فهرست مطالب

Iranian Journal of English for Academic Purposes - Volume:6 Issue: 2, Autumn 2017

Iranian Journal of English for Academic Purposes
Volume:6 Issue: 2, Autumn 2017

  • تاریخ انتشار: 1396/09/10
  • تعداد عناوین: 8
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  • مجید عسگری، سعید کتابی *، زهرا امیریان صفحات 1-12
    علاقه نقش مهمی در یارگیری و آموزش زبان دادر. این تحقیق نقش و میزان تاثیر استفاده از مطالب مطابق علاقه انتخاب شده را بر عملکرد دانشجویان در یادگیری زبان دوم (انگلیسی) بررسی می کند. تحقیق حاضر همچنین به بررسی تفاوت مابین عملکرد دانشجویان پسر و دختر در یادگیری مطالب در زمانی که مطالب مطابق علاقه انتخاب می شوند می پردازد. این تحقیق بر روی 60 نفر دانشجو رشته پرستاری انجام شده است که در رشته پرستاری مشغول به تحصیل بوده اند. برای یافتن پاسخ به سوالات این تحقیق از پرسشنامه و آزمون استفاده شده است. نتایج بدست آمده از این تحقیق نشان می دهد که استفاده از مطالب مطابق علاقه انتخاب شده بر عملکرد دانشجویان در یادگیری زبان دوم تاثیر مثبت و اصلاح کننده دارد. این نتایج همچنین نشان می دهند که جنسیت دانشجویان در میزان این تاثیرگذاری نقش موثری دارد، هرچند میزان این تاثیرگذاری در حد معناداری نیست. بنا بر نتایج بدست آمده از این تحقیق به پژوهشگران، مدرسان و برنامه درسی نویسان دروس زبان انگلیسی در دانشگاه ها توصیه می شود که از مطالب مورد علاقه دانشجویان بعنوان مطالب درسی استفاده کنند و مفید بودن این موضوع را در اصلاح روند یادگیری زبان انگلیسی برای دانشجویان مورد توجه قرار دهند.
    کلیدواژگان: مطالب درسی انتخاب شده بر اساس علاقه، میزان علاقه دانشجویان، عملکرد داشجویان، آموزش زبان انگلیسی بر اساس علاقه
  • پریسا محمدپور ، محمدرضا طالبی نژاد * صفحات 33-49
    پیشرفت مهارت شنیدار یکی از نیازهای اساسی آموزشی در زمینه فراگیری زبان دوم است و اهمیت مهارتهای فراشناخت در کمک به زبان آموزان برای مدیریت و خودانگلیزش بودن در حل مشکلاتشان اثبات شده است. با وجود اینکه آموزش فراشناخت توسط مطالعات پیشین متمایز شده اما به آموزش فراشناخت عمل محور بی توجهی زیادی شده است. بر این پایه، مطالعه حاضر کارآمدی دو مدل آموزش فراشناخت عمل محور را در ایجاد خودانگیزشی در مهارت شنیدار مقایسه کرد. شرکت کنندگان، 63 زبان آموز ایرانی، بر پایه نمونه تصادفی انتخاب و به صوزت تصادفی به 2 گروه آزمایشی و 2 گروه کنترل تقسیم شدند. طی یک دوره 14 جلسه ای، شرکت کنندگان گروه آزمایشی اول با مدل IELTارائه شده توسط گاه (2010) و شرکت کنندگان گروه آزمایشی 2 با مدل MPC ارائه شده توسط وندرگریفت (2004) آموزش داده شدند. ایجاد و تکامل خودانگیزشی در شنیدار توسط پرسشنامه MALQ و پیشرفت مهارت شنیدار توسط بخش شنیداری آزمون PET پیش و پس از مداخله پایش شد. از بخش شنیداری آزمون FCE به عنوان آزمون انتقال استفاده شد که توانش شرکت کنندگان در این آزمون نیز پیش و پس از مداخله اندازه گیری شد. نتایج آماری نشان دادند که هر دو مدل آموزش فراشناخت عمل محور در ایجاد پیشرفت در خودانگیزشی شنیدار و نیز عملکرد شنیدار به طرز معنی داری موثر هستند در حالیکه مدل IELT در هر دو نتیجه بر اساس ضریب تاثیر گزارش شده عملکرد بهتری داشت و نیز تنها این مدل توانست انتقال مهارت فراشناخت به آزمون انتقال را تضمین کند.
