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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Grammatical Errors,EFL Writing,Fuzzy TOPSIS,metalinguistic corrective feedback,ilingual Turkmens
- چکیده:
- چکیده انگلیسی: Corrective feedback (CF) as a multifaceted practice needs to be explored from different perspectives. Achieving relative consensus among language teachers and experts in a particular context on the most effective CF strategy for monolingual and bilingual language learners appears to be understudied. As such, a fuzzy TOPSIS (Technique for Order of Preference by Similarity to Ideal Solution) model was applied to accommodate varied and conflicting opinions in ranking the effect of three corrective feedback strategies including mid-focused oral metalinguistic CF, written metalinguistic CF, and oral/written metalinguistic CF. To this end, 79 monolingual Persians and 79 bilingual Turkmens aged between 13 and 18 from two language institutes in Golestan Province of Iran participated in the study comprising three experimental and one control group each. The experimental groups were provided with CF strategies on their most recurrent grammatical errors detected through pretests while the control groups received none. The results of the fuzzy TOPSIS approach ranked oral/written metalinguistic CF and oral metalinguistic CF as the best strategies for monolingual Persians and bilingual Turkmens respectively. The fuzzy TOPSIS approach provided experts with the opportunity to include their opinions on the weight of criteria and the impact of CF strategies towards enhancing the experts’ agreement on the issue. It was shown that a single CF strategy might not be appropriate for all EFL learners in different contexts. The approach also provided a framework for soliciting wider participation of the experts when conditions favor the application of multi-criteria decision-making methods, or speedier assessments are required.
- انتشار مقاله: 08-10-1399
- نویسندگان: Maryam Moazzeni Limoudehi,Omid Mazandarani,Behzad Ghonsooly,Jila Naeini
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: This study sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners’ use of reading strategies. The majority of studies on language anxiety have been quantitative to date. This study was conducted in two phases. The first phase was quantitative, and the second consisted of a series of case studies using introspection and think-aloud protocols. The statistical phase aimed to study the relationship between reading anxiety and reading proficiency. The FLRAS questionnaire was administered to two groups of pre-intermediate and upper-intermediate Iranian EFL learners, studying in a private language school, in order to measure their foreign language reading anxiety and correlate it with their reading proficiency. In the qualitative part of the study, the think-aloud procedure was employed to examine the possible link between reading anxiety and reading strategy use. The verbal reports of four informants, selected from the population of participants in the first phase, were analyzed using a defined classificatory scheme of processing strategies. The results of the analyses suggest that 1) there is no significant relationship between reading anxiety and ability in the reading skill, and 2) reading anxiety seems to affect learners’ reading style and preference for certain types of strategies.
- انتشار مقاله: 09-07-1391
- نویسندگان: Behzad Ghonsooly,Babak Barghchi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: length,constituent ordering,heavy-NP shift,sentence processing
- چکیده:
- چکیده انگلیسی: Heavy-NP shift occurs when speakers prefer placing lengthy or “heavy” noun phrase direct objects in the clause-final position within a sentence rather than in the post-verbal position. Two experiments were conducted in this study, and their results suggested that having a long noun phrase affected the ordering of constituents (the noun phrase and prepositional phrase) by advanced Iranian EFL learners. In the first experiment, we found that when the direct object NP is lengthened by adding extra linguistic information, participants tended to form sentences with heavy-NP shift structures more often than the basic word order (subject + direct object + prepositional phrase). The results of the grammaticality judgment task used in the second experiment indicated that participants regarded sentences with the shifted word order as being grammatical more often than being awkward and ungrammatical. These findings support the idea that advanced EFL learners, quite like native speakers of English, show a strong tendency towards forming shifted structures when the length of the direct object NP increases. The results obtained from this study can be attended to in developing materials for learners in different levels of proficiency. Furthermore, teachers can use the results to adapt their teaching of the structure to learners' level of proficiency by considering the processing difficulty the structure might cause.
