در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Accuracy,Complexity,Awareness raising,intercultural rhetoric,pragmatic awareness raising
- چکیده:
- چکیده انگلیسی: The purpose of the present study was to explore the effectiveness of raising Iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their L2 writing ability, complexity, and accuracy. To this end, two 25-member groups of EFL learners who were taking Basic Writing course at Islamic Azad University, Roudehen Branch, were selected based on their performance on a language proficiency test (PET). They were assigned as one control and one experimental group and took a validated, researcher-made pretest/posttest (with the reliability of 0.73) at the outset of the study. The experimental group received the explicit instruction of the teacher on IR followed by a task related to the content of the instruction while the control group’s practice in writing was limited to doing the exercises in their course book without receiving the explicit instruction on IR.Following the termination of the nine-session treatment, the posttest was administered and the collected data underwent data analysis. The results indicated that pragmatic awareness of IR in writing was significantly effective in improving the Iranian EFL learners' writing ability as well as the accuracy of their written output. However, no significant influence of rhetorical awareness raising on learners’ writing complexity was investigated in this study.
- انتشار مقاله: 02-11-1393
- نویسندگان: Andisheh Saniei,Parviz Birjandi,Esmaeel Abdollahzadeh,Majid Nemati
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Direct Feedback,Indirect Feedback,IELTS,focused feedback,unfocused feedback,CF Strategies,reformulation,attitudinal shift
- چکیده:
- چکیده انگلیسی: Corrective feedback (CF) and its different types have long absorbed many scholars and practitioners. As Ellis (2009) mentioned some experimental studies need to be carefully designed to discover the relative effectiveness of each of these CF techniques. The goal of this qualitative study was to discover whether the employment of different CF strategies could bring about an attitudinal shift. To this end, 132 learners were randomly assigned to six different groups each receiving a different kind of corrective feedback. The participants' responses were compared before and after the treatment to find out how their attitude changed over the course of correction. The results suggested that different kinds of feedback strategies have their own proponents. The participants voiced their views on those feedback strategies. The implications of the findings are discussed at the end.
- انتشار مقاله: 22-09-1392
- نویسندگان: Reza Vahdani Sanavi,Majid Nemati
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Pragmatics assessment,DCT,pragmatic comprehension,MDCT
- چکیده:
- چکیده انگلیسی: Testing pragmatic competence has always posed daunting challenges to researchers and practitioners. As a step to address the gap in pragmatic testing, this paper delineates the procedural stages of developing and validating a context-sensitive Multiple Choice Discourse Completion Test (MDCT). Following a unitary view of validity, tenable argument and empirical evidence was accumulated to support the construct validity of the test. While 136 advanced learners of English took the developed test, it exhibited reasonable internal consistency (α= .72). Furthermore, the results of correlational studies revealed acceptable association between the scores of this MDCT with both a written version of the same test and a previously validated test of pragmatics from the literature endorsing its concurrent validity. Also, the MDCT proved efficient in differentiating between native speakers and EFL learners as suggested by the results of an independent samples t-test. Finally, a pretest-posttest experimental study with 26 intermediate EFL learners was designed to check the sensitivity of the test towards developments in learners’ interlanguage after which a t-test analysis corroborated the construct validity of the test. This array of evidence denotes that the suggested MDCT can be reliably used in EFL contexts as a valid measure of pragmatic competence.