    کلیدواژگان: مهارت های فراشناخت، آموزش فراشناخت، آموزش زبان عمل محور، خودانگیزشی در مهارت شنیدار، انتقال
  • هوشنگ خوش سیما *، زهرا اسکندری صفحات 50-69
    "عمق پردازش واژگان" مدتهاست که به عنوان عاملی مهم در حوزه یادگیری واژگان به حساب می آید. در متون علمی، دو مدل جهت عملی کردن عمق پردازش ذهنی پیشنهاد شده است: "فرضیه بار درگیری ذهنی" و مدل " تجزیه و تحلیل ویژگی های تکنیک". اما این دو مدل عمق پردازش ذهنی را – به ویژه از نظر اجزاء توجهی – به دو روش متفاوت عملی کرده اند. هدف این تحقیق مقایسه قدرت پیش بینی این دو مدل در اثر بخشی واحدهای کاری مربوط به یادگیری واژگان خارجی می باشد. هفتاد و شش زبان آموز بزرگسال در دانشگاه علوم دریانوردی چابهار در این تحقیق شرکت کردند. به هر یک از آنها، به طور تصادفی، یکی از واحدهای کاری یادگیری واژگان داده شد. بر اساس هر کدام از دو مدل، میزان عمق پردازش ذهنی در هر یک از این واحدهای کاری متفاوت بود. شرکت کنند گان در هر واحد کاری با ده واژه جدید آشنا میشدند. نتایج این مطالعه نشان داد که در مقایسه با "فرضیه با درگیری ذهنی" ، مدل "تجزیه و تحلیل ویژگی های تکنیک " قدرت توضیحی بیشتری در پیش بینی میزان یادگیری واژگان دارد. نتایج این تحقیق می تواند برای معلم های زبان، طراحان کتب درسی و همچنین طراحان برنامه های درسی مفید باشد.
    کلیدواژگان: فرضیه بار درگیری ذهنی، مدل تجزیه و تحلیل ویژگی های تکنیک، اثربخشی واحد کاری، یادگیری واژگان
  • مهدی کرمی ، منوچهر جعفری گهر *، ضیاء تاج الدین، افسر روحی صفحات 70-85
    پژوهشگران به طورگسترده ای پدیده های موثر بر تولید شفاهی فراگیران زبان دوم را مورد مطالعه قرار داده اند، با این حال شواهد کافی در زمینه عوامل مربوط به درونداد زبانی وجود ندارد. بر این اساس، هدف اصلی این پژوهش بررسی تاثیر درونداد دریافتی از کتاب های درسی متفاوت بر میزان گوناگونی در پیچیدگی، صحت، و روانی گفتار فراگیران بود. به این منظور، یک طرح پژوهشی تلفیقی شامل تحلیل فعالیتهای گفتاری سه کتاب درسی و تحلیل نتایج پیش آزمون/پس آزمون شبه آزمایشی با سه گروه از شرکت کنندگان (72 نفر) که با سه کتاب درسی متفاوت (New Headway, American English File, and Top Notch & Summit) آموزش دیده بودند انجام شد. نمونه های گفتار از طریق آزمون های مصور روایت شفاهی در سه مرحله گردآوری شد و از منظر پیچیدگی، صحت، و روانی گفتار مورد تحلیل قرار گرفت. از تحلیل واریانس چند متغیره یک طرفه (MANOVA) هم برای مقایسه میانگین نمرات هر سه گروه از شرکت کنندگان استفاده شد. با توجه به تفاوت میانگین نمرات در مراحل پیش آزمون و پس آزمون در شاخص هایی نظیر تعداد جمله واره ها در هر واحد تحلیل گفتار برای پیچیدگی دستوری، D برای گوناگونی واژگانی، درصد جمله واره های بدون خطا برای صحت دستوری، و تعداد موارد تکرار و تصحیح برای روانی گفتار، نتایج نشان داد که کتب درسی متفاوت تاثیرات چندانی بر پیدایش گوناگونی در زمینه پیچیدگی نحوی و دستوری تولیدات شفاهی میان فراگیران ندارند اما نقش بسیار مهمی در پیدایش گوناگونی در پیچیدگی واژگانی، صحت، و روانی گفتار دارند. تحلیل سه کتاب درسی هم نشان داد که این تاثیرات متغیر ناشی از ویژگی های فعالیتهای گفتاری این کتب می باشد. یکی از مهمترین کاربرد های این نتایج این است که اگر نویسندگان کتب درسی آموزش زبان انگلیسی قصد دارند از منظر خاصی (مانند روانی گفتار) توانایی تولید شفاهی را در فراگیران توسعه دهند باید سعی کنند فعالیت های گفتاری را با ویژگی های خاصی به فراگیران ارائه دهند.
