فهرست مطالب

Iranian Journal of English for Academic Purposes - Volume:7 Issue: 2, Autumn 2018

Iranian Journal of English for Academic Purposes
Volume:7 Issue: 2, Autumn 2018

  • تاریخ انتشار: 1397/09/18
  • تعداد عناوین: 8
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  • حسن سودمند صفحات 1-15
    مطالعه حاضر، تاثیر دانش سنجش جایگزین، تجربه تدریس، تحصیلات آکادمیک و جنسیت مدرسان زبان انگلیسی با اهداف ویژه را بر دانش سنجش آنها بررسی نمود. بدین منظور، 106 مدرس انگلیسی با اهداف ویژه (شامل 74 مرد و 32 زن و 77 مدرس دارای مدرک دکترای تخصصی و 29 مدرس دارای مدرک کارشناسی ارشد) در پژوهش حاضر شرکت کردند. شرکت کنندگان، پرسشنامه دانش سنجش کلاسی مرتلر(2002) را تکمیل نمودند. نتایج آمار توصیفی نشان داد که مشاهده، بیشتر از سایر انواع سنجش جایگزین استفاده شد. همچنین، نتایج آزمون تی مستقل نشان داد که میزان دانش سنجش جایگزین مدرسان انگلیسی با اهداف ویژه، تاثیر مثبت و معناداری بر سطح دانش سنجش ایشان داشت. همچنین، تفاوت معناداری بین مدرسان مذکر و مونث در خصوص دانش سنجش یافت نشد. اما، مدرسان با مدرک تحصیلی دکتری نسبت به همتایان خود با مدرک کارشناسی ارشد، سطح دانش سنجش بالاتری داشتند. نتایج تحلیل واریانس یک سویه نشان داد که سابقه تدریس مدرسان، تاثیری بر دانش سنجش آنها نداشت. به علاوه، نتایج مصاحبه های نیمه ساختمند نشان داد تقریبا نیمی از مصاحبه شوندگان یا آشنایی مختصری از اشکال سنجش جایگزین داشته، و یا اساسا فاقد چنین دانشی بودند که فقدان دانش سنجش و کلاس های پرجمعیت، دو عامل اصلی برای عدم استفاده مدرسان انگلیسی با اهداف ویژه از اشکال سنجش جایگزین بودند. همچنین، اکثریت مصاحبه شوندگانی که با دانش سنجش جایگزین آشنایی نداشتند، اظهار داشتند که اساسا از آزمون های سنتی پایان دوره استفاده می کردند.
    کلیدواژگان: سنجش جایگزین، دانش سنجش، جنسیت، تجربه تدریس و سطح تحصیلی
  • محمد ظهرابی *، پریا تدین، لیلا دوبختی صفحات 16-31
    نقش پر اهمیت واژگان به عنوان مرکز و کانون ارتباط و انتقال پیام در یادگیری زبان انگلیسی کاملا مشهود است. واژگان نقش مهمی در تسلط بر تمام مهارت های زبانی دارند. روش های یادگیری واژگان فرآیند یادگیری واژگان را تسهیل می کنند. در این پژوهش نقش دو نوع روش خاص در یادگیری واژگان، شامل حفظ طوطی وار و حفظ لغت در جمله، در بین زبان آموزان انگلیسی در سطح مبتدی، مورد بررسی قرار گرفت. طرح این مطالعه شبه تجربی بود که شامل دو گروه آزمایشی و یک گروه گواه بود. شصت زبان آموزایرانی جهت شرکت در پژوهش انتخاب شدند (بیست نفر در هر گروه). این افراد با توجه به نتایج آزمون سطح سریع، انتخاب شدند. قبل از اجرای آزمایش، پیش آزمونی بین زبان آموزان انجام شد. سپس، شرکت کنندگان درطول سه جلسه، تعداد سی لغت ازکتاب "1100 واژه ی بارونز" از طریق دو روش فوق الذکر، دریافت نمودند. گروه گواه هیچ یک از این روش ها را دریافت نکرد. دو پس آزمون (آنی و تاخیری) انجام گرفت. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS انجام شد. نتایج حاکی از آن بود که گروه یادگیری لغت از طریق جمله (میانگین = 37.3500) نسبت به گروه حفظ طوطی وار(میانگین = 35.9000) و گواه (میانگین = 25.7500) برتری یافتند. نتایج این مطالعه برای معلمان و زبان آموزان در راستای به کار گیری این روش ها می تواند موثر و کمک کننده باشد.