- انتشار مقاله: 09-11-1394
- نویسندگان: Masoud Motamedynia,Navid Nasrollahi Shahri,Behzad Ghonsooly
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: engagement,Appraisal Model,Doctoral Dissertation,Native English Speakers,University of Texas at Austin
- چکیده:
- چکیده انگلیسی: Academic writing is no longer considered an objective and impersonal form of discourse. It is now seen as an attempt involving interaction between writers and readers; hence, academics are not only required to produce texts representing external realities but also to use language to recognize, build, and exchange social relations. The present study aimed to analyze how native English speakers, Ph.D. candidates in TEFL, position their texts intertextually when writing their doctoral dissertation Discussion sections. To this end, 5 Discussion sections were selected and analyzed in detail based on the Engagement subsystem of the appraisal model. Hence, the type and frequency of every Engagement resource were identified and its functionalities were explicated. Results indicated that the examined writers could easily engage themselves in dialogue with their potential interlocutors. Also, they preferred to limit the possibility of being rejected or challenged by using dialogically contractive Engagement resources almost twice as many as dialogically expansive ones. Moreover, it was found that, although these authors developed their Discussion sections in a dialogistically contractive way, they provided enough space for the consideration of alternative viewpoints.
- انتشار مقاله: 19-12-1397
- نویسندگان: Zahra Loghmani,Behzad Ghonsooly,Mohammad Ghazanfari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: ambiguity tolerance,Path Analysis,Teacher burnout,Teachers’ Conceptions of Intelligence (TCoI)
- چکیده:
- چکیده انگلیسی: This study investigated teachers’ conceptions of intelligence (TCoI) and ambiguity tolerance in the burnout levels of 202 Iranian EFL teachers. To this end, 3 inventories were utilized: Language Teachers’ Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). Pearson multiple correlation coefficients and path analysis were employed for the data analysis. Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout. Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout. Additionally, ambiguity tolerance was found to be a negative significant predictor of all teacher burnout dimensions. Finally, the results are discussed and implications are provided in the context of education.
- انتشار مقاله: 04-07-1397
- نویسندگان: Kiyana Zhaleh,Behzad Ghonsooly,Reza Pishghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Form-focused instruction (FFI),explicit instruction (EI),visual input enhancement (VIE),Pushed Output (PO),Explicit Corrective Feedback (ECF),implicit corrective feedback (ICF)
- چکیده:
- چکیده انگلیسی: This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (n = 22), explicit instruction + pushed output + explicit corrective feedback group (n = 25), visual input enhancement + pushed output + implicit corrective feedback group (n = 17), and visual input enhancement + enriched input group (n = 19). Design was a pretest, immediate posttest, and delayed posttest type. To assess the participants’ intake of the targeted structures, 3 tests were developed. One-way ANOVA and a series of post-hoc Scheffe tests were performed on the results. Taken together, the results indicated that all the combined procedures had both positive and lasting effects on the noticing and subsequent intake of the discourse markers (conjunctive adverbs) at issue. Results, further, revealed that the effects of the mixed procedures on the rate and durability of intake of the targeted forms was differential.
- انتشار مقاله: 08-11-1396
- نویسندگان: Gholam Ali Kalanzadeh,Manoochehr Jafarigohar,Behzad Ghonsooly,Hassan Soleimani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Learners,Activity Theory,writing anxiety,Contradictions,Expansive Learning
- چکیده:
- چکیده انگلیسی: This qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspective. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL learners and teachers who participated by providing comments, diaries, and documents. The participants were also observed and interviewed following Mwanza's model as a guide. The obtained data in the whole process was constantly thematized by means of a qualitative software, NVIVO 10. The main themes on writing anxiety were extracted from teachers and learners by applying contradictions as a principle of expansive learning theory. To help learners become transformative agents of anxiety, an intervention process was carried out in the form of an online collaborative writing task. The findings recommend applying contradictions as an initial point for problem-solving and a driving impellent of activity which may lead to expansive learning. Besides, the dynamic and developmental process is expected to help learners expand and transform their writing anxiety. Contradictions may also become an initiation for future studies on language learning.
- انتشار مقاله: 04-04-1399
- نویسندگان: Mohsen Nazari,Maryam Farnia,Behzad Ghonsooly,Manoochehr Jafarigohar
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: self-regulation,Translation Quality,Mixed-methods study,Private speech
- چکیده:
- چکیده انگلیسی: The current study presents findings from a mixed-methods study of investigating the self-regulatory role of private speech (self-talk) on students’ translation quality. The aim of the study was to validate the adapted version of a self-verbalization questionnaire. The construct validity and reliability of the scale were supported by the CFA which revealed that all items reached the acceptable fit thresholds and had high reliability. The study utilized two phases of analysis. In the quantitative analysis, 151 undergraduate English translation students participated in this study. Two questionnaires including validated self-verbalization scale and self-regulation accompanying a text were distributed among the students to determine the influence of the self-regulatory role of private speech on translation quality. The results demonstrated that the students who used more private speech had a better translation quality that shows the self-guidance role of private speech. In the qualitative phase of the study, 21 English translation students attended an interview. The focus of the interview was on the potential functions of the self-regulatory role of private speech in translation. The results indicated that most students apply private speech as a facilitator of the difficult task. Retention and evaluation were also among the most often applied strategies by the students.
