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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Pragmatics,Pragmatic awareness,Pragmatic Instruction,Instructional practice
- چکیده: پیشرفت توانش منظورشناسی زبان آموزان از آگاهی معلمان نسبت به آموزش عملی آن تأثیر می پذیرد. با این حال، آگاهی عملی معلمان زبان و چگونگی تدریس منظورشناسی در کلاس های آنها به ندرت بررسی شده است. این مطالعه میزان آگاهی معلمان زبان انگلیسی از منظور شناسی و تدریس آن در کلاس هایشان را بررسی کرده است. به همین منظور، 300 معلم زبان ایرانی به پرسشنامه ای شامل 30 سوال که دارای مؤلفه های "معلمان زبان"، "زبان آموزان"، " همکاران و موسسه ها" و " کتابهای درسی و امتحانات" درباره آگاهی از آموزش منظورشناسی بود، پاسخ دادند و سپس کلاسهای 30 نفر از آنها براساس یک چک لیست شامل 20 عنوان مشاهده شد تا نحوه تدریس ویژگی های منظورشناسی در کلاس های آنها بررسی شود. نتایج مطالعه نشان داد که آگاهی معلمان از منظورشناسی فقط در یکی از مؤلفه های پرسشنامه یعنی " معلمان زبان " که عمدتا در مورد مباحث نظری آموزش است ، قابل توجه است. با این حال، نتایج مشاهده نشان داد که آنها تدریس عملی منظورشناسی را به میزان قابل توجهی انجام نمی دهند. علاوه بر این، تجربه معلمان نیز فقط بر مؤلفه "معلمان" تاثیر دارد. سطح پایین آگاهی و عملکرد مربوطه را می توان به این واقعیت نسبت داد که در مورد اقدامات عملی در مورد آموزش منظورشناسی توجه ناچیزی شده است در حالی که بر جنبه های نظری آموزش منظورشناسی تاکید زیادی می شود.
- چکیده انگلیسی: Developing learners' pragmatic competence is claimed to be influenced by teachers' awareness of pragmatic instruction. However, this awareness and the way teachers teach pragmatics in their classrooms have been rarely explored. Therefore, this study sought to investigate the extent of English as a foreign language (EFL) teachers' metapragmatic awareness and their instruction of pragmatic features. To achieve this goal, a 30-item questionnaire was adapted and administered to 300 EFL teachers and analyzed in terms of the four components of the questionnaire, including Language teachers, Language learners, Colleagues and institutes, and Coursebooks and exams. Moreover, the classes of 30 teachers were observed based on a 20-item observation checklist that was developed by the researchers and analyzed qualitatively. Results indicated that the teachers' awareness of pragmatics was relatively high only in one of the components of pragmatic awareness, namely language teachers. However, observation results indicated that they did not consistently teach pragmatic features in their classes. In addition, it was revealed that, except for the component of Language teachers, the differences between less and more experienced teachers' mean scores on the other components of pragmatic awareness questionnaire were not statistically significant. The low levels of awareness and corresponding practice could be attributed to the fact that meager attention is devoted to pragmatic instruction in teaching education programs.
- انتشار مقاله: 17-01-1399
- نویسندگان: Zia Tajeddin,Mehdi Khodaparast
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: English language teachers,Knowledge base,Curricular knowledge base
- چکیده: دانش برنامه درسی
- چکیده انگلیسی: Curricular knowledge, as one of the key components of teacher knowledge base, has received scant attention in second language teacher education. To address this gap, this study was conducted to explore the curricular knowledge base of Iranian English language teachers. Data were collected using a questionnaire developed based on the components of curricular knowledge cited in Roberts' (1998) model. The results indicated that the teachers possessed an appropriate knowledge of a few components of curricular knowledge. For example, they were aware of materials suitability and the structures of the lessons, could judge the content of the materials and translate the instructions in teachers’ manuals into practical activities, and were able to teach English as a Foreign Language textbooks. However, they showed a less developed knowledge base on half of the components of the curricular knowledge which comprised, inter alia, their cognizance of the content of the exams, cultural aspects of the textbooks, and learner-cantered activities. These findings imply that measures should be taken to help teachers fill the existing gaps in their curricular knowledge through teacher education courses.