- انتشار مقاله: 17-09-1394
- نویسندگان: Majid Nemati,Abbas Ali Rezaee,Mohammad Mahdi Hajmalek
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Essay Writing,metasocial strategies,social strategies,strategic self-regulation (S2R),writing strategies-based instruction (WSBI)
- چکیده: این تحقیق با هدف بررسی تأثیر آموزش نگارش راهبرد-محور (WSBI) بر استفاده از راهبردهای فرااجتماعی و اجتماعی در مقاله نویسی فراگیران زبان انگلیسی (EFL) ایرانی انجام شده است. برای این منظور، با استفاده از تست تشخیصی تافل 60 نفر همگن در دو گروه 30 تایی انتخاب شدند. قبل از شروع آموزش ، همه افراد در مورد شرح نمودار به عنوان پیش آزمون مقاله نوشتند و پرسشنامه راهبردهای نگارش را نیز پر کردند. طی آموزش یک ترم دانشگاهی، به گروه آموزش با استفاده از روش آموزش نگارش راهبردمحور آموزش داده شد تا از راهبردهای فرااجتماعی و اجتماعی که از مدل خودتنظیم استراتژیک آکسفورد (2011) اقتباس شده بودند در مقاله های خود استفاده کنند. در همین حال، برای آموزش همان راهبردها به گروه معیار از روش آموزش نگارش فرایندمحور استفاده شد. پس از آموزش، شرکت کنندگان در هر دو گروه مقاله دیگری را برای توصیف نمودار دیگری به عنوان پس آزمون نوشتند و برای بار دوم همان پرسشنامه را پر کردند. دو مربی با استفاده از معیار نمره آیلتس مقالات ارزشیابی کردند. نتایج آزمون تی مستقل نشان داد که تفاوت معناداری در عملکرد نگارش فراگیران آزمایشی در استفاده از راهبردهای فرااجتماعی نسبت به راهبردهای اجتماعی وجود دارد. یافته ها همچنین بر سودمندی آموزش نگارش راهبرد-محور برای فراگیران زبان انگلیسی تأکید می کند، و این امر مستلزم آن است که معلمان، تهیه کنندگان مطالب آموزشی و نویسندگان برنامه درسی به ظرفیت برجسته راهبردهای فرااجتماعی و اجتماعی در پیشرفت نگارش فراگیران زبان انگلیسی توجه نمایند.
- چکیده انگلیسی: This study aims at investigating the effect of writing strategy-based instruction (WSBI) on the use of metasocial and social strategies in Iranian English as a foreign language (EFL) learners’ essay writing. Using Test of English as a Foreign Language (TOEFL) diagnostic test, 60 homogeneous subjects were selected in two groups of 30 each. Prior to treatment, all subjects wrote an essay writing task for a bar chart description as a pre-test and filled out a writing strategies questionnaire, too. During an academic term-long intervention the groups were taught to apply metasocial and social writing strategies adapted from Oxford’s (2011) strategic self-regulation (S2R) model in their essays through writing strategies-based instruction (WSBI) for experimental group and process writing instruction (PWI) for control group. Following the treatment, the participants of both groups wrote a second essay on another bar chart description as a posttest followed by the administration of the same questionnaire. The essays were evaluated by two raters using the IELTS writing marking scheme. The results of independent samples t-test revealed a significant difference in experimental learners’ writing performance favoring more metasocial strategies than social strategies. The findings also stressed the usefulness of WSBI for EFL learners’ writing, requiring that teachers, material developers, and syllabus writers consider the prominent potentials of metasocial and also social strategies for the development of EFL learners' essay writing.
- انتشار مقاله: 10-08-1398
- نویسندگان: Valiollah Yousefi,Majid Nemati
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Motivation,Writing Ability,Teacher Corrective Feedback,Draft Specific Scoring (DSS),Learners’ perception
- چکیده: قبل از حصول اطمینان در خصوص توجه زبان آموزان به بازخوردهای اصلاحی از طرف معلم و کاربرد آن در نوشته های آتی خود، هرگونه قضاوت در مورد میزان تاثیرگزاری بازخوردهای اصلاحی معلم در مهارت نوشتاری غیرمنطقی به نظر می رسد. در اغلب مطالعات انجام شده در این خصوص، دریافت بازخورد به وسیلۀ زبان آموزان با توجه ایشان به آن و کاربرد آن در نوشته های آتی ایشان برابر فرض می شوند در حالیکه هیچ گونه تلاشی برای راستی آزمایی این فرضیه صورت نمی گیرد. مطالعه حاضر تلاشی بوده است در راستای بررسی تاثیر بازخوردهای اصلاحی معلم بر مهارت نوشتاری زبان آموزان بعد از حصول اطمینان از توجه ایشان به بازخودرهای دریافتی. در این راستا از تکنیک ارزشیابی پلکانی (عزیزی، 2013؛ نعمتی و عزیزی، 2013) استفاده شد. در ارزشیابی پلکانی، دانشجویان می توانند با اعمال نظرات استاد