده انگلیسی: The main concern of the present study was to investigate the effects of content, formal, and linguistic schema-building activity types on EFL learners’ listening and reading comprehension. To this end, 60 Elementary learners in four groups of 15 members each participated in this study. Three groups acted as experimental groups and received content, formal, and linguistic schema-building activities, and one group acted as control group, receiving no schema- building treatment. Two separate one-way ANOVA procedures were used to analyze the participants’ scores on the listening and reading comprehension posttests. The result revealed that although there were no significant differences among the effects of schema-building activity types on both listening and reading, the experimental groups outperformed the control group participants. The findings may have implications for EFL learners and teachers.
- انتشار مقاله: 24-10-1390
- نویسندگان: Abbas Ali Zarei,Maryam Mahmudi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Reading Comprehension,vocabulary instruction,Online game,online media,online word reference
- چکیده:
- چکیده انگلیسی: The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.
- انتشار مقاله: 14-11-1397
- نویسندگان: Abbas Ali Zarei,Maryam Asadi Amani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Vocabulary Learning,glossing conventions,interlingual gloss,intralingual gloss
- چکیده:
- چکیده انگلیسی: To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. Four groups received interlingual glosses and four groups were given intralingual glosses. Receptive and productive post-tests were administered to measure vocabulary recognition and recall. The collected data were analyzed using two one-way ANOVA procedures. The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall. As to the affect of the interlingual glosses on vocabulary recognition, the post-text group performed significantly worse than both the pre-text and the marginal groups. Moreover, the interlinear gloss was shown to be more effective than the post-text gloss in vocabulary recall.
- انتشار مقاله: 09-07-1391
- نویسندگان: Abbas Ali Zarei,Maryam Hasani
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: academic writing,Research Article Abstracts,Noun Phrases,Phrasal Complexity
- چکیده: یکی از ویژگیهای بارز نوشتار آکادمیک، بر خلاف زبان گفتار، استفاده مکرر از گروه اسمی است که این خود فرایند درک متن را برای خوانندگان با مهارت کمتر دشوار میکند. مطالعه فعلی با استفاده از بخشی از مدل پیشنهادی مراحل رشد نوشتاری بایبر و همکاران (2011( و با تمرکز بر توصیف کننده های گروه اسمی، به مقایسه بخش چکیده مقالات نوشته شده توسط نویسندگان ایرانی و غیر ایرانی میپردازد. پس از برچسب گذاری متن و شناسایی تعریف کننده های گروه اسمی بوسیله نرم افزار متن کاوی، فراوانی نسبی 15 نوع از تعریف کننده های گروه اسمی در بین دو گروه مورد مقایسه قرار گرفت. یافته های این مطالعه نشان داد که تعداد مجموع تعریف کننده های اسمی، بند موصولی، و تعریف کننده های حروف اضافه در بین نویسندگان غیر ایرانی بطور معنا داری بیشتر از تعداد استفاده آنها در بین نویسندگان ایرانی است. بررسی میزان فورمولیک بودن تعریف کننده های شناسایی شده مشخص نمود که نویسندگان ایرانی بیش از نویسندگان غیر ایرانی از خوشه های واژگانی برای ساخت تعریف کننده های گروه اسمی استفاده میکردند. یافته های این مطالعه به همراه کاربردهای آموزشی آن به بحث گذاشته میشود.
- چکیده انگلیسی: Unlike conversation, academic writing is characterized by the frequent use of noun phrases which make it difficult for less proficient readers to process a text. Using a subset of Biber, Gray, and Poonpon’s (2011) hypothesized developmental stages of writing, we analyzed noun phrase modifiers in applied linguistics research article (RA) abstracts between expert non-native English Persian writers and international writers. To that end, a 38,762-word corpus was constructed, consisting of 109 international academic research articles (RAs) and 100 Persian English-medium RAs randomly chosen from international peer-reviewed journals and Persian English-medium peer-reviewed journals. Using an automatic extraction computer program (PyCharm, version 3.4.), we tagged texts, identified noun phrase modifiers, and compared the normalized frequency of the modifiers between two writer groups. Independent-samples t-tests and chi-square tests of independence were run to analyze the data. The findings revealed that international writers differed significantly from Persian writers in the use of total noun phrase modifiers, relative clauses, and post-modifying prepositional phrases. Results from the analysis of lexical bundles indicated that Persian writers used lexical bundles to modify noun phrases more frequently than international writers. The findings of this study offer insights into the way expert international and non-native academic writers in applied linguistics make use of phrasal features for complexifying RA abstracts.
