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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Emotional Intelligence,learning styles,Oral communication strategies
- چکیده: هدف از این پژوهش سبک یادگیری و راهبردهای ارتباط شفاهی در میان زبانآموزان انگلیسی با ضریب هوش هیجانی بالا و پایین در ایران میباشد. همچنین، این پژوهش به بررسی رابطه بین هوش هیجانی با چهار سبک یادگیری و راهبردهای ارتباط شفاهی در گروه زبانآموزان با ضریب هوش هیجانی بالا و پایین پرداخته است. بدین منظور، از ۳ پرسشنامه برای جمعآوری دادهها از ۱۰۸ زبانآموز از دانشگاههای شهرکرد و اصفهان و پیام نور استفاده شد. دادهها بصورت توصیفی و استباطی با استفاده از روش آمار همبستگی تحلیل گردیدند. نتایج تحلیل توصیفی نشان داد که زبان آموزان با هوش هیجانی بالا ترجیجا از سبک یادگیری دیداری و حرکتی بهره بیشتری میبردند؛ در حالیکه زبانآموزان با هوش هیجانی کم، سبک یادگیری حرکتی و شنیداری را ترجیح میدادند. زبانآموزان با هوش هیجانی بالا، راهبرد صحت- محور و راهبرد مذاکره برای درک معنا را بیش از بقیه راهبردها ترجیح میدادند؛ درحالیکه در میان زبانآموزان با هوش هیجانی کم، بیشترین راهبرد ترجیحا راهبرد کلمه- محور و راهبرد نگاه اجمالی بود. راهبرد رهاکردن پیام و راهبرد تلاش برای انگلیسی فکرکردن، کمترین راهبردهای بکار برده شده در دو گروه بود. علاوهبراین، نتایج همبستگی حاکی از عدم وجود رابطه معنادار بین هوش هیجانی و چهار سبک یادگیری در میان زبانآموزان با هوش هیجانی بالا و پایین بود. در میان زبانآموزان با هوش هیجانی بالا رابطه معناداری بین هوش هیجانی و راهبردهای ارتباط شفاهی نیز وجود نداشت. لیکن، رابطه معناداری بین هوش هیجانی و راهبردهای شفاهی مقابله با مشکلات گفتاری در بین زبانآموزان با هوش هیجانی کم مشهود بود. یافتههای تحقیق دستاوردهایی برای فراگیری زبان خارجی در بردارد.
- چکیده انگلیسی: This study explored Learning Styles (LSs) and Oral Communication Strategies (OCSs) among the Iranian learners of English with high and low Emotional Quotient (EQ). Moreover, it looked into the association between emotional intelligence (EI) with four LSs and OCSs in high and low EQ groups. Three questionnaires were employed to gather data from 108 participants from Shahrekord, Isfahan, and Payam Noor universities. Descriptive and correlational statistics were utilized to analyze the data. The results of descriptive statistics showed that the learners with high EQ favored visual and kinesthetic LSs more, whereas the learners with low EQ favored kinesthetic and auditory LSs. The high EQ group preferred accuracy-oriented and negotiating for meaning strategies more, while the low EQ group preferred word-oriented and scanning strategies. Besides, strategies of attempting to think in English and abandoning the message were the least frequent strategies. Correlational analysis also indicated that EI did not significantly correlate with any of the learners' LSs, nor did it correlate with the OCSs in the high EQ group. However, there were positive correlations between the learners' EI and OCSs for dealing with speaking problems in the low EQ group. The findings have implications for foreign language learning.
- انتشار مقاله: 10-09-1398
- نویسندگان: Ali Roohani,Rezvan Etesami,Azizullah Mirzaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Domestication,taboo,Foreignization,Audiovisual Translation (AVT),Culture-Specific Items (CSIs)
- چکیده: دوبله
- چکیده انگلیسی: 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.
