فهرست مطالب

Modern Research in English Language Studies - Volume:4 Issue: 4, Autumn 2017

Journal of Modern Research in English Language Studies
Volume:4 Issue: 4, Autumn 2017

  • تاریخ انتشار: 1396/09/30
  • تعداد عناوین: 7
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  • سمیرا کاظم پوریان صفحات 1-24
  • ناتاشا پوردانا *، مهدی شاهپوری راد صفحات 45-63
    معلمین زبان انگلیسی معمولا با چالش کلاسهای درس ناهمگون که در آن زبان آموزان با سطح مختلفی از توانایی های زبانی حضور دارند مواجهند. به عنوان یک راه حل در مقابل چالش پیش رو میتوان به استفاده از تکالیف طبقه بندی شده برای زبان آموزان اشاره کرد. بنا بر تعریف، تکالیف طبقه بندی شده گونه های مختلفی از یک ماده درسی می باشند که برای تدریس به زبان آموزانی که دارای توانایی های زبانی متفاوت و در یک کلاس درس حضور دارند و بر اساس آمادگی و علاقه ی زبان آموزان آنها طراحی میشوند. این پژوهش در صدد مطالعه 46 زبان آموز ایرانی با توانایی های زبانی نا همگون در 9 جلسه آموزشی برامده که در آن زبان آموزان پیش از دریافت تکالیف طبقه بندی شده، پیش-آزمون شنیداری را دریافت نمودند. زبان آموزان در گروه تجربی به 3 زیرشاخه (1) زبان آموزان با توانایی بالا، (2) زبان آموزان با توانایی متوسط و (3) زبان آموزان با توانایی پایین تقسم گردیدند. پس از انجام تکالیف طبقه بندی در هر جلسه شده بر اساس عملکرد افراد، آنها به شاخه های بالاتر صعود یا به شاخه های پایینتر سقوط می نمودند. برخی نیز بدون تغییر در جایگاه خود باقی می ماندند. نتیجه این پژوهش بر تاثیر مثبت این تکالیف بر بهبود مهارت شنیداری زبان آموزان ایرانی دلالت داشت اگر چه رابطه معنی داری بین دانش زبان انگلیسی آنها و میزان این پیشرفت در سه شاخه ی گروه تجربی مشاهده نگردید.
    کلیدواژگان: آموزش تمایز یافته، تکالیف طبقه بندی شده، مهارت شنیداری، کلاسهای ناهمگون
  • تاثیر بازخورد اصلاحی بر نگارش زبان آموزان ایرانی / امیر رضایی *; سیروس ایزدپناه2; علی شهنواز3
    صفحات 121-139
    تطبیق انتظارات معلمان و دانش آموزان برای یادگیری موفق حیاتی است. مطالعات اندکی در مورد اثرات بازخوردی اصلاح شده در مورد دانشجویان EFL صورت گرفته است. نمونه این پژوهش متشکل از 180 معلم مرد و زن بود که در یک برنامه آموزش زبان انگلیسی در موسسات زبان زنجان تدریس می کردند و 350 دانش آموز که از طریق نمونه گیری تصادفی طبقه ای انتخاب گردیدند. در این مطالعه دو ابزار استاندارد مورد استفاده قرار گرفت. آزمون PET، فوکودا (2004). یافته های این پژوهش نشان می دهد که آنها اعتقاد داشتند که بازخورد اصلاحی تاثیر قابل توجهی بر نوشتن آنها دارد، اما معلمان چنین فکر نمی کردند. نتایج نشان دادند که بیشتر بازخورد معلمان بر اشتباهات دستوری متمرکز شده است و دیدگاه معلمان از بازخورد براساس محیطی است که ممکن است ناشی از فقدان آموزش معلم باشد. با توجه به این نکته، بازخورد دادن، و یا به جای آن، بازخورد مناسب باید در آموزش معلمان نقش مهمی داشته باشد. به هر حال، در حقیقت بازخورد بر مبنای هر محیط ممکن است مثبت باشد، زیرا همه دانش آموزان متفاوت هستند، حتی ممکن است کارآموزان معلم از پژوهش بازخورد بهره ببرند.