- انتشار مقاله: 01-12-1398
- نویسندگان: Mohammad Ahmadi,Rajab Esfandiari,Abbas Ali Zarei
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: conceptual metaphor,Grouping,idiom,stories,verbal mnemonics
- چکیده:
- چکیده انگلیسی: Researchers and teaching practitioners have been trying to find more effective methods of teaching idioms due to the significance of these expressions in language learning contexts. The present study sought to investigate the effects of three verbal mnemonic tools (grouping, stories, and conceptual metaphor) on EFL learners’ recognition and recall of English idioms. Ninety EFL learners at intermediate language proficiency level who were preparing themselves to take IELTS participated in this study. They were in three groups of thirty members each. Each group was randomly assigned to one of the experimental conditions and was instructed idioms using one of the verbal mnemonic devices. The collected data were analyzed using the one-way ANOVA procedure. The results showed statistically significant differences among these devices, with ‘stories’ being the most effective on recognition and ‘conceptual metaphor’ being the most beneficial in the recall of idioms. The findings of the study can have potential theoretical implications for researchers and pedagogical implications for curriculum developers, language teachers, and learners.
- انتشار مقاله: 11-11-1399
- نویسندگان: Maryam Ahmadi,Abbas Ali Zarei
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: listening Comprehension,Vocabulary Learning,CALL,Glosses,Multimedia Glosses
- چکیده:
- چکیده انگلیسی: The present study examined the effect of multimedia glosses on foreign language listening comprehension. To this end, 94 male students studying at Rasa English Institute in Tehran were selected for the treatment. The participants consisted of three groups, and each group was randomly assigned to one of the following treatment conditions: textual, pictorial, and textual-pictorial glossing. They were given a vocabulary pre-test before the treatment. The purpose of this test was to exclude the words which were already familiar to the participants from the posttests. Meanwhile, a listening comprehension post-test was administered at the end of the treatment period. To investigate the effect of multimedia glosses on listening comprehension, the data obtained from the listening comprehension post-test were analyzed using one-way ANOVA. The result showed that textual-pictorial glosses had a significant effect on listening comprehension. The findings of this study may have implications for language learners, teachers, researchers, and materials developers.
- انتشار مقاله: 02-07-1398
- نویسندگان: Abbas Ali Zarei,Mina Oruji
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Scaffolded Feedback,Speaking Anxiety,Speaking Self-efficacy,Un-scaffolded Feedback
- چکیده: پژوهش حاضر با هدف بررسی تاثیر بازخورد داربستی و غیر داربستی در گفتار هراسی و خودکارآمدی در گفتار فراگیران انگلیسی بعنوان زبان خارجی انجام شد. شرکت کنندگان در پژوهش تعداد 90 زبان آموز سطح متوسط در موسسه سفیر تهران بودند که با توجه به عملکردشان در آزمون استاندارد PET از میان 120 شرکت کننده در این آزمون برگزیده شدند. شرکت کنندگان به سه گروه (دو گروه آزمایش ویک گروه کنترل) تقسیم شدند. نخست، پرسشنامه های گفتار هراسی و خود کارآمدی در گفتار به عنوان پیش آزمون در اختیار همه شرکت کنندگان قرار گرفت. سپس، به هر سه گروه ده جلسه آموزش (با بازخورد داربستی و غیر داربستی) ارائه شد. در پایان دوره آموزش، هر دو پرسشنامه بار دیگر بصورت پس آزمون به هر سه گروه داده شد. داده های به دست آمده با بکارگیری فرایند آماری تحلیل کوواریانس ANCOVA مورد پردازش قرار گرفت. نتایج نشان داد که بازخورد داربستی می تواند گفتار هراسی را کاهش و خودکارآمدی در گفتار را افزایش دهد. گروهی که بازخورد غیرداربستی دریافت کردند در جایگاه دوم قرار گرفتند و از گروه کنترل عملکرد بهتری داشتند. این یافته ها می تواند برای پژوهشگران کاربرد های نظری و برای معلمان و فراگیران زبان کاربردهای عملی داشته باشد.