- انتشار مقاله: 23-04-1397
- نویسندگان: Rafat Bagherzadeh,Zia Tajeddin,Gholam-Reza Abbasian
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Pragmatics,teacher training,Pragmatic Corrective Feedback,Teacher Attitudes
- چکیده:
- چکیده انگلیسی: Corrective feedback (CF) has shown to be an effective way of developing learners' pragmatic awareness and subsequently pragmatic competence. However, one of the influential factors in the effectiveness of CF is teacher perceptions. On the other hand, teachers' perceptions are not always reflected in their teaching practices. Therefore, this study attempted to investigate the English as a Foreign Language (EFL) teachers' perceptions of pragmatic corrective feedback and to compare their perception with their practice of pragmatic corrective feedback. To achieve this goal, a 44-item questionnaire was developed, piloted, and administered to 300 teachers and analyzed quantitatively in terms of the five components of the questionnaire which dealt with the teachers' perceptions of pragmatic corrective feedback. Furthermore, class recordings of 40 of these teachers were analyzed in terms of their ways of treating pragmatic errors. The findings revealed that the teachers had positive attitudes especially toward the significance of pragmatic corrective feedback, teachers' knowledge and agency about pragmatic corrective feedback and provider of CF, and the way pragmatic corrective feedback should be provided. The results, however, indicated that the teachers' instructional practice of pragmatic corrective feedback was not congruent with their perceptions toward it. The results of the study show the dissonance between teachers' perceptions and instructional practices and the need for teacher education courses for the enhancement of teachers' pragmatics instruction.
- انتشار مقاله: 20-10-1395
- نویسندگان: Servat Shirkhani,Zia Tajeddin
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Interactional Moves,Interactional Architecture,Starting Class Move,Terminating Session Move,Classroom Ecology
- چکیده:
- چکیده انگلیسی: Adopting the ecological view of research amalgamated with a combination of Conversation Analysis (CA), Cluster Analysis (CL), and a dynamic and variable approach in analyzing classroom talk, this study investigated the interactional architecture of two discoursaly occluded interactional moves of EFL classrooms: the opening and the closing. To do so, 60 EFL classrooms at different proficiency levels were selected. Each classroom recording lasted 1.5 hours, totally comprising a 100-hour classroom corpus. From each class, the two phases of the beginning and the end of the session were targeted and the talks of teachers were analyzed. The results revealed that teachers had several interactional microactions which were counted as the submoves of starting a class and terminating moves. To start a class, teachers were observed to have several interactional strategies such as (a) greeting, (b) name calling, (c) asking reason for absences, and (d) checking the assigned homework and for the terminating a class have other interactional moves such as (a) giving assignment, (b) briefing of the next session plan, (c) stating attitude about the session, and (d) saying only farewell. In closing the class move, seven combinations of submoves were discovered as well. It can be concluded that, despite the gap in the literature on classroom discourse vis-à-vis these discoursal moves, the results indicate that both opening and closing the class moves have complex interactional architecture when they are investigated through microanalytic perspectives like CA, CL, and dynamic and variable approach.