- انتشار مقاله: 19-08-1397
- نویسندگان: Mahmood Hashemian,Maryam Hosseini,Azizullah Mirzaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Washback,Construct validity,L2 pragmatics,construct-underrepresentation
- چکیده:
- چکیده انگلیسی: Considering the status of 'washback' in validity theory and research, Messick warns that, to establish test validity, one should not rely merely on washback, with all its complexity, but should instead probe test design properties (i.e., authenticity and directness) and test-use characteristics likely to produce or intensify washback. Authenticity ensures that nothing essential is missing in the assessment of the focal construct, or minimal construct-underrepresentation. Similarly, directness deals with minimal construct-irrelevant variance. This study aimed to explore inadequate representation of L2 pragmatics in EFL curriculum and instruction of Iranian high schools as negative washback of construct-underrepresentation of this important dimension of communicative competence in the high-stakes National University Entrance Test (NUET). The participants were 100 EFL teachers, a sample of 220 pre-NUET students, and 50 post-NUET students in northwest, center, and southwest of Iran. A method-triangulation procedure was employed using questionnaires, observations, and semi-structured interviews. The results showed that the test's construct validity is compromised, meaning that NUET is too narrow and deficient, fails to sufficiently sample pragmatic competence as an important facet of 2discrete-point lexico-grammatical knowledge. Further, the findings demonstrated intense negative washback on L2 teaching-learning processes resulting from using NUET scores for drawing high-stakes action inferences in Iran. The findings suggest that, to facilitate optimal positive washback and adequate sampling of the criterion domain in L2 education, NUET must strive to minimize construct-underrepresentation and construct-irrelevant variance in design.
- انتشار مقاله: 11-02-1392
- نویسندگان: Azizullah Mirzaei,Masoud Rahimi Domakani,Masoumeh Seyyed Rezaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Learners,EFL Classroom,Foreign Language Enjoyment,Public Speaking Class Anxiety
- چکیده:
- چکیده انگلیسی: Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaking anxiety in such a context. To these ends, 128 learners of English as a foreign language (EFL) from several English language institutes, selected based on convenience sampling, took part in this research. They completed Dewaele and MacIntyre’s (2014b) Foreign Language Enjoyment and Yaikhong and Usaha’s (2012) Public Speaking Class Anxiety questionnaires, and write down about an episode in which they had experienced enjoyment and speaking anxiety in the EFL classroom. Quantitative and qualitative statistical data analyses were applied to examine foreign language enjoyment and public speaking class anxiety. Descriptive data analysis showed that the learners had a medium-to-high foreign language degree of enjoyment and a low level of public speaking anxiety. Besides, they reported more enjoyment than public speaking anxiety in class. Further qualitative data analysis revealed 12 sub-themes and four main themes of Teacher, Learning, Class Activities, and Class Atmosphere in explaining their enjoyment, as well as eight sub-themes and four main themes of Exam Phobia, Reaction/Feedback, Personal Failure, and Lack of Self-Confidence for speaking anxiety. The findings provide implications for language teachers and policymakers to gain better insights into factors underlying enjoyment and speaking anxiety in the field of foreign language learning.
- انتشار مقاله: 09-03-1399
- نویسندگان: Fatemeh Nemati,Ali Roohani,Azizullah Mirzaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Oral Proficiency,Animation-based instruction,text-based readings,formulaic sequences
- چکیده:
- چکیده انگلیسی: The current pretest-posttest quasi-experimental study attempts, firstly, to probe the effects of teaching formulaic sequences (FSs) on the second or foreign language (L2) learners' oral proficiency improvement and secondly, to examine whether teaching FSs through different resources (i.e. animation vs. text-based readings) have any differentially influential effects in augmenting L2 learners' oral proficiency or not. To this end, a cohort of 60 young L2 learners of an immersion program school in the southwest of Iran was randomly divided into three groups, two experimental and one control. During 24 instructional sessions, one experimental group received the FSs instruction through animation, and the second experimental group noticed FSs through text-based readings. The control group was taught using the school mainstream L2 textbooks without any focus on FSs. The results indicated that both FSs groups outperformed the control group. Moreover, animation-based instruction significantly increased the efficacy of FSs instruction, pointing to the issue that educational technology is a better strategy for teaching FSs rather than the traditional way of reading.