    کلیدواژگان: حفظ طوطی وار، حفظ از طریق جمله، روش، روش یادگیری واژگان
  • صدیقه وحدت *، زهره گونی بند شوشتری، آناهیتا بردبار صفحات 45-61
    نظریه فرایند گرایی ، به عنوان بخشی از رویکرد شناختی به درک زبان دوم، توسط پینمن (1998/2015)پیشنهاد شده است و تلاش می کند تا درک کنند چگونه سیستم دانش بین زبانی می تواند توسط زبان آموزان زبان دوم بازسازی شود. مطالعه حاضر با هدف بررسی تحلیلی در زمینه ی پیشرفت نحوی زبان آموزان ایرانی چپ مغز و راست مغز براساس نظریه فرایند گرایی انجام شده است (پینمن 1998/2015). 185 دانشجوی ایرانی در این مطالعه شرکت کردند. آنها یک پرسشنامه دموگرافیک، پرسشنامه تسلط نیمکره مغز و یک آزمون دستور زبان انگلیسی معتبر محقق ساخته مبتنی بر مراحل نظریه فرایند گرایی دریافت کردند. برای تجزیه و تحلیل داده ها تجزیه و تحلیل کلاسیک سوالات مورد استفاده قرار گرفت. نتایج مربوط به سوالات تحقیق نشان داد که مراحل پیش بینی شده توسط نظریه فرایند گرایی برای زبان آموزان ایرانی چپ مغز و راست مغز ایرانی صادق نیست. همچنین نتایج این مطالعه نشان داد که سطح دشواری ساختارهای مختلف دستوری که توسط پینمن در تئوری فرایند گرایی ارائه شده است با ترتیب دشواری که در این مطالعه توسط پاسخ دهندگان چپ و راست مغز بدست آمد مطابقت ندارد.
    کلیدواژگان: نظریه فرایند گرایی، پیشرفت نحوی، زبان آموز چپ مغز، زبان آموز راست مغز
  • مجید مقامی، سعید مهرپور *، علیرضا احمدی صفحات 62-77
    این تحقیق بر آن است که با به کار گیری مطالعه تلفیقی، تاثیر آگاهی بخشی مستقیم فعالیتهای خودگردان را بر گروهی از دانشجویان بررسی نمایند. در ابتدای تحقیق چهار کلاس دست نخورده بر اساس دسترس پذیری انتخاب شدند که بر اساس گزینش تصادفی یکی از کلاس ها به عنوان گروه آزمایشی و سایر کلاس ها به عنوان گروه های شاهد انتخاب شده اند. گروه های آموزش گیرنده پس از میان ترم که به عنوان پیش آزمون عمل میکرد، به مدت 10 جلسه تحت آموزش تعدادی از فعالیتهای یادگیری خود گردان خارج از کلاس درس قرار گرفتند. در پایان نیمسال تحصیلی و پس از آموزش فعالیتها هر چهار گروه در آزمون پایان ترم (پس آزمون) شرکت کردند. برای بررسی آنکه آیا تفاوت چشمگیری بین گروه ها پس از دوره آموزش فعالیت ها به وجود آمد یک آزمون t نمونه های مستقل انجام شد تا نتایج پس آزمون برای گروه های تحت آموزش مقایسه شود. همچنین یک تحلیل واریانس یک سویه به همراه آزمون تفاوت صادقانه قابل ملاحظه tukey HSD)) به عنوان سنجش پیگیری بعمل آمد تا تفاوتهای احتمالی بین گروه ها را پیدا کند. برای بررسی آن که آیا تفاوت قابل ملاحظه ای بین پیش آزمون و پس آزمون دانشجوها وجود دارد یک سری آزمونهای تی نمونه های برابر به طور جداگانه برای گروه آزمایشی و گروه کنترل 1 به عمل آمد. سپس محققین مقایسه تحلیلی مربوط به گزینه های پرسشنامه را انجام دادند و آزمون همبستگی تمام داده های به دست آمده از آزمونها و گزینه های پرسشنامه را انجام دادند. نتایج نشان داد که آموزش فعالیت ها در این محیط به طور چشمگیری منجر به نتایج بهتر آزمون شده است، جاییکه آمار مربع اتا میزان تاثیر زیادی را نشان داد. به علاوه اطلاعات به دست آمده از مصاحبه نیمه ساختارمند نتایج تحقیق را تایید کردند.