- انتشار مقاله: 17-11-1394
- نویسندگان: Zia Tajeddin,Hessamaldin Ghanbar
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Speech acts,Interlanguage pragmatics,collaborative output,comprehensible output hypothesis,individual output
- چکیده:
- چکیده انگلیسی: Since the 1990s, a substantial body of interventionist interlanguage pragmatics (ILP) research has probed the efficacy of various instructional pragmatics approaches, with speech acts serving as its prime target. The present study compared the short-term and long-term effects of individual and collaborative output-based instruction on EFL learners’ acquisition of English “apologies,” “requests,” and “refusals.” For this purpose, 54 intermediate EFL learners, making up an individual output group (N=26) and a collaborative output group (N=28), participated in the study. Individual and collaborative output-based instruction was offered over nine consecutive sessions (three sessions on each speech act). Each of the nine treatment sessions involved the presentation of video input containing the speech acts under investigation, followed by individual and collaborative output production and manipulation tasks. Moreover, a 24-item WDCT was used to measure the participants’ speech act production ability at the pre-treatment, immediate post-treatment, and delayed post-treatment phases of the study. The results indicated significant gains for both individual and collaborative output groups from the pretest to the immediate and delayed posttests, and the greater efficacy of collaborative output over individual output. The findings reveal the potential of learner output, both individual and collaborative, for ILP development and the greater advantage collaborative output production and manipulation tasks can offer.
- انتشار مقاله: 09-07-1392
- نویسندگان: Zia Tajeddin,Marzieh Bagherkazemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: pragmatic competence,language proficiency,Interlanguage pragmatics,Apology,discourse completion task
- چکیده:
- چکیده انگلیسی: Production of speech acts and the strategies akin to their production by foreign language learners are key to understanding the development of interlanguage pragmatics. The speech act of apology has received great attention in interlanguage pragmatic studies due to its frequent use in spoken communication and its pragmalinguistic and sociopragmatic variations across languages and cultures. This study aimed to determine what strategies are used by EFL learners in the Iranian context to produce the speech act of apology. Data for the study were elicited through a written discourse completion task from two groups of lower- and higher-proficiency learners studying English at a language center. Consistent with many previous findings, the results revealed that when apologizing all participants considerably preferred “direct apology strategy” to other strategies. By contrast, the indirect strategies of “offering promise of forbearance” and “expressing concern for the hearer” were used the least frequently. The findings did not substantiate any meaningful effect on the appropriateness of EFL learners’ apologies in terms of their proficiency. This study suggests that (1) there is a gap between L2 learners' linguistic development and their pragmatic development, (2) incidental exposure to speech acts is not sufficient for pragmatic development, and (3) there is a need to increase EFL learners' pragmatic awareness.
- انتشار مقاله: 24-04-1390
- نویسندگان: Zia Tajeddin,Masoomeh Pirhoseinloo
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: rating criteria,Speaking,Assessment,English teacher education
- چکیده: ارزشیابی غیرمنسجم
- چکیده انگلیسی: Inconsistent rating seems to emanate largely from the application of different rating criteria. It follows that rater training programs may bring about higher rating consistency. This study aimed to explore non-native EFL teachers’ rating criteria for L2 learners’ speaking performance and to measure the impact of a rater training program on raters’ rating criteria. As many as 28 EFL teachers rated 10 monologs both before and subsequent to a rater training program and specified the criteria they applied in their ratings. The findings show they specified 10 common rating criteria, ranging from fluency to communicative effectiveness. However, they reconsidered the significance of a few criteria after the program. While there was a sharp decline in the significance given to the rate of speech and affective variables, the training program led to the rising importance of fluency, comprehension, and organization. The results reveal that the traditional skills-and-components-based perspective on language proficiency makes teachers lose sight of macro-level, higher-order components like fluency and organization. To conclude, the effective rating of language skills needs to be embedded in teacher education programs.
