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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Iranian EFL Learners,vocabulary learning strategies,Mnemonic Strategy,Rote Strategy
- چکیده: یادگیری واژگان هسته ی یادگیری زبان است و برای تسلط بر مهارت های یادگیری زبان ، عنصری اساسی بشمار می رود. انتظار می رود که زبان آموزان با آگاهی از راهبردهای یادگیری واژگان بتوانند واژگان را بهتر درک کنند. این مطالعه به بررسی نقش دو نوع راهبرد در یادگیری واژگان شامل حفظ طوطی وار و یادافزا در بین زبان آموزان مبتدی ایرانی پرداخته است. طرح پژوهش شبه تجربی بود که شامل دو گروه آزمایش و یک گروه کنترل بود. شصت دانش آموز دختر در سطح مبتدی (20 نفر در هر گروه) انتخاب شدند. این زبان آموزان براساس نتایج آزمون تعیین سطح سریع، انتخاب شدند. قبل از اجرای آزمایش، پیش آزمون انجام شد. سپس در مدت زمان سه جلسه، تعداد سی واژه از کتاب "1100 واژه ی بارونز" از طریق دو راهبرد اشاره شده به زبان آموزان، آموزش داده شد. گروه گواه هیچ یک از این راهبردها را دریافت نکرد. دو پس آزمون (فوری و تأخیری) اجرا شد. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS، نشان داد که گروه یادافزا (میانگین = 39.3000) نسبت به گروه حفظ طوطی وار (میانگین = 35.9000) و گواه (میانگین = 25.7500) عملکرد بهتری داشته است. استفاده از نتایج این پژوهش در آموزش و یادگیری واژگان می تواند منجر به یادگیری بهتردر بین زبان آموزان ایرانی شود.
- چکیده انگلیسی: < p>Vocabulary knowledge is a basis for language education and use as well as for achieving higher order language skills. It is also regarded as the key component of language education. It is believed that knowledge of Vocabulary Learning Strategies (VLSs) can be an effective device for understanding vocabulary. In this quasi-experimental study, the participants were divided into experimental and control groups. The Quick Placement Test was used to select sixty Iranian female students. Two strategy types (rote and mnemonic) were employed in the experimental groups and learners were instructed thirty vocabulary items from Barron''s 1100 Essential Words during three sessions. These strategies were not instructed for the control group. Finally, an immediate and a delayed posttest were conducted. The collected data were analyzed both descriptively and inferentially through ANCOVA. It was found out that the group which used mnemonic strategy, rather than rote-based learning strategy, had a significantly better performance compared to the control group. This study implies that using VLSs can result in a better retention.
- انتشار مقاله: 09-04-1399
- نویسندگان: Leila Dobakhti,Mohammad Zohrabi,Parya Tadayyon
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: conversation analysis,Think-Pair-Share,Willingness-To-Communicate
- چکیده:
تی پی اس یک فعالیت آموزشی مبتنی بر همکاری می باشد که ابتدا توسط فرانک لایمن از دانشگاه مریلند
در سال 1981پیشنهاد شده است. از این فعالیت می توان برای کمک به دانش آموزان در جهت ایجاد ایدههای فردی، بحث و اشتراک گذاری با دیگران در گروه های کوچک استفاده نمود. تمایل به برقراری ارتباط را