- انتشار مقاله: 25-01-1398
- نویسندگان: Maryam Rajaei Najafabadi,Yousef Bakhshizadeh,Azizullah Mirzaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: lexis-based instruction,formulaic sequences (FS),speaking performance,unanalyzed chunks
- چکیده:
- چکیده انگلیسی: Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the procedures or frameworks through which the approach can be applied and probe the second or foreign language (L2) areas where it demonstrates more relevance. This pretest-posttest quasi-experimental study aimed, firstly, to compare the effects of intensive and extensive lexis-based L2 instructions on the development of IELTS candidates’ speaking performance and, secondly, to explore whether different types of speaking tasks (i.e., monologic vs. dialogic) have any differential effects on the frequency of using FS by L2 learners. To this end, three intact classes including 40 L2 learners preparing themselves for IELTS in a language center in Iran were randomly assigned to one control and two experimental groups. The groups received the same amount of instruction, however differently, two receiving intensive and extensive instructions in FS (or unanalyzed chunks) and the other receiving conventional non-lexis instruction. The results revealed that both lexis groups outperformed the control group pointing to the effectiveness of both intensive and extensive lexis-based instructions to the learners’ development of speaking proficiency. Moreover, the results showed no significant difference between the effects of intensive and extensive types of lexis instructions upon IELTS candidates’ development of speaking performance. Further, it was revealed that dialogic tasks were more conducive to the FS use than monologic tasks. Finally, the implications for L2 theory and pedagogy are discussed.
- انتشار مقاله: 27-03-1395
- نویسندگان: Azizullah Mirzaei,Mahmood Hashemian,Mahshid Azizi Farsani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: interactional competence,zone of proximal development (ZPD),Key Words: Sociocultural theory,proximal contexts (PCs),microgenesis
- چکیده:
- چکیده انگلیسی: Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van Lier (2004) argues that the ZPD could be activated in diverse proximal contexts (PCs) and is not limited to the expert-novice scenario. . This study probed whether Iranian EFL learners' collaborative task performance within different ZPD-based PCs results in their development of interactional competence (IC). Young's (2011) IC model was used for developing an IC test (ICT) employed at the pretest and posttest times. Three intact EFL listening-speaking classes at a university at southwest of Iran were randomly assigned to the expert-novice, equal-peers, and control (non-ZPD) conditions. The co-constructed interactions of the groups in (a)symmetrical ZPD-based conditions were audio-recorded for further analysis of participants' L2 IC development. A triangulation (quantitative and microgenetic) data-analysis approach was adopted. The results showed that whereas both ZPD groups (equal-peers and expert-novice) outperformed the non-ZPD group on IC posttests, no statistically significant difference was found between participants' IC development in symmetrical and asymmetrical PCs. Further, microgenetic analysis of the ZPD groups' interactions demonstrated how participation and activity in different PCs can effectively trigger awareness of mechanisms and norms of L2 spoken interaction and, in turn, result in IC development. The findings point to the applicability of diverse ZPD-adjusted PCs, composed of equal or unequal participants, in EFL classrooms and also the efficacy of ZPD-based interactive scenarios for students' development of L2 IC.
- انتشار مقاله: 04-12-1392
- نویسندگان: Ali Akbar Jafarpour,Azizullah Mirzaei,Fatemeh Zahra Ehsani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Cognitive Approach,L2 fluency,levelt’s psycholinguistic model of speaking,deficiency sources,problem-solving mechanisms
- چکیده:
- چکیده انگلیسی: Fluency in a second language (L2) involves a quintessentially cognitive processing system that operates quickly and effectively. The perceived importance of researching fluency through a psycholinguistic lens has motivated the related L2 research to resort to current cognitive speaking-specific models. This study, drawing on Levelt’s (1999a) psycholinguistic model, probed the deficiency sources (DSs) (non)fluent L2 speakers encounter in L2 communication and then surveyed the problem-solving mechanisms (PSMs) they happen to engage in to circumvent or mitigate the bottle-neck effects of the deficiencies. First, an analytic fluency rating scale was developed to assess the audio-recorded (monologic and dialogic) speech samples of a large number of L2 speakers and identify the fluent and nonfluent speakers. Two questionnaires and output-related retrospective interviews were employed to explore the (non)fluent L2 speakers’ DSs and PSMs. The MANOVA results and the interpretative analysis of retrospective data revealed that the nonfluent participants mainly suffered from resource deficits, processing time pressure, and perceived deficiencies in the interlocutor’s performance. Specifically, they felt adversely pressured by an onrush of competing plans or the absence of any to chart their minds, floundered on feeling incapable of configuring a viable syntactic structure for their intended meanings, were restrained groping for the right lemma to fit their notions, or faltered due to a daunting uncertainty of the phonological accuracy. Meanwhile, they resorted to ineffective oral-production strategies such as message abandonment and reduction, which resulted in disfluent speech. The fluent participants, however, did not suffer from these DSs and employed PSMs more consistently. They were able to dynamically reformulate the notions or the preverbal message, apply a revitalized encoding mechanism, use various stalling mechanisms, and negotiate meaning in order to monitor the articulation. The findings suggest that any attempt intended to improve or assess L2 fluency pivot on a psycholinguistic approach to L2 oral production.
