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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Nonfiniteness,Null Operator Structures,Empty Category,Optionality,Persian L2 Learners
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 14-11-1397
- نویسندگان: Vahid Mahmoudi-Gahroue,Manijeh Youhanaee,Dariush Nejadansari
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: tense,Missing Surface Inflection Hypothesis,The Representational Deficit Hypothesis,Full Access/ Full Transfer,Modulated structure building hypothesis,Reassembling,Passivization
- چکیده: شکل زمان و مجهول جمله
- چکیده انگلیسی: The issue of cross-linguistic influence in non-primary language learning has long been an important topic. Studies conducted in this area suggest that a form of L1 or L2 transfer is evident in the language produced by third language learners (Cenoz 2001; Leung 2003; White 2003, among many others). On the nature of this transfer; however, there seems to be no consensus. Whether the acquisition of syntactic structures is a matter of mere parameter setting from a minus value in one language to a plus value in another or a rather painstaking process of reassembling the relevant features from the way they are conditioned and realized in the L1 to that of the L2 or L3 is not yet revealed. While, Hawkins (2003) supports a "Representational Deficit Hypothesis" (RDH) whereby interlanguage grammars are confined to L1 feature values and hence any problem in L2 or L3 initial state is attributed to problems in resetting syntactic features of L1, Lardier (1999, 2000, 2003) argues for a Missing Surface Tnflection Hypothesis (MSTH) in mapping lexical entries onto overt phonological forms. Still there is a third argument which claims that the entire L1 grammar (in the sense of all abstract properties) constitute the initial state in L2 acquisition. Based on this stance, Schwartz & Sprouse (1994, 1996) argue that changes to the initial grammar can take place to the effect that the L2 learners are not confined to representations based on L1 steady state. Finally, Hawkins proposes a moderate modulated structure building Hypothesis (MSBH) which claims for an incremental leaning mechanism for L2 and L3. Inspired by the given issue, the present study attempts to see what effects the interaction of Kurdish and Persian have on Kurdish EFL students' acquisition of syntactic and morphological properties of tense and passive structures in English. To this end, 120 Persian monolingual and Kurdish-Persian bilingual EFL Learners took part in this study. They were assigned to three proficiency bands (after taking a general proficiency test, OPT) and received a grammaticality Judgment and a contextualized functional production tasks. The results showed no significant difference between the performance of monolinguals and bilinguals at each level of proficiency beyond the initial state. Nonetheless, significant differences were found across the levels of proficiency. The findings, interpreted in terms of the viewpoints of the current generative models of L2A, revealed a dominant role for L1 settings in L3 interlanguage grammar especially at the initial state and were more in line with the claims of MSBH.
- انتشار مقاله: 11-09-1385
- نویسندگان: Reza Khani,Manijeh Youhanaee,Hossein Barati
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Foreign Language Teaching and Translation Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: L1 transfer,Definite article,indefinite article,count/mass distinction,interpretability hypothesis
- چکیده:
- چکیده انگلیسی: Problems in appropriately using the article system in English are globally known simply because they are observed in learners with different L1 backgrounds. The present study is dedicated to an investigation of the nature and degree of such problems when it comes to using articles for mass nouns by Persian-speaking learners. Data is elicited and analyzed from three proficiency groups. It is shown that even highly advanced learners do not have native-like mastery over the issue. It is also shown that L1 transfer is present in many cases of error. Explicit contrastive instruction based on the two languages is suggested as a more efficient way out. The results are also discussed within the framework of the Interpretability Hypothesis as they do not seem to support it.
- انتشار مقاله: 03-09-1397
- نویسندگان: Marjan Momenzade,Manijeh Youhanaee
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: self-regulation,Willingness to Communicate,Communication Apprehension,Self-perceived Communicative Competence,need for closure,Tolerance of ambiguity,aggression
- چکیده:
- چکیده انگلیسی: This study aimed at investigating the relationship between Willingness to Communicate and EFL learners’ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, Need for Closure, Tolerance of Ambiguity as well as Aggression. The participants of this study were 300 (197 female and 103 male) Iranian EFL learners of English language institutes in Isfahan. To fulfill the purpose of the study, participants were asked to answer seven questionnaires on Willingness to Communicate (WTC), Communication Apprehension (CA), Self-perceived Communicative Competence (SPCC), Self-regulation (SR), Need for Closure (NFC), Tolerance of Ambiguity (TA) and Aggression (Agg). The results of Structural Equation Modeling confirmed previous studies on the relationship between EFL learners’ WTC and SPCC as well as CA asserting that WTC was positively correlated with SPCC and negatively with CA. It was also found that WTC positively correlated with TA. However, the findings revealed no relationship between WTC and SR, NFC and Agg. This study had implications for EFL learners and teachers regarding the factors influencing WTC in language classrooms.
- انتشار مقاله: 11-01-1398
- نویسندگان: Zahra Amirian,Zeinab Karamifar,Manijeh Youhanaee
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: countability,Definiteness,reassembly hypothesis,genericity,number,specificity
- چکیده:
- چکیده انگلیسی: There has been considerable debate over what the sources of morphological variation in second language
acquisition are. From among various hypotheses put forth on the topic, the feature reassembly hypothesis
(Lardiere, 2005) assumes that it is the reconfiguration of features in the L2 which causes variation between
the performance of natives and non-natives. Acknowledged as one of the most difficult elements of English
grammar to be acquired by learners, the article system was the focus of the present study which aimed at
attending to the acquisition of that system by Persian learners. This descriptive piece of research focused on
how the article system functions in English and Persian, the similarities found across the two languages and
the possible sources of difficulty for Persian learners in using English articles as related to their L1. The
participants included Persian learners at three levels of grammatical knowledge. A group of English native
speakers also took part in the study. A grammaticality judgment test and a translation test were conducted to
collect data. Comparisons were made among the four groups, using ANOVAs. Based on the results, it is
argued that the observed pattern of article use among Persian speaking learners can be best accounted for by
the feature reassembly hypothesis.- انتشار مقاله: 25-03-1395
- نویسندگان: Marjansadat Momenzadeh,Manijeh Youhanaee
- مشاهده