می توان بدین صورت تعریف کرد: " تمایل ارادی یک شخص به مشارکت فعالانه در امر برقراری ارتباط در یک موقعیت مشخص که می تواند بسته به مخاطب (ها)، موضوع و زمینه ی مکالمه در میان دیگر متغیرهای موقعیتی احتمالی متفاوت باشد" (کانگ، 2005، ص .(291 طرح استفاده شده، روش ترکیبی در نمونه آماری کوچک بود و در موسسه زبان کیش اجرا شد. بدین منظور، ُنه زبان آموز خانم شرکت کردند. ضبط صدا و پرسشنامه ی تمایل به برقراری ارتباط طی پنج جلسه استفاده شد. مشخص شد که تعداد نوبت ها وانقطاعها مابین گروه ها و طی جلسات در حال نوسان بود، اما گرایش اصلی به صورت افزایشی بود. علاوه بر این، در پرسشنامه، نظر زبان آموزان در پس آزمون در مقایسه با پیش آزمون امیدوارکننده تر بود. در نهایت، نتایج تجزیه و تحلیل های آماری نشان داد که تمایل به برقراری ارتباط زبان آموزان در جلسه پنجم به طور معناداری بیشتر از عملکرد آن ها در جلسه اول بود. در پایان به تعدادی از کاربردهای کلاسی اشاره شده است.- چکیده انگلیسی: Think-pair-share (TPS) is a collaborative teaching activity first proposed by Frank Lyman of the University of Maryland in 1981. It can be used to help learners form individual ideas, discuss, and share with others in small groups. Willingness-to-communicate (WTC) can be defined as "an individual's volitional inclination towards actively engaging in the act ofcommunication in a specific situation, which can vary according to interlocutor(s), topic, and conversational context,among other potential situational variables" (Kang, 2005, p. 291). The adopted design for this study was a mixed-methods one in a small sample size and was conducted in Kish Language Institute. For this purpose, nine upper-intermediate female learners participated in the study. During five sessions, voice recording and a willingness-to-communicate questionnaire were used. It was found out that the number of turn-takings and interruptions fluctuated between groups during sessions, but the main inclination was toward elevation. Furthermore, in terms of the questionnaire, learners' perceptions were more promising in posttest in comparison with the pretest. Finally, the results of the statistical analyses revealed that the willingness-to-communicate of EFL learners in fifth session was significantly higher than their performance in the first session. At the end, some classroom implications are provided.
- انتشار مقاله: 12-02-1399
- نویسندگان: Mohammad Zohrabi,Hassan Jafari
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Focus on form,Trade-Off Hypothesis,Spoken Complexity,Spoken Specific Accuracy
- چکیده: یکی از نتایج منفی بازخورد تصحیحی، به عنوان روشی برای تمرکز بر ساختار، برقراری تعادل بین پیچیدگی و صحت کلام زبان آموزان بهعلت محدویت در توجه آنهاست. در نتیجه هدف این تحقیق مطالعه تاثیر روشهای مختلف بازخورد تصحیحی بر صحت و پیچیدگی کلام زبان آموزان ایرانی و تعادل بین آن دو بود. بدین منظور 4 کلاس بطور تصادفی بترتیب بعنوان گروه های شاهد، بازخورد تصحیحی صریح و فرازبانی متاخر، بازخورد بازتولیدی کلامی گسترده و بازخورد بازتولیدی کلامی متمرکز انتخاب شدند. همه گروه ها 6 جلسه در فعالیت بازگویی داستان شرکت کردند و به خطاهای کلام آنها به روشهای مختلف واکنش نشان داده شد. تمامی داده های کلام آنها رو نویسی شده و پیچیدگی و صحت انها محاسبه شد.نتایج تجزیه آماری نشان داد با اینکه تاثیر باز خوراند های مختلف تصحیحی بر روی پیچیدگی کلام از نظر آماری معنی دار نبود، بازخورد تصحیحی از نوع صریح و فرازبانی متاخر صحت کلام زبان آموزان را بطور معنی داری افزایش داد. همبستگی بین پیچیدگی و صحت کلام غیر معنی دار بود. باز خورد های مختلف تاثیر معنی داری بر این همبستگی نداشت. نتایج این تحقیق حاکی از آنست که بازخورد تصحیحی از نوع نوع صریح و فرازبانی متاخر میتواند در افزایش صحت کلام زبانآموزان ایرانی موثر باشد و وجود و عدم وجود بازخورد تصحیحی تاثیری روی پیچیدگی کلام زبان آموزان ایرانی ندارد.