- انتشار مقاله: 15-09-1391
- نویسندگان: Azizullah Mirzaei,Najmeh Heidari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Lexical chunks,lexis-based instruction,CAF measures,corpus-based concordances,textual lexis enhancement,audio-visual captioned lexis
- چکیده:
- چکیده انگلیسی: Second language (L2) theories have for long acknowledged the importance of focus on formulaicity or conventionalized lexical chunks. Yet, there has been little attempt to examine the impact of this on foreign language learners’ development of complexity, accuracy, and fluency (CAF) measures. The purpose of this study was twofold: First, to see whether lexis-based instruction had any significant effects on EFL learners' oral CAF, and, second, whether different types of lexis-based instructions (e.g., using corpus-based concordances, textual lexis enhancement, and audio-visual captioned lexis) had differential effects. Participants were 54 EFL undergraduates at an Iranian university. After checking the initial homogeneity, 2 groups of participants were randomly assigned to experimental (lexis) and control (non-lexis) groups. After pretesting on CAF, the lexis sub-groups received the 3 types of lexis-based instructions in a counterbalanced manner. After each lexis instruction, students’ oral data were also obtained. The control group received mainstream non-lexis instruction. One-way MANCOVA results pointed to the significant effects of lexis instruction on oral CAF measures. Specifically, repeated-measures MANOVA results revealed that audio-visual captioned lexis was the most effective modality in heightening formulaicity. The findings suggest that focus on lexis is beneficial to L2 learners’ oral skills. Further theoretical and pedagogical implications are discussed.
- انتشار مقاله: 20-08-1397
- نویسندگان: Azizullah Mirzaei,Ashraf Beyzaei,Ali Roohani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective feedback (CF),Intrapersonal/Interpersonal Intelligences,Multiple Intelligences (MI)
- چکیده:
- چکیده انگلیسی: This study explored corrective feedback (CF) types and their relationship to L2 learners’ intelligence types. Participants were 60 intermediate L2 learners aged 18-29 in Isfahan, Iran. Based on their intelligence types as intrapersonal and interpersonal, the participants were divided into 2 groups. McKenzie’s MI Inventory (1999) and a researcher-designed questionnaire on CF types were employed. Spearman correlation was applied to find out the relationship between the participants’ intrapersonal and interpersonal intelligences and their preferred CF. Then, multiple regression analysis was run to indicate the significant representation of the specific CF among the participants. Results revealed that there was a strong positive relationship between the participants’ intrapersonal intelligence and explicit types of CF. Regression computations indicated that the interpersonal participants showed a great significant tendency towards repetition, paralinguistic signs, clarification requests, and translation; however, conversational and didactic recasts as well as elicitation, explicit, and metalinguistic CF made a unique and significant contribution to the intrapersonal participants. Accordingly, L2 teachers should take into account their learners’ preferred CF types in their teaching and, consequently, suggest activities designed to help them make maximum use of their intelligence types. L2 teachers could also adapt their classroom activities to their learners’ intelligences and CF types to create the most productive learning environment.
- انتشار مقاله: 05-12-1393
- نویسندگان: Mahmood Hashemian,Azizullah Mirzaei,Helena Mostaghasi
- مشاهده