    کلیدواژگان: بازخورد اصلاحي، خطا، درک، ترجيح
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  • Samira kazempourian, Abbas Ali Rezaee * Pages 1-24
    English for Specific Purposes (ESP) is one of the considerable programs in the world of English language teaching and research since it pertains to specific needs of various specialties. Meanwhile, university students’ ability to communicate effectively through English language can greatly affect their career development in the target situation, namely in their future workplace. Moreover, ESP instructors play a conspicuous role in flourishing students’ English achievements, as they need to be equipped with the knowledge and awareness of their students’ English needs not only in the academic setting but also in the workplace environment. Thus, this study intended to investigate workplace English needs of Electrical Engineering (EE) students from ESP instructors’ point of view, together with the English requirements of EE employers in different Electrical companies in Iran. In doing so, data were elicited from 97 EE students, 39 EE employers from 15 well-reputed Electrical companies, and 15 ESP instructors. The results of t-test between instructors and employers indicated that ESP instructors were not fully aware of EE students’ future workplace needs. Therefore, having the rudimentary knowledge of the technical content in English on the part of ESP instructors can raise their awareness toward EE workplace needs Moreover, the findings of interview revealed that EE employers required their prospective workforce to be more proficient in speaking skills and to be more skilled in technical translation. The findings provide implications for ESP instructors and curriculum developers in order to be more aware of English needs of EE workforce.
    Keywords: Electrical engineering, ESP, instructors’ awareness, workplace English needs
  • Rasoul Mohammad Hosseinpur *, Maryam Sarbandi Farahani Pages 25-43
    Human beings are defined as an embodiment of social and cultural understanding which can develop by engaging in various social contexts. Cultural intelligence and cultural identity are thus accounted noteworthy in learning particular aspects of language which are culture-specific. The present study intended to investigate the interaction effect of cultural intelligence and cultural identity on Iranian EFL learners’ use of politeness strategies. To this end, the participants were divided into two groups of high and low cultural intelligence and cultural identity. Moreover, regardless of their membership in the two groups, the participants were included in the assessment of the relationship between cultural intelligence and politeness strategies. Fifty two intermediate language learners whose proficiency level was determined through Oxford Quick Proficiency Test were required to fill out the questionnaires of Cultural Intelligence, L1 Cultural identity and Discourse Completion Tasks. Two-way ANOVA and Pearson correlation were used to analyze the research questions. The results of the two-way ANOVA proved no interaction effect of cultural intelligence and cultural identity levels on the use of politeness strategies. Moreover, the analysis of the relationship between the four factors of cultural intelligence and the use of politeness strategies yielded no significant relationship. The findings can inform of imminent obliterating L1 cultural identity among EFL learners. Broaching the subjects such as globalization, cultural homogeneity and English linguicism, the study calls for the need for further inquiries to revise already established findings such as the role of home culture, L1 and attitudes towards target culture in EFL domain.
    Keywords: Cultural Intelligence, Cultural Identity, Politeness Strategies
  • Natasha Pourdana *, Mehdi Shahpouri Rad Pages 45-63
    Language teachers are usually faced with the challenging classrooms wherein the students with mixed language abilities sit together. One solution to deal with this situation is to apply differentiated instructions in terms of tiered task strategy. By definition, tiered tasks are extracted from the same material or skills, and personalized according to students' readiness, interest and preferred modes of learning. In the same vein, this experiment investigated the role of tiered listening tasks on 46 mixed-ability Iranian EFL learners in 9 intervention sessions. The participants were pre-assessed and assigned in to 3 divisions of high, mid and low achievers. While the control group in this research experienced the conventional one-size-fits-all instructions to listening comprehension, the divisions in the experimental group received open-ended, multiple choice and true-false tiered listening tasks. Moreover, upon the individual’s performance on tiered tasks, their division arrangement changed every 3 sessions so that they either remained or to be removed to higher or lower divisions. Findings statistically implicated the effectiveness of the tiered tasks on the participants’ listening comprehension improvement. However, the observed matrix of multiple correlation coefficients failed to show any powerful association between the participants’ mixed-levels of language proficiency and their successful performance on tiered tasks. The researchers’ concluding remarks on the assessment and teaching benefits of differentiated instructions in EFL contexts were provided too.