- انتشار مقاله: 28-06-1398
- نویسندگان: Farahnaz Hashtarkhani,Behzad Ghonsooly,Afsaneh Ghanizadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Learners,Activity Theory,writing anxiety,Contradictions,Expansive Learning
- چکیده:
- چکیده انگلیسی: This qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspec- tive. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL learners and teachers who participated by providing comments, diaries, and documents. The participants were also observed and interviewed follow- ing Mwanza's model as a guide. The obtained data in the whole process was constantly thematized by means of a qualitative software, NVIVO 10. The main themes on writing anxiety were extracted from teachers and learners by applying contradictions as a principle of expansive learning theory. To help learn- ers become transformative agents of anxiety, an intervention process was carried out in the form of an online collaborative writing task. The findings recommend applying contradictions as an initiative point for problem-solving and a driving impellent of activity which may lead to expansive learning. Besides, the dy- namic and developmental process is hoped to help learners expand and transform their writing anxiety. Con- tradictions may also become an initiation for future studies on language learning.
- انتشار مقاله: 12-04-1398
- نویسندگان: Mohsen Nazari,Maryam Farnia,Behzad Ghonsooly,Manoochehr Jafarigohar
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: Iranian English Teachers,Language Teacher Immunity, Teacher Motivation,Self-Organization,Teacher Stress
- چکیده: ایمنی معلم زبان یک مفهوم جدید در روانشناسی مربوط به معلمان زبان است. ایمنی معلم زبان، چه در تظاهرات مولد (مثبت) و چه بدسازش (منفی)، شاخصی قوی از نحوه رفتار و واکنش معلمان در مواجهه با ناسازگاریها و استرسها میباشد و تاثیر عمیقی بر زندگی حرفه ای معلمان دارد. از انجا که تحقیق در مورد ایمنی معلم زبان هنوز نوپا بوده، این مطالعه سعی دارد با استفاده از رویکرد مختلط ایمنی غالب در معلمان زبان و نحوه شکل گیری آن را بررسی نماید. در بخش کمی تحقیق پرسشنامه ای برای شناسایی نوع ایمنی غالب بین 230 معلم زبان توزیع شد. در بخش کیفی، برای بررسی فرایند شکل گیری ایمنی، از 13 معلم زبان مصاحبه نیمه ساختار یافته بعمل آمد. نتایج تحلیل خوشه ای دو مرحله ای داده های پرسشنامه نشان داد که نوع غالب ایمنی در میان معلمان زبان بدسازش (منفی) میباشد چرا که میانگین نمرات آنها در شش مقیاس از هفت مقیاس پرسشنامه پایین بود. همچنین نتایج حاصل از تحلیل محتوای مصاحبه ها نشان داد که فرایند شکل گیری ایمنی در معلمان زبان شامل چهار راه اندازی، اتصال، اتحاد مجدد، و تثبیت میباشد. یافته ها و نتایج این تحقیق پیشنهادهایی برای سیاست گذاران آموزش وپرورش و معلمان زبان ارایه میدهد.
- چکیده انگلیسی: As a novel concept in language teacher psychology, language teacher immunity, either in its productive or maladaptive manifestation, is a strong indicator of how teachers behave and respond in the face of adversity and disturbances and it has a profound effect on teachers' career. Research on language teacher immunity is in its nascent stage. This study tried to fill the gap in the existing literature by using a mixed-methods approach to find out what type of language teacher immunity was dominant among Iranian English teachers and how these teachers might have developed their immunity type. For the quantitative part of the study a questionnaire was distributed among 230 English teachers to find out their dominant immunity type. In the qualitative part of the study a series of semi-structured, one-on-one interviews with 13 seasoned English teachers were conducted in order to find out the developmental pathways of teacher immunity. The findings of the two-step cluster analysis of the questionnaire data indicated that maladaptive immunity was a dominant type of immunity among Iranian English teachers since their mean scores on six out of seven questionnaire scales were low. Also, the results of the directed content analysis of the interviews revealed that Iranian English teachers followed the four stages of self-organization, namely, triggering, coupling, realignment, and stabilization in forming their immunity. Further results and their implications for educational policy makers and teacher educators are discussed.
- انتشار مقاله: 19-11-1396
- نویسندگان: Mehdi Haseli Songhori,Behzad Ghonsooly,Shahram Afraz
- مشاهده