    کلیدواژگان: آگاهی بخشی، فعالیتهای یادگیری خودگردان، آموزش، فراگیران ایرانی زبان انگلیسی، آزمون پیشرفت تحصیلی
  • منصور گنجی *، داریوش نژاد انصاری صفحات 110-123
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  • Hassan Soodmand Afshar *, Somaye Tofighi, Maryam Asoodeh, Naser Ranjbar Pages 1-15
    This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alternative assessment (AA), teaching experience, academic degree and gender on their assessment literacy. To this end, 106 EAP teachers (74 males and 32 females) holding PhD degree (N=77) or MA/MSc degree (N=29) in different fields of study selected based on convenience sampling, participated in the study. The participants completed Classroom Assessment Literacy Inventory (CALI) developed by Mertler and Campbell (2005). The results of descriptive statistics indicated that observation, as one form of AA, was used most frequently by EAP teachers. The results of Independent Samples t-test showed that EAP teachers’ knowledge of AA significantly differentiated them in terms of assessment literacy. The results of Independent Samples t-test further showed that there was no significant difference between male and female EAP teachers regarding their assessment literacy, while EAP teachers who held Ph.D. degree possessed significantly higher levels of assessment literacy compared to their MA/MSc-holding counterparts. Moreover, the results of one-way ANOVA indicated that EAP teachers’ years of teaching experience had no significant effect on their assessment literacy. The interview results also indicated that half of the participants were either unfamiliar (33%), or had low familiarity (17%) with AA. It was also revealed that lack of knowledge of AA and overcrowded classes were two main reasons for the EAP teachers’ lack of use of AA. Furthermore, the majority of the participants who did not use AA, reported they mainly used summative assessment instead.
    Keywords: alternative assessment, assessment literacy, Gender, Teaching Experience, Academic Degree
  • Mohammad Zohrabi *, Parya Tadayyon, Leila Dobahkti Pages 16-31
    It is obvious that vocabulary lies in the center of language learning and communication. This issue shows that vocabulary has a vital role in mastering all the skills of a language. Vocabulary Learning Strategies (VLS) facilitate the process of learning lexical items. The present study investigated the role of two specific strategy types in vocabulary learning, including rote and contextualized among Iranian elementary EFL learners. The design of the study was quasi-experimental, which consisted of two experimental groups and one control group. Some sixty Iranian elementary female students were selected (twenty per group). They were selected according to the results of the Quick Placement Test (QPT). Before the treatment a pretest was administered. Then, the participants were taught thirty vocabulary items in three sessions from the book named “Borrons’ 1100 essential words”, in two methods. The control group didn’t receive any of these strategies. Afterwards, two posttests (immediate and delayed) were administered. The data analysis was carried out by SPSS software. It is revealed that the Contextualized strategy group (Mean=37.3500) outperformed the Rote (Mean=35.9000) and control (Mean=25.7500) groups. The results of this study can be helpful for both the teachers and students to apply this strategy in the process of teaching and learning vocabulary items.