- چکیده انگلیسی: One of the possible negative consequences of the corrective feedback (CF), as a way of focus on form, can be a trade-off between the learners' spoken complexity and accuracy, due to their attentional limitations. Consequently, the purpose of the current study was to investigate the effects of the different CF types on Iranian EFL learners' spoken complexity and accuracy and the trade-off between them. To this end, four preintermediate intact classes were randomly selected as the delayed explicit metalinguistic CF, intensive recast, extensive recast, and control groups. All groups' participants participated in spoken reproduction tasks for six sessions and their errors were treated differently. Then, the data were transcribed, coded for the complexity and accuracy, and statistically analyzed. The results indicated that different CF types had insignificant effects on the complexity of the spoken production. However, the delayed explicit metalinguistic CF group significantly increased the spoken specific accuracy. Considering the trade-off between the spoken complexity and accuracy, it was revealed that the correlations between them was statistically insignificant and different CF conditions had no significant effect on it. These findings suggest that CF, of the delayed explicit metalinguistic type, can be an effective way for the development of the spoken specific accuracy of the Iranian EFL learners. In addition, its development has no negative effects on their spoken complexity.
- انتشار مقاله: 26-09-1396
- نویسندگان: Farahman Farrokhi,Mohammad Zohrabi,Mohammad Hassan Chehr Azad
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: perceptions,Metacognitive,teacher cognition,Communication-Oriented,Learner-Oriented,Process-Oriented,Product-Oriented,Text-Oriented
- چکیده:
- چکیده انگلیسی: Research on teacher cognition in the area of listening instruction has not been sufficiently touched upon. This case study aimed to investigate Iranian English as a Foreign Language (EFL) teachers' stated practices, perceptions, and their actual classroom practices in terms of the key activities and techniques of four common listening instructional approaches namely, text-oriented, communication-oriented, learner-oriented, and metacognitive approach. Additionally, this study sought to explore to what extent the teachers' stated practices and perceptions corresponded to their actual classroom practices. To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill the three instruments namely, the questionnaire, the lesson plan analysis task, and the belief inventory. The findings of the study from both the stated practices and lesson plan analysis task revealed that communication-oriented listening instruction was the dominant approach to listening instruction. Similarly, the findings from classroom observation proved this dominance. It was also found that text-oriented instruction was the second most dominant approach. In addition, more convergence between stated practices, perceptions, and beliefs with actual classroom practices was observed in terms of the product-oriented approaches than in terms of the process-oriented ones. Finally, pedagogical implications for EFL teachers, teacher trainers and material developers regarding the role of teachers in how best to teach listening were discussed.
- انتشار مقاله: 16-06-1395
- نویسندگان: Mohammad Zohrabi,Amir Shokrzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Task,Oral Performance,Open tasks,Closed-tasks
- چکیده:
- چکیده انگلیسی: Among the latest efficient approaches in language teaching, Task-based Language Teaching has turned up to be the main approach in a way that it is currently recognized as the leading teaching approach in language instruction (Ji & Pham, 2017). Using the proper tasks based on the proficiency level of the learners can facilitate the process of language learning. The present study aimed at investigating the effect of open and closed tasks on improving Iranian EFL learners’ oral performance at intermediate and advanced levels. This study is a quasi-experimental research with pretest and posttest design. The participants of the study included 55 female EFL learners at Jahadeh Daneshgahi language institute in Tabriz city, who were selected through cluster random sampling method. The data were collected through 10 open tasks and 10 closed tasks along with an oral pretest and an oral posttest checklist that examined grammar, pronunciation, vocabulary, breakdown-response, interaction, and speech flow of learners’ oral performance. The tasks were selected from the Four Corner series (Richards & Bohlke, 2012). The data were analyzed by a two-way MANCOVA test and ANCOVA. The obtained results indicated that open and closed tasks can improve EFL learners’ oral performance and there is no significant difference between open and closed tasks in developing learners’ oral performance in both levels. Besides, at the advanced level, the amount of oral performance development is greater than the intermediate level. The outcomes of this study can be useful for EFL teachers and learners regarding using the optimal kind of tasks in improving oral performance.
- انتشار مقاله: 27-02-1399
- نویسندگان: Mohammad Zohrabi,Sahar Hassanpour
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: teacher cognition,actual classroom practices,metacognitive instruction (MCI),process-oriented approaches,stated practices,strategy-based instruction (SBI)
- چکیده:
- چکیده انگلیسی: Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.