    کلیدواژگان: درونداد، کتاب درسی، تولید شفاهی، پیچیدگی، صحت، روانی
  • عبدالرضا تحریری *، آرزو شیدایی صفحات 100-112
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  • Majid Asgari, Saeed Ketabi *, Zahra Amirian Pages 1-12
    Interest plays a key role in education and language learning. This study investigated if selecting and using interest-based instructional materials could impact learners' performance in L2 reading. It also examined whether there were meaningful differences between male and female learners' performance, concerning the use of interest-based materials. Sixty first-grade university students participated in the study. To answer the research questions, a quantitative method using the 'interest survey questionnaire' and the 'achievement test,' was employed. The collected data were compared and analyzed using t-test, and through SPSS. The results revealed that the use of Interest-Based Language Teaching (IBLT) made a significant contribution to the improvement of learners' performance in L2 reading. They also revealed some interaction of interest and gender, not at significant level though, with respect to the learners' performance in learning. Thus, language teaching researchers, teachers, and particularly material developers are suggested to notice the use and importance of applying interest-based materials in L2 teaching. They should be aware that such materials can lead to better performance in L2 learning.
    Keywords: Interest-based Materials, Student Interest, L2 Learning, Learners' Performance, Interest-Based Language Teaching (IBLT)
  • Afshin Rezaee *, Abdullah Sarani Pages 13-22
    In the available teacher development literature, the linkage between teaching experience, as one the crucial factors in teacher development (Tsui, 2005), and English teachers’ job performance with regard to gender differences has remain widely underexplored. To fill up this lacuna, this study investigated whether there was any significant correlation between Iranian English teachers’ years of experience and their job performance as well as how teaching experience can impact the job performance from the participants’ viewpoints. To meet the aims, 100 male and female English teachers were selected through convenience sampling approach in Loestan Province, Iran. To gauge the participants’ job performance, they completed a validated questionnaire developed by Moafian and Pishghadam (2009) and 20 teachers were invited to participate in semi-structured interviews. Their years of experience were requested. The findings indicated that there was a significant correlation between teaching experience and teachers’ job performance. In addition, it was found that there was not any statistically significant difference between the Iranian male and female English teachers’ job performance. Meanwhile, the results of the interviews unraveled that teaching experience can affect positively job performance from the participants’ perspectives. Finally, the implications for educational policy makers, teacher educators, and teachers were presented and discussed.
    Keywords: Teacher development, Teaching Experience, job performance, Iranian English teachers
  • Esmail Zare, Behtash *, Parivash Zare, behtash , Amin Saed Pages 23-32
    This study investigated the effect of role play on improving speaking ability of Iranian pre-intermediate ESP learners. To this aim, the researchers examined the students’ speaking ability in two groups: the experimental and the control groups.24 males and femaleESPlearners at pre-intermediate level were selected by taking a pre-test. Then the participants of the current study were randomlydivided into two groups. The result of the pre-test indicated the proficiency level of participants and their homogeneity. In the experimental group, role-playing technique was conducted in performing conversation through in-group activities. Simultaneously, the control group was exposed to the conventional method of teaching speaking. After eighteen sessions, a post-test was conducted for both groups to measure their speaking proficiency. Based on the inferential statistics, the participants in the experimental group was significantly different in their performance in the post-test. Finally, independent and paired t-tests were used to analyze the data. Since the p value was p = 0.026< p = .05, it could be concluded that the experimental group hadsignificantly performed different from the control group on the post-test. That is to say, the treatment provided for the experimental group was highly likely to have a positive effect on the learners’ speaking proficiency and theparticipants' perspectives regarding role-playing tasks, and their roles in language learning were positive. It is expected that ESP teachers and textbook writers, syllabus designers, and material producers will also benefit from the findings of this research.
    Keywords: Communicative Activities, Speaking Skill, Technique, ESP, Role-playing
  • Parisa Mohamadpour , M Reza Talebinejad *, Omid Tabatabaei Pages 33-49
    Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearched. Given this, the present paper compared the efficacy of two task-based metacognitive instruction models on learners’ self-regulation in listening comprehension. Participants, 63 Iranian EFL learners, were selected by random sampling and were randomly divided into 2 experimental and 2 control groups. Over an 14 session term, experimental group 1 was taught using Integrated Experiential Learning Task (IELT), a strategy-nonintegrated task-based model (Goh, 2010), while experimental group 2was taught using Metacognitive Pedagogical Cycle (MPC), a strategy-embedded task-based model (Vandergrift, 2004). Development of self-regulation in listening comprehension was tracked using Motivated Strategies for Learning Questionnaire (MSLQ), and development of L.C. was measured using listening section of the Preliminary English Test (PET) administered at the beginning and end of the course. The listening section of the First Certificate in English (FCE) served as the listening transfer test. The statistical tests results revealed both experimental groups significantly outperformed the control groups in listening comprehension and self-regulation in listening comprehension attainment with experimental group 1 having a high effect size and showing significant gain on transfer test.