- انتشار مقاله: 27-05-1390
- نویسندگان: Zia Tajeddin,Minoo Alemi,Roya Pashmforoosh
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: content analysis,image analysis,Gender Stereotyping,Gender representation,multimodal discourse,visual paratext
- چکیده: بازنمایی
- چکیده انگلیسی: The power of print media in creating stereotypical ideologies for certain groups of people is an undeniable fact (van Dijk, 1998). From a multimodal discoursal perspective, an element of high importance in every print text is the visual paratext (Kress & van Leeuwen, 2006). Along with visuals, an important social issue which has been the focus of many studies and invoked many debates is gender and the hidden ideologies by means of which a specific gender is shown to be superior. This study was conducted to identify and reveal the positioning of gender in the images of three international and local ELT textbooks: New Headway, Top Notch, and Iran Language Institute (ILI) English Textbook. Dimensions identified in Goffman’s Gender Advertisements (1976) were integrated with the image semiotic categories of Kress and van Leeuwen’s Reading Images (2006) to analyze the images at the elementary level of these textbooks. Both quantitative and qualitative analyses were used to find gender presentation in ELT textbooks. The analysis was focused on finding the active participant, gaze direction, visual techniques, body display, and space in which the participants were shown. The content analysis of the images in the three textbooks revealed that men were represented to be more active, competent, socially important, breadwinners, and powerful. In contrast, women appeared as less active and more reactive, objects to be scrutinized, objects of desire, breadtakers, and socially less powerful. Although the findings for ILI English textbook were slightly different and apparently indicated more gender equality, the frequency of each gender representation in the images of the textbook revealed more power and better social status for men. The results have clear implications. They can raise the consciousness of materials developers, ELT instructors, and other stakeholders as to gender bias in the visual elements of ELT textbooks. They also indicate that, despite international feminist and women rights movements, locally developed and adapted ELT materials manifest comparatively less gender bias.
- انتشار مقاله: 30-10-1387
- نویسندگان: Zia Tajeddin,Mostafa Janebi Enayat
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: globalization,English Language Teaching,Foreign Language Education Policy (FLEP),national policy documents,document analysis
- چکیده:
- چکیده انگلیسی: The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. However, Iranian macro policymakers seem to be reluctant to develop an overt FLEP due to ideologized agendas. This study employs document analysis to explore FLEP in eight major national policy documents in Iran including, inter alia, National Vision 2025, Comprehensive Scientific Roadmap, and National Document of Education. This analysis was based on Kaplan and Baldauf’s (1997, 2003) framework for language-in-education planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components. The data, coded through MAXQDA Software, revealed that the documents relatively deal with almost all components of FLEP excluding the Resourcing policy. Curriculum policy and Methods and materials policy receive the highest attention. Further, some contradictions, conflicts of interest, and gaps are observed in the documents regarding FLEP. Although these documents deemed English necessary for the development of the country, there are worries that it may lead to Westernization. The findings also show that FLEP in Iran is top-down and hardly reflects the needs and attitudes of the community. This has resulted in the failure of ELT in public schools and, in turn, its boom in the private sectors.
- انتشار مقاله: 11-08-1399
- نویسندگان: Zia Tajeddin,Fariba Chamani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Culture,aesthetic sense,global textbooks,localized textbooks,sociological sense
- چکیده:
- چکیده انگلیسی: The relationship between language and culture has become a rich source of inquiry in the context of English language teaching. Learning materials can depict cultural content in different cultural senses, namely aesthetic, sociological, semantic, and pragmatic. The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized (The ILI English Series) ELT textbooks which are widely used in Iran. The framework adopted to analyze the cultural contents of the materials was Adaskou, Britten, and Fahsi (1990) to explore how culture in aesthetic and sociological senses is realized in the series. The findings demonstrated that more emphasis was put on the sociological sense and that this aspect of the culture dominated the aesthetic sense in the cultural contents of the two series. The cultural and culture-free contents represented in the two global and localized series were found to be entirely different in frequency and sense realization. Most of the contents in the localized series were culture-free, while the culture-free contents in the global series were reasonably less than the sociological and aesthetic senses. Additionally, the findings revealed that compared with the worldwide series, the localized textbook was less representative of cultural features in sociological and aesthetic senses. The results imply that ELT materials should be inclusive enough regarding the sociological and aesthetic senses of culture to help learners get engaged in the development of their cultural understanding.
- انتشار مقاله: 16-04-1396
- نویسندگان: Zia Tajeddin,Soroush Bahrebar
- مشاهده