- انتشار مقاله: 25-12-1395
- نویسندگان: Mohammad Zohrabi,Amir Shokrzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: institutional identity,Impersonal Structures,Nominalizations,Passivizations,Relational Processes,Existential Processes
- چکیده:
- چکیده انگلیسی: Institutional identity as a concept in CDA is a field of study that deals with the identities that individuals in institutions obtain, one that merits deep research attention. News interviews as institutional instances can be analyzed based on the impersonal structures because interviewees see themselves as part of the institution and they may not take responsibility when they encounter problematic topics. In this study, Benwell and Stokoe’s (2006) concepts of institutional identities and impersonal structures (i.e., existential processes, nominalizations, passivizations, and relational processes) and Halliday’s (2004) transitivity system were used. Results indicated that relational processes and nominalizations have the highest and the lowest frequencies in English news interviews and in Persian news interviews; relational processes and existential processes have the highest and lowest frequencies, respectively.
- انتشار مقاله: 19-12-1397
- نویسندگان: Mohammad Zohrabi,Sahar Radkhah
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: strategy,vocabulary learning strategies,Rote memorization,Contextualized memorization
- چکیده: نقش پر اهمیت واژگان به عنوان مرکز و کانون ارتباط و انتقال پیام در یادگیری زبان انگلیسی کاملا مشهود است. واژگان نقش مهمی در تسلط بر تمام مهارت های زبانی دارند. روش های یادگیری واژگان فرآیند یادگیری واژگان را تسهیل می کنند. در این پژوهش نقش دو نوع روش خاص در یادگیری واژگان، شامل حفظ طوطی وار و حفظ لغت در جمله، در بین زبان آموزان انگلیسی در سطح مبتدی، مورد بررسی قرار گرفت. طرح این مطالعه شبه تجربی بود که شامل دو گروه آزمایشی و یک گروه گواه بود. شصت زبان آموزایرانی جهت شرکت در پژوهش انتخاب شدند (بیست نفر در هر گروه). این افراد با توجه به نتایج آزمون سطح سریع، انتخاب شدند. قبل از اجرای آزمایش، پیش آزمونی بین زبان آموزان انجام شد. سپس، شرکت کنندگان درطول سه جلسه، تعداد سی لغت ازکتاب "1100 واژه ی بارونز" از طریق دو روش فوق الذکر، دریافت نمودند. گروه گواه هیچ یک از این روش ها را دریافت نکرد. دو پس آزمون (آنی و تاخیری) انجام گرفت. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS انجام شد. نتایج حاکی از آن بود که گروه یادگیری لغت از طریق جمله (میانگین = 37.3500) نسبت به گروه حفظ طوطی وار(میانگین = 35.9000) و گواه (میانگین = 25.7500) برتری یافتند. نتایج این مطالعه برای معلمان و زبان آموزان در راستای به کار گیری این روش ها می تواند مؤثر و کمک کننده باشد.
- چکیده انگلیسی: It is obvious that vocabulary lies in the center of language learning and communication. This issue shows that vocabulary has a vital role in mastering all the skills of a language. Vocabulary Learning Strategies (VLS) facilitate the process of learning lexical items. The present study investigated the role of two specific strategies in vocabulary learning, including rote memorization and contextualized among Iranian intermediate EFL learners. The design of the study was quasi-experimental, which consisted of two experimental groups and one control group. Some sixty Iranian intermediate female students were selected (twenty per group) based on random sampling. They were selected according to the results of the Quick Placement Test (QPT). Before the treatment, a pretest was administered. Then, the participants were taught thirty vocabulary items in three sessions from the book named “Barron’s 1100 essential words” in two different methods. The control group didn’t receive any of these strategies. Afterwards, two posttests (immediate and delayed) were administered. The data were analyzed by SPSS software. It was revealed that the contextualized strategy group (Mean=37.35) outperformed the rote (Mean=35.90) and control (Mean=25.75) groups. Moreover the results of the t-test showed the superiority of the contextualized over rote memorization group. The results of this study can be helpful for both teachers and learners to apply this strategy in the process of teaching and learning vocabulary items. Therefore, teachers can use and practice this strategy as one of the many ways of acquiring new vocabulary items. Additionally, this strategy can help in the process of long-term retention on the part of the learners.