    Keywords: Differentiated Instruction, Tiered Tasks, Listening, Mixed-Ability classroom
  • Vahid Shahidipour *, Mohammad Hassan Tahririan Pages 65-83
    EAP textbooks have been one of the most important materials commonly used in any EAP program and attracted many researchers' attention due to their crucial contributions to foreign/second language acquisition. Despite the plethora of research on EAP textbooks, especially EAP textbooks published by SAMT, the Organization for Researching and Composing University Textbooks in the Humanities, there seems to be a paucity of research on newly developed SAMT EAP textbooks. At the same time, although EAP textbooks are based on criteria to meet particular students’ needs in specific disciplines, there have been only a few evaluative studies on EAP textbooks taking students’ and teachers’ viewpoints into account. Therefore, the present study attempted to evaluate a newly developed SAMT EAP textbook for the students of Medicine, as a sample from SAMT publications, from the students' and teachers' perspectives. The study used a questionnaire and the results revealed that students and teachers were satisfied with the theoretical considerations, the organizational features and practical considerations, the vocabulary, and the grammatical structure of the current textbook. However, the students were not satisfied with the content and the language skills and the teachers were not satisfied with the content of the textbook. In addition, no significant difference between the students' and teachers' viewpoints with regard to the necessity condition of EAP textbooks was found. But, their responses to the questions related to the present condition of the current textbook were significantly different. Such findings can have some implications for EAP teachers, material developers, and textbook designers.
    Keywords: ESP, EAP, ESP, EAP textbooks, Materials evaluation, Textbooks evaluation, Newly developed SAMT EAP textbooks
  • F. Abbasi *, M. Khatib Pages 85-105
  • Leila Ahmadpour *, Mohammad Hossein Yousefi Pages 107-120
    The present study was an attempt to investigate the effectiveness of mobile-assisted language learning (MALL) in comparison to lack of it in improving learners’ writing accuracy, fluency, and complexity. To this end, a total of 39 English as a foreign language learners took part in the study. In the experimental group, learners were exposed to technologically enhanced writing practices through the Telegram application, where they were engaged in a collaborative writing task accomplished through interaction by the peers and the teacher as group members. The control group learners, on the contrary, wrote about the same topics on the paper without any collaboration from others. The results of statistical analysis revealed that although the writing fluency and complexity of experimental learners flourished in comparison to their control peers, the accuracy dimension followed a reverse pattern. In other words, control group learners were the ones who could improve their writing accuracy.The results are discussed in light of the assumption that synchronous interaction provides learners with more opportunities to write using a syntactically complex and fluent language which are in a trade-off relation with accuracy.
    Keywords: mobile-assisted language learning (MALL), writing skill, accuracy, fluency, complexity
  • Amir Rezaei *, Siros Izadpanah, Ali Shahnavaz Pages 121-139
    Matching the expectations of teachers and students is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL students. The sample of this research were 180 male and female teachers that teach language courses in an English Language Teaching program in language institutes in Zanjan and 350 students who were chosen through stratified random sampling. Two standard instruments were used in this study. PET Test, Fukuda (2004). The findings suggest that they believed that corrective feedback had a significant effect on their writing but the teachers did not think so. It is concluded that most of the feedback given by teachers were concentrated on grammatical errors and that the teachers’ view of feedback is based on the context, which might origin from absence of sufficient teacher training. With this in mind, giving feedback, or rather the right kind of feedback should perhaps play a better role in teacher education. Anyway, the fact that feedback is based on each context may be positive, because all students are different, even so teacher trainees might still take advantage from studying the provision of feedback.
    Keywords: Corrective Feedback, Error, Perception, Preference