فهرست مطالب

رشد آموزش زبان های خارجی - پیاپی 118 (بهار 1395)

نشریه رشد آموزش زبان های خارجی
پیاپی 118 (بهار 1395)

  • تاریخ انتشار: 1395/01/15
  • تعداد عناوین: 13
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  • Sh. Zarei Neyestanak Page 10
  • J. B. Sadeghian Page 14
  • I. Abdi Tabari*, D. Shirzadi Page 21
  • Expressing Ability
    Abolfazl Ghanbary* Page 24
  • J. Dorri * Page 25
  • B. Yazdani Fazlabadi*, O. Khatinzadeh Page 33

    The aim of this study was to investigate the relationship between personality traits of L2 learners and their degree of success in performing cloze passage tasks. To this end, 80 advanced L2 learners in ILI were selected. The Myers-Briggs personality questionnaire and a test of cloze passage were used as the instruments. Coefficient of correlation between the participants’ scores and their degree of personality traits were calculated by Pearson formula. The results indicated that degrees of sense and thinking had a significant positive correlation with the performance on cloze test. Being good at organizing, recording, storing, and recollecting the previously encountered data are suggested to be the main reasons that put sensing people in a strong position to perform relatively well on cloze passage test. Also, having an objective and criterion-based mode of thinking are proposed to be a possible reason behind the success of thinking people on cloze passage test.

    Keywords: Myers-Briggs questionnaire, cloze passage, personality traits
  • H. Azimi *, Z. Kobadi Kerman Page 38
  • F. Nikui Nezhad Page 46

    The need for the help of technology and the internet in language learning and teaching programs is an issue of utmost importance. Mailing list can provide a wealth of advantages to foreign language learners and teachers. The purpose of my action research was to examine how mailing list could be used more effectively as an instructional and learning tool to provide my students with more input than they would normally expect from class time, which typically amounts to not more than 2 hours per week.My students, who were second graders in Farzanegan High school,were provided with more time and space to practice English outside of class. Using mailing list gave my students an additional context to do some extra readings and practice grammatical structures that were linked to topics being covered in class. In this study, I suggest that teachers integrate this great tool into their teaching practices to spare their students more chunks of time and space to expand their knowledge of English language.

    Keywords: mailing list, Yahoo groups, authentic learning
  • A. Wilson, M. Yousefpoori Naeim Page 54

    Academic language skills play a major role in school achievement. Research indicates that many problems students in New Zealand (NZ) face in different subject areas can be traced back to English literacy issues. Even though English is many students’ mother tongue in NZ, academic English still needs serious work to be mastered to be effectively used in learning different subjects. Students, nevertheless, do not seem to be receiving the kind of instruction or support they need to overcome their literacy weaknesses mainly because subject teachers, although knowledgeable in their own fields of expertise, lack the knowledge of or the appropriate attitude towards teaching English literacy. Providing an overview of NZ education system, the present paper briefly reviews the challenges of developing English across the curriculum and reports on a national project implemented recently to address the critical issue of literacy in NZ secondary schools.

    Keywords: New Zealand education system, developing English Literacy, NZ Secondary schools
  • B. Hashemi * Page 64

    On hésite souvent sur l’emploi d’un nom collectif, sur son accord avec le verbe, surtout lorsque le premier est accompagné d’un complément du nom ;certes des dictionnaires et des traités de grammaires sont là pour nous informer sur un emploi ou un accord à réaliser ou à proscrire. Mais comment pourra –t-on se débrouiller lorsqu’on a affaire à un nombre croissant de locutions adverbiales et des mots associés à d’autres encore plus difficiles? Comment accorder un adverbe de quantité ou un adjectif numéral? Qu’en est –il d’une locution adverbiale? Comment accorder les noms collectifs ? Faut-il accorder le titre d’une œuvre et le verbe? A toutes ces questions et à bien d’autres seul peut répondre le présent article. Fort de ses expériences en tant qu’enseignant de la grammaire française, et attentif aux nombreuses questions soulevées lors des cours de traduction, l’auteur de la présente recherche s’est proposé de réunir une myriade de noms collectifs et d’adverbes ou de locutions adverbiales susceptibles de créer de l’embarras aussi bien pour les apprenants de cette langue que pour ceux qui la pratiquent dans la vie professionnelle.