- انتشار مقاله: 03-12-1396
- نویسندگان: Mohammad Zohrabi,Parya Tadayyon,Leila Dobahkti
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: spelling,teaching strategy,effective strategy
- چکیده: املای صحیح، یکی از موارد حائز اهمیت در یادگیرِی زبان انگلیسی به عنوان یک زبان خارجی محسوب می شود. این مهارت به زبان آموزان کمک می کند تا راحت تر و روان تر بنویسند، چرا که مراجعه به لغت نامه حین نوشتن جهت جستجوی املای صحیح کلمه ی مورد نظر موجب قطع رشته ی افکار زبان آموز می شود. با این وجود، روش های ساده و مناسب یادگیری املا به اندازه ی کافی در اختیار معلمان و زبان آموزان نیست. تحقیق حاضر تلاشی است برای معرفی یک روش ساده ی یادگیری املای کلمات انگلیسی و بررسی تاثیر آن بر عملکرد نوشتاری دانش آموزان. از این رو دو گروه از دانش آموزان پایه ی نهم متوسطه ی اول به عنوان گروه کنترل و گروه آزمایش انتخاب شدند. پس از اجرای پیش آزمون، روش جدید یادگیری املا برای گروه آزمایش معرفی و طی چندین جلسه تمرین شد. سپس، پس آزمون اجرا شد. داده های آزمون توسط اس پی اس اس و با استفاده از روش انکووا بررسی شد. نتایج بدست آمده حاکی از این بود که این روش، تاثیر مثبتی بر یادگیری املای صحیح کلمات توسط زبان آموزان دارد. از این رو، این روش می تواند در تدریس املای کلمات زبان خارجی موثر واقع شود.
- چکیده انگلیسی: Spelling has become a remarkable aspect of learning and/or teaching English as a foreign language. This skill helps learners to write fluently without interruption in the flow of thinking caused by searching dictionary for the correct spelling. However, the number of practical simple strategies to learn and/or teach spelling is scant. This study was an attempt to introduce a simple strategy to learn spelling and to investigate its effects on learners’ progress in spelling. To this end, two groups of third grade students of secondary school were studied as control and experimental groups. A pretest was given, then the new strategy was used in the experimental group, and then a posttest was given, and finally the data were analyzed by using ANCOVA. The results showed that this new strategy of learning spelling has a positive effect on learners’ spelling performance. Findings show that this simple strategy can be effective in learning and/or teaching spelling.
- انتشار مقاله: 22-09-1396
- نویسندگان: Mohammad Zohrabi,Parya Kaashef
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: DG,Focus on form,grammar development,vocabulary development
- چکیده:
- چکیده انگلیسی: Vocabulary and grammar are two significant components of English which learners often find challenging in their process of learning English as a foreign language (EFL). Therefore, finding the best way to teach grammar and vocabulary has always been a controversial issue among English teachers and researchers. The present study is an attempt to investigate the effect of dictogloss (DG) task, as one of the focus on form techniques, on EFL learners’ vocabulary versus grammar development. To this end, a quasi-experimental design was utilized to examine the effectiveness of the treatment. In this design, two classes were chosen, one as the experimental group (n=20) and the other as the control group (n=20). The participants were 40 female learners of English as a foreign language at intermediate level. In the experimental group the selected grammatical structures and vocabulary were taught using the DG technique, while in the control group the traditional method of teaching, present-practice-produce was used. The results gained from comparing pretest and posttest scores indicate that, although the experimental group outperformed the control group in learning vocabulary, there was no statistically significant difference between the experimental and control group regarding grammar scores. Therefore, it can be concluded that using DG task was more effective on vocabulary learning of learners than grammar development. The findings of this study will be of help for both English teachers and learners regarding finding the best method of teaching and learning English grammar and vocabulary.
- انتشار مقاله: 11-04-1398
- نویسندگان: Mohammad Zohrabi,Zahra Tahmasebi
- مشاهده