    Keywords: Rote memorization, Contextualized memorization, strategy, Vocabulary Learning Strategies
  • Yousef Bakhshizadeh Gashti * Pages 32-44
    The present quasi-experimental study mainly investigates the role of literature as input for reading comprehension in Iranian EFL classrooms. To be more exact, it investigates the effects of authentic and simplified literary texts on the reading comprehension of Iranian advanced EFL learners. The participants were 35 male and female Iranian EFL learners who were at advanced level, studying in a private language institute in Tehran, Iran. They were randomly divided into three groups, each group receiving a particular type of text: general academic texts in control group, authentic literary texts in one of the experimental groups, and simplified literary texts in the other experimental group. After the administration of CAE reading comprehension pre-test, holding 15 sessions of treatment, and another CAE reading comprehension as post-test, the collected data were analyzed using one-way ANOVA by SPSS software. The results showed that using both simplified literary texts and authentic literary texts, as replacements for general academic text, had a positive effect on the reading comprehension of advanced Iranian EFL learners. In addition, there was not any significant difference between the effectiveness of simplified literary texts and authentic literary texts.
    Keywords: reading comprehension, Literature, Authentic Literary Texts, literary texts, General Academic Texts
  • Sedigheh Vahdat *, Zohre Shooshtari, Anahita Bordbar Pages 45-61
    Processability Theory, a component of the cognitive approach to second language acquisition tries to enhance understanding of how the interlanguage knowledge systems can be restructured by second language learners (Pienemann, 1998, 2015). The present study intended to run a similar investigation into the syntactic development of Right-Brain and Left-Brain Dominant Iranian EFL learners based on Processability Theory (Pienemann, 1998, 2015).185 Iranian university students took part in this study. They received a Demographic Questionnaire, the Hemisphere Dominance Inventory (DHI), a validated researcher-made grammar test designed based on the stages of Processability Theory. To analyze the data classical item analysis was used. Results pertained to the research questions revealed that the stages predicted by Processability Theory did not account for the Iranian Left and Right-Brain Dominant EFL learners in learning syntax. Results of this study indeed showed that the difficulty level of different grammatical structures presented by Pienneman in PT did not match the difficulty order obtained in this study by Left and Right-Brain Dominant EFL respondents.
    Keywords: processability theory, Syntactic development, Left-Brain Dominant Learner, Right-Brain Dominant Learner
  • Majid Maghami, Saeed Mehrpour *, Alireza Ahmadi Pages 62-77
    This study set out to examine the effect of explicit consciousness-raising of autonomous learning activities on a group of students’ General English achievement test scores following a mixed methods design. At the beginning of the study, four intact classes were selected based on their availability, of which one class was assigned to the experimental group and the others to the control groups, through random assignment. The treatment groups received a 10 session treatment on a number of autonomous learning activities to be done outside the classroom after the midterm exam which functioned as the pretest. At the end of the semester and after the treatment, all the four groups took the final exam (the posttest). An independent-samples t-test was conducted to compare the posttest scores for treatment and no-treatment groups, and one-way ANOVA was run followed by Tukey HSD as a follow-up measure to find out the probable differences between the groups. To check the probable significant differences between students’ pretest and posttest scores, a set of paired-samples t-tests was run separately for the experimental group and control group 1. Then, the researchers conducted descriptive analysis related to the questionnaire items and checked the correlation of all the data taken from the tests and the questionnaire items. The results indicated that the treatment significantly led to better test scores in this context, where the eta squared statistic indicated a large effect size. In addition, the semi-structured interview data confirmed the results.