    Keywords: Metacognitive strategies, metacognitive instruction, TBLT, self-regulation in listening comprehension, transfer
  • Hooshang Khoshsima*, Zahra Eskandari Pages 50-69
    How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional components. The present study made attempts to compare the predictability of these two frameworks for foreign language vocabulary learning task effectiveness. Seventy-six adult EFL learners in Chabahar Maritime University were randomly given one of the four vocabulary learning tasks which were ranked differently by the two frameworks and were required to learn the meaning of 10 target words. The results of the study revealed that TFA had a better explanatory power in predicting vocabulary learning gains than the ILH. The results have implications for language teachers, material developers and syllabus designers.
    Keywords: technique feature analysis, involvement load hypothesis, vocabulary acquisition
  • Manoochehr Jafarigohar *, Zia Tajeddin, Afsar Rouhi , Mehdi Karami Pages 70-85
    Researchers have extensively studied phenomena that affect a second language learner’s oral production while there is scant evidence about input-related factors. Accordingly, the present study sought to investigate how variation in oral production is caused by the input they receive from different course materials. To this end, the study included a micro-evaluation study of three course materials and a quasi-experimental pretest-posttest design with three groups of participants (N = 72) instructed with three different course materials (New Headway, American English File, and Top Notch & Summit). Speech samples elicited through picture-cued oral narrative tasks at three data collection times were quantitatively assessed for complexity, accuracy, and fluency (CAF). A one-way Multivariate Analysis of Variance (MANOVA) was used to compare the means of CAF scores. With respect to pretest-posttest differences on measures like the average number of subordinate clauses per AS-unit for grammatical complexity, “D” index for lexical complexity, percentage of error-free clauses for accuracy, and number of dysfluencies for fluency, the results indicated that different course materials have insignificant effects on the variation in grammatical complexity but a clear effect on the variability in lexical complexity, accuracy, and fluency. Micro-evaluation of the three course materials revealed that this variability might well be attributed to the characteristics of the speaking tasks in the textbooks. One important implication is that EFL materials developers can provide the learners with the experience of speaking tasks with particular features if they want to promote gains in a special dimension of oral performance (e.g., fluency).
    Keywords: input, course materials, oral production, CAF
  • Hoda Divsar *, Elaheh Dolat pour Pages 86-99
    Teachers employ various strategies to deal with the errors that occur in the classroom. The present study aimed to investigate various types of EFL teachers’ error management behaviors and the reasons for employing them. For this purpose, 15 male and female EFL instructors were selected based on availability sampling. Real-time observations were made based on a 21-item checklist in 45 sessions which were all recorded to be transcribed. The participating teachers were interviewed immediately after the sessions to find out why they had employed specific kinds of error management behavior. Intra and inter rater reliability of the qualitative content analyses were ensured through Cohen’s Kappa (κ). The results of qualitative and quantitative content analyses revealed that positive error management was more frequent compared to negative error management behaviors; in addition, the types of error management behavior patterns were dependent on teacher’s perception toward errors. Based on the results of the interview, providing comforting atmosphere, arousing motivation, and encouraging students’ self-confidence were the major reasons for the teachers’ employment of adaptive and positive error management behaviors. However, when students were naughty, inattentive, and careless, the teachers were inclined to use maladaptive behaviors. Lack of enough time to get the correct answer from the students, and avoiding the distraction of students were also the main intentions behind the teachers’ selection of ‘correction by teacher’ category.
    Keywords: Error, Learners, Error management behaviors, EFL
  • Abdorreza Tahriri *, Arezoo Sheidaei Pages 100-112
    Professional development is critical in providing constant updates on EFL teachers’ teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers’ practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative phase of the study utilized Communicative Language Teaching (CLT) Perception Questionnaire and Teacher Advancement Program Rubrics (TAP). In the qualitative phase of the study, reflective journals were used. The quantitative findings showed that conducting action research had a significant effect on teachers’ practice. The quantitative findings demonstrated a statistically significant positive change in the individual rubrics, namely, Designing and Planning Instruction and Instruction but not in Learning Environment rubric. The qualitative findings also supported improvement in teacher practice. The major implication of the study is that professional development of the EFL teachers needs to receive focal attention.
    Keywords: Participatory action research, professional development, in-service teacher, CLT, EFL