درخت حوزه‌های تخصصی

This mini-corpus, cross-linguistic, comparative, and norm-referenced study intends to render the most frequently and oft-used affixes in the written descriptive tasks in the performance of English language materials developers (ELMDs) and Iranian English language undergraduates (IELUs). Samples of writings of both groups were studied and analyzed through affixation principles. The frequency of nearly 63 affixes both inflectional and derivational morphemes was taken into account. The statistical analysis showed a highly significant correlation (.86) with (.75) coefficient determination (shared variance) between the performance of IELUs and ELMDs. The result of the study bears approximately a close resemblance to the findings by Bauer et al.(1982), Fry and Kress (2006), Honig, Diamond, Gutlohn, and Mahler (2000), and White, Sowell, and Yanagihara (1989). Finally, the implications of the study were taken into account.

How language teachers talk is a key factor in organizing and facilitating learning specifically in language classrooms where the medium of instruction is also the subject matter. This study aimed to examine the extent and ways of teacher talk adaptation to students’ proficiency levels in the Iranian EFL context. Two EFL teachers who were teaching three different proficiency levels were observed and recorded. They were also interviewed to see if they would make any conscious effort to adapt to their students’ proficiency level. Furthermore, the students of the same classes were interviewed for the comprehensibility of their teachers’ talk. Data were analyzed for four major areas of adaptation including speech rate, vocabulary, syntax, and discourse. The results showed that teachers’ adaptation to students’ level does happen clearly for elementary students, but the adaptation boundary between the intermediate and advanced levels is fuzzy. The findings also indicated that in spite of what they think, teachers’ talk is not tuned to elementary students’ understanding.

Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers’ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF

To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.

A long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. This paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by Laufer and Hulstijn in 2001. It investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning. It was based on task-induced involvementthat comparesdifferent tasks in incidental vocabulary acquisition in EFL context. The participants were 66 learners fromtwo different English institutes who were classified into two major high and low proficient groups based on Nelson Proficiency Test. The participants in each group were randomly assigned to three tasks prepared to compare“moderate”, “strong”, and “no evaluation” in involvement load hypothesis.The “strong evaluation”subgroup (making original sentences) in low proficiency supported Laufer and Hulstijn’s hypothesis and yielded better retention of the target words. The study suggests that the level of proficiency and evaluation in task induced involvementneeds reconsideration. The results have implications for language teachers, materials developers, and syllabus designers.

هدف از انجام این تحقیق بررسی رابطه کاربرد استراتژیهاییادگیری لغات و خودگردانی بین زبان آموزان ایرانیزبان انگلیسی به عنوان زبان خارجی با توجه به جنسیت بود. بدین منظور از تعداد 82 (39 مرد و43 زن) دانشجوی سال دوم و سوم رشته آموزش زبان انگلیسی که حداقل 45 واحد درسی را دردانشگاه آزاد تبریز، ایران گذرانده بودند، خواسته شد تا با پر کردن پرسشنامه خودگردانی و پرسشنامه استراتژیهاییادگیری لغات در این مطالعه شرکت کنند. پس از کنار گذاشتن پرسشنامه های ناقص، 70 پرسشنامه قابل قبول در تحلیل آماری مورد استفاده قرار گرفت. تجزیه و تحلیل همبستگی، رابطه مثبت و معناداری را بین کاربرد استراتژیهای یادگیری لغات زبان آموزان زبان انگلیسی بعنوان زبان خارجی و خودگردانی آنان، هم برای مردان و هم برای زنان نشان داد. این یافته ها میتواند برخی از مضامین آموزشی را برای آموزگاران در بر داشته باشد.

In order to be autonomous, teachers should enjoy teaching and be satisfied with their teaching. Teacher autonomy, therefore, may be related to teacher burnout and job satisfaction. The present study investigated the relationship between job satisfaction, teacher burnout, and teacher autonomy. Two hundred and seven language teachers at language institutes in Karaj and Tehran were given three questionnaires to complete. Convenience sampling was used to select language teachers in this study, and IBM SPSS (version 22) was used to analyze the data. Three non-parametric statistical tests were used to analyze the collected data. According to the findings of this study, job satisfaction had a weak negative relationship with teacher burnout, and teacher autonomy correlated negatively with job satisfaction. Moreover, no relationship between teacher autonomy and teacher burnout was found. Although the findings should be interpreted with care because of sample size, the paper ends with implications for language teachers and policy makers.