اقدام به بهبود کیفیت نوشته های اولیه خود نموده و بر اساس کیفیت نسخه ی اصلاح شده، نمره ی دریافتی خود را ارتقا بخشند. این روند می تواند تا ٢ مرتبه ادامه یابد. نمره نهایی دانشجو، میانگین نمراتی خواهد بود که وی در آخرین نسخه ی اصلاح شده ی هر یک از تکالیف خود در طول ترم تحصیلی کسب کرده است. مطالعه ی حاضر، تلاشی در راستای بررسی تاثیر این شیوه ی جدید بر توانایی نوشتاری بود. همچنین نظرات، احساسات و نوع نگرش دانشجویان نسبت به این نوع ارزشیابی مورد بررسی قرار گرفت. نتایج به دست آمده نشان داد که میزان پیشرفت توانایی نوشتاری زبان آموزان در گروه آزمایش به طور معنا داری از گروه گواه بیشتر بود. همچنین مشاهده گردید که دانشجویان گروه آزمایش از دید مثبت و انگیزه ی بالا در به کار گیری نظرات استاد برخوردار بودند.
- چکیده انگلیسی: One may not comment on the effectiveness of teacher corrective feedback (CF) before first ensuring learners’ attendance. The majority of the studies carried out on teacher CF have mistakenly presupposed learners’ attendance to and noticing of teacher feedback without any attempt to check or ensure them. The present study was an attempt to examine the effect of CF on learners’ writing ability when it is accompanied by Draft Specific Scoring, a technique designed to maximize learners’ motivation to attend to teacher feedback while minimizing the negative effect grading might have on learners’ attention (Azizi, 2013; Nemati & Azizi, 2013). In so doing, 57 intermediate students of English Language Literature at University of Tehran, in the form of two groups with one receiving CF and the other one receiving CF plus Draft-Specific Scoring (DSS), were studied. The results of the Split-plot ANOVA between the two groups’ pretest and posttest indicated that the treatment group could significantly outperform the control group in overall writing proficiency as well as the four components assessed in IELTS writing task 2. In addition, learners’ motivation, attendance, and attitudes were explored into using a questionnaire and a written interview. The participants experiencing DSS reported a high level of motivation and attendance. They also held a very positive attitude toward the technique they had undergone. The results indicate that it is possible to make teacher corrective feedback work if the intervening variables, more particularly motivation, are taken care of.
- انتشار مقاله: 28-02-1398
- نویسندگان: Masoud Azizi,Majid Nemati
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Writing,Fluency,Draft-Specific Scoring,grammatical complexity,Accuracy
- چکیده:
- چکیده انگلیسی: Learners are often reported not to be motivated enough to attend to teacher feedback. Teachers
also tend to grade learners’ writing samples when providing them with corrective feedback
though they know it may divert their attention away from teacher feedback. However, not
grading learner writings does not seem to be an option due to both learners’ demands for it and
institutional regulations that require teachers to have summative evaluation. In order to
overcome such contradictions, a new technique called Draft-Specific Scoring (DSS) was
devised in order to use grading as a motivating, rather than demotivating, device in order to
encourage learners to attend to teacher feedback and apply it to their first drafts to improve the
quality of their writing accordingly. DSS is a grading system in which learners can improve
their received grade by applying teacher feedback to their writing samples in order to improve
its quality. The score they receive will improve as a result of the improvement in the quality of
the revisions they make. They have two opportunities to go through this procedure. Their final
score will be the mean score of all the grades they receive in their last drafts submitted. This
experimental study was an attempt to check the effect of the use of this technique in error
feedback provision on three measures of fluency, grammatical complexity, and accuracy. The
results showed that DSS could help learners improve in all three measures while the control
group receiving only error feedback without DSS could only improve in fluency.- انتشار مقاله: 21-01-1392
- نویسندگان: Majid Nemati,Masoud Azizi
- مشاهده