    Keywords: Consciousness Raising, Autonomous Learning Activities, treatment, EFL learners, achievement test
  • Sousan Sattar Boroujeni, Azizeh Chalak *, Hossein Heidari Tabrizi Pages 78-92
    Introducing effective approaches and providing equal opportunities for all language learners at any level of language knowledge to learn successfully seems to be an asset. In this study, the role of employing Partnership Approach (PA) to teach speaking to undergraduate EFL students through Streaming/Homogeneous-Grouping of the learners in Mixed-Ability classrooms was examined. A quasi-experimental research method was employed and 72 Iranian male and female undergraduate students majoring in TEFL whose ages ranged from 19-24 participated in the study. The study comprised three experimental and three control groups in high, low, and mixed language-ability levels based on the results of an Oxford Quick Placement Test (OQPT) so that there were 12 students in each group. The findings indicated that among the streamed experimental groups, low-ability students did not significantly develop their speaking ability. On the contrary, low-ability students benefited from the mixed-ability teaching more than the other students both in the control and the experimental groups. Mixed-ability and high-ability students in the experimental group significantly outperformed their counterparts in the control group. Low-ability students in the control group outperformed their counterparts in the experimental group. This study has the potential to develop new insights and ideas which can be adapted by both EFL teachers and students in different educational settings. The processes and outcomes of the study can be adapted for use in other disciplines to examine the effect of ability grouping and partnership on the individuals’ overall success.
    Keywords: Engagement, Mixed-Ability Language Classrooms, Partnership Approach, Streamed Language Classrooms
  • Nader Asadi Aidinlu *, Fahimeh Farjami, Haniyeh Davatgari Asl Pages 93-109
    Demotivating factors can negatively influence the learners’ attitudes in learning English language. In the present study, demotivating factors and the strategies used to reduce demotivation among Iranian EFL learners were explored through both qualitative and quantitative research methods. İn the qualitative part of the study, semi-structured interviews including two main open-ended questions were done to construct two Sources of Demotivation and Demotivation Reduction Strategies Questionnaires. Then, in the quantitative part of the study, the correlations between EFL learners’, novice and experienced teachers’ perceptions of demotivating factors and strategies learners use to reduce demotivation were explored. Forty Intermediate level EFL learners including 22 female and 18 male learners who attended the classes at Iran Language Institute (ILI) in Tehran, Iran and 200 teachers including 137 experienced teachers and 63 novice teachers who worked at different branches of Iran Language Institute (ILI) in Tehran, Iran were participated in the research project. The qualitative data were analyzed through coding and factor analysis. İn addition to 40 strategies to reduce demotivation in EFL classrooms, quality of teaching, teachers’ characteristics, classroom environment, institute’s facilities, language anxiety, and students’ characteristics were identified as the demotivating factors. Additionally, the findings showed a statistically significant correlation between EFL learners and teachers’ perception of learners’ demotivation and strategies to reduce demotivation and between experienced and novice teachers’ perception of learners’ demotivation and strategies to reduce demotivation too. It was concluded that demotivation is a multidimensional construct containing six components in Iranian context of foreign language learning.
    Keywords: Demotivation, Demotivating Factors, Demotivation Reduction Strategies, EFL teachers, EFL Learning Context
  • Mansoor Ganji *, Dariush Nejad Ansari Pages 110-123
    The use of collaborative classroom interactional tasks is on the rise recently since they incorporate the negotiation of meaning and thus they may be regarded as one of the most efficient ways to ease a learner’s focus on form. This study investigated the immediate and long-term effects of reconstruction editing task on the learning of 20 academic vocabulary items through using five reconstruction editing tasks. Of interest was whether the number of students in the interaction groups made any considerable difference in the gains of vocabulary knowledge in the groups under study. Based on convenience sampling, some 30 teenage students of two intermediate level classes studying Top Notch course at a language institute in Isfahan volunteered to participate in the study. Having taken a teacher-made pretest, group A with 14 students did the reconstruction editing task in pairs, but the 16 students of group B did the task in groups of four. Then, they took an immediate and a delayed posttest. Comparing the performance of each group before and after the treatment through paired samples t-test, it was revealed that both methods led to a big increase in the knowledge of vocabulary items, but no significant difference was found between the effects of these two methods as demonstrated by the immediate posttest. However, the group which did the tasks in groups outperformed the pair group in the delayed posttest which was administered one month after the immediate posttest. Thus, output tasks are advised to be utilized in reading-oriented courses such as English for Specific Purposes (ESP) to involve the learners more in the learning process and create a more learner-centered atmosphere.
    Keywords: Output Task, Editing Task, vocabulary learning, Reconstruction Task, Group Size