Sendebar (11305509)31pp. 479-502
The present study examined the association between working memory (WM) and note quantity and their relationship with consecutive interpreting (CI) performance in order to evaluate their predictive efficiency for aptitude tests in CI. To follow the objectives of the study, two WM tests and one CI task were administered to 30 MA translation students. The results indicated a positive and significant relationship between one of the WM measures (Reading Span) and note quantity. Moreover, there was a significant relationship between both measures of WM and CI performance, and also between note quantity and CI performance. Furthermore, the results of the regression analysis indicated that both measures of WM were predictors of CI performance while the variable 'note quantity' failed to be a predictor. Based on the results, it was further proved that WM is an efficient component in aptitude tests whereas note quantity did not completely comply with the criteria and was rejected as a reliable criterion and could not be included as a subcomponent in the aptitude tests. © 2020 Universidad de Granada. All rights reserved.
Studies in Second Language Learning and Teaching (20835205)9(4)pp. 657-680
Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs. © 2019, Adam Mickiewicz University Press. All rights reserved.
Teaching English Language (25385488)13(2)pp. 247-268
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. © 2019, Teaching English Language and Literature Society of Iran (TELLSI). All rights reserved.
Journal of Applied Research in Higher Education (20507003)11(4)pp. 800-813
Purpose: The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity. Design/methodology/approach: To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test. Findings: The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective. Practical implications: The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research. Originality/value: There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details. © 2019, Emerald Publishing Limited.
Research in Language (17317533)(1)
In this paper we propose a more explicit framework for definition and evaluation of objectivity and (inter)subjectivity in the modality domain. In the proposed operational framework, we make a basic distinction between the modality notions that serve an ideational function (i.e., dynamic modal notions) and those with an interpersonal function (i.e., deontic and epistemic evaluations). The modality notions with ideational and interpersonal functions are content and person-oriented, respectively. While all dynamic modal notions are characterized by objectivity, deontic and epistemic modal notions may display a degree of (inter)subjectivity depending on their embedding context. Our main claim is that (inter)subjectivity can hardly be argued to be the inherent property of certain modality forms and types, but rather it is essentially a contextual effect. We functionally-operationally define (inter)subjectivity as the degree of sharedness an evaluator attributes to an epistemic/deontic evaluation and its related evidence/deontic source. (Inter)subjectivity is realized by (at least) one or a combination of three contextual factors, viz. the embedding syntactic pattern, the linguistic context and the extralinguistic context of a modality marker. Since both descriptive and performative modal evaluations involve a degree of (inter)subjectivity, performativity, which refers to speaker's current commitment to his evaluation, is viewed as an independent dimension within modal evaluations and plays no part in the expression of (inter)subjectivity. © 2018 Gholamreza Medadian et al., published by Sciendo.
Teachers and Teaching: Theory and Practice (13540602)23(2)pp. 127-140
Research has shown that lack of motivation on either students or teachers’ part negatively influences language learning. The latter case is a serious problem in this regard, since an unmotivated teacher will extinguish his learners’ enthusiasm and energy for learning. This study employed a mixed-method approach to investigate the demotivating factors for Iranian junior high school teachers. For the quantitative stage of the study, a questionnaire on demotivation was distributed among 105 participant teachers to find out the dominant demotivating factors. In the qualitative stage, and in order to gain a better picture of the salient demotivating factors and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. The results indicated that lack of social recognition and respect, few adequate rewards, lack of supports or understanding regarding English education, and a large number of students in a single English class were the major demotivating factors for Iranian teachers. In the interviews, it was found that the participants perceived the first two items as specific to Iranian educational context. Finally, the implications for policy-makers and material developers and suggestions for future researchers are discussed. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Theory and Practice in Language Studies (20530692)4(2)pp. 287-292
This study project was launched in order to contribute to the studies conducted for investigating the efficiency of different models of reading instruction. The aim of this paper was to investigate students' attitude towards using cooperative language learning techniques for reading instruction. Although cooperative methods are becoming more prevalent in private language schools, there are few studies regarding evaluating the students' attitude towards using cooperative learning for instructing reading comprehension in Iranian context. Evaluation of students' attitude towards the cooperative language learning in this research project was conducted using a survey questionnaire. Analysis of the quantitative questionnaire results showed that the participants generally tend towards supporting the implementation of cooperative strategies in teaching and learning reading comprehension. © 2014 ACADEMY PUBLISHER Manufactured in Finland.
Theory and Practice in Language Studies (20530692)4(3)pp. 581-587
Finding the effects of Focused and Unfocused written corrective feedback is one of the commonest issues influencing the feedback methods currently in vogue. Broadly speaking, the way the instructors provide feedback is of great significance in terms of the improvement the students may make as a result of the supervision they are offered. This study tries to take a look at the major lines of research regarding the effects of focused and unfocused written corrective feedback as well as other studies which have focused on feedback provision in English as a foreign language context. The paper raises a number of questions the answers to which might pave the ground for further research on the nature of feedback and the potential effects they may have on the students' improvement. © 2014 Academy Publisher Manufactured In Finland.
Theory and Practice in Language Studies (20530692)3(1)pp. 180-189
This paper aims to compare the Stagecoach screen script, written by Dudley Nichols and Ben Hecht, (1939) with its Persian translation by Vandad Alvandipour (2009), based on three constraints_ discoursal constraints, textual constraints and generic constraints_proposed by Ian Hatim and Basil Mason (1990) as the components of semiotic dimension of a text and as a method of ideological evaluation of translation. After the comparison, a test was designed in a multiple choice format and was given to two groups of M.A translation studies students (21 students in each group) to check their knowledge on ideology in translation studies. The survey was conducted giving one group a treatment (the application of three constraints in a text to give students a viewpoint on how to apply ideological components in a text) before the second test was given to both groups. The second test aimed at evaluating the student's ability in applying their knowledge for assessing the translation of a screen script. The result shows that although students had average level of knowledge about the subject (according to the result of the first test), they were unaware of the applicability of these constraints (according to the result of the second test). These findings encourage the increasing integration of applied courses into the translation curricula, as translation students only enjoy pure theoretical translation courses. © 2013 ACADEMY PUBLISHER Manufactured in Finland.
International Education Studies (discontinued) (19139020)5(1)pp. 154-160
This study aimed at investigating whether applying pre-writing strategies would affect the quality of L2 learners' compositions. Twenty three adult EFL students from Jahad-e-Daneshgahi English centre in Iran participated in this study. They were randomly assigned to control and experimental groups, including 11 and 12 participants in each. They were at the advanced proficiency level. Each student wrote five argumentative essays. Students in experimental group were treated to perform three pre-writing activities alternatively (concept map, reading relevant texts, and negotiation). The findings revealed that students wrote better compositions as a result of applying pre-writing strategies. Significant differences in two groups indicated that pre-writing activities had significant effect on the participants' writing achievement. The findings may have implications for English learners, English teachers and material developers.