- چکیده انگلیسی: ُSpeaking in a foreign language has always been, and still is, one of the most anxiety inducing activities. This speaking anxiety may be both the result or the cause of low self-efficacy in speaking. Finding ways of improving the speaking self-efficacy and reducing speaking anxiety has long been a concern among teaching practitioners. The present study was an attempt to investigate the comparative effects of scaffolded and un-scaffolded feedback on EFL learners’ speaking anxiety and self-efficacy. The participants were 90 intermediate male EFL learners at Safir Language Institute in Tehran who were selected out of a total number of 120 participants who took a standard PET test. The participants were divided into two experimental groups and one control group. They were given questionnaires of speaking anxiety and speaking self-efficacy as pretests followed by 10 sessions of treatment using scaffolded feedback, un-scaffolded feedback and no feedback. Then, they filled out the same questionnaires as posttests. The collected data were analyzed using the one-way ANCOVA procedure. It was observed that scaffolded feedback could reduce the amount of speaking anxiety, while increasing speaking self-efficacy. This was followed by un-scaffolded feedback, which was presented through recast. These findings have theoretical implications for researchers and theoreticians as well as pedagogical implications for language teachers and learners.
- انتشار مقاله: 08-04-1399
- نویسندگان: Abbas Ali Zarei,Hossein Rezadoust
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Cooperative learning,Ellipses,Heads,ُSpoken grammar,Tails
- چکیده: پژوهش کنونی با هدف بررسی تاثیر شیوه های ارایه آشکار و وظیفه محور در محیط های رقابتی و گروهی بر یادگیری ویژگیهای دستور گفتاری (سر، دم، و حذف) توسط فراگیران ایرانی زبان انگلیسی انجام شد. به این منظور تعداد 90 زبان آموز دختر در سطح توانش زبانی پیش متوسط در موسسه آموزش زبان گویا در تهران در چهار گروه بر اساس قابلیت دسترسی برگزیده و هر یک از گروهها بر اساس یکی از شیوه های یاد شده و در یکی از محیط های یاد شده آموزش دیدند. پیش آز آغاز آموزش، با بکار گیری یک پیش آزمون، سطح آگاهی زبان آموزان از ویژگی های دستور گفتاری سنجیده شد. پس از یک دوره آموزشی ده جلسه ای، یک پس آزمون برگزار شد. داده های به دست آمده با فرایند انکووا دوطرفه پردازش شد. نتیجه نشان داد شیوه های رقابتی و گروهی اثر مشابهی در یادگیری ویژگی های دستور گفتاری دارند. ولی بین شیوه ارائه (آشکار و وظیفه محو) و محیط آموزش (رقابتی و گروهی) اثر متقابل معنی داری وجود دارد. این یافته ها می تواند علاوه بر کاربرد های نظری برای پژوهشگران، در آموزش ویژگی های دستور گفتاری برای زبان آموزان و مدرسان زبان نیز کاربرد های عملی داشته باشد.
- چکیده انگلیسی: One of the relatively neglected aspects of today's English language pedagogy is the differences between written and spoken grammar. Many language learners often find that what they have learnt in their grammar classes is either irrelevant or (sometimes) even contrary to what they need to use the target language for oral communicative purposes. To fill part of the existing gap in the literature on this issue, This study was carried out. The purpose of the study was to investigate the effect of competitive and cooperative explicit and task-based instruction of spoken grammar features of heads, tails and ellipses on Iranian EFL learners’ awareness of these features. To this end, 90 female pre-intermediate EFL learners of Ghana Language Institute in Tehran were selected through convenience sampling. The participants were randomly assigned to four experimental groups, receiving explicit and task-based instructions in competitive and cooperative contexts. Prior to the treatment, a pretest was given to check the participants’ level of awareness of the spoken grammar features. After a 10-session instruction, a posttest was administered. The collected data were processed using the two-way ANCOVA procedure. The results indicated that competitive and cooperative contexts were equally effective on raising learners’ awareness of spoken grammar features. Moreover, there was a statistically significant interaction effect between type of instruction and the context of instruction. These findings may have important theoretical and pedagogical implications.
- انتشار مقاله: 26-06-1398
- نویسندگان: Abbas Ali Zarei,Mina Rahgozar
- مشاهده