جستجوی مقالات مرتبط با کلیدواژه « فعالیت » در نشریات گروه « ادبیات و زبان ها »

This paper investigates the effectiveness of those activities which are based on all types of strategies for teaching conversational skills. These strategies are practiced in the form of 17 activities and their effectiveness on the oral language performane of Persian learners has been investigated. The second language learning strategies in this research are dependent on two Kuhn''s paradigms and include «learning» and «using» second language. The former consists of recognition and acceptance of materials¡ distinction from other materials¡ categorizing them for a better learning¡ constant involvement with materials¡ using common memorization methods for rehearsal to improve natural conversation learning. The teacher''s Linguistics and Iranology knowledge in choosing teaching materials¡ producing similarities and differences in two languages¡ lexical and syntactic categorizations of activities based on the first to the third strategies were implemented in the classroom. Informal gatherings¡ appropriate assignments of certain tasks like memorizing the dialogues or proverbs were practiced for the fourth and the fifth strategies. These strategies were applied on 19 undergaduate intermediate Persian language learners¡ with Slav mother tongue in 5 successive semesters from 2011 to 2013. In this research¡ it was affirmed that there is a positive correlation between using strategic activities with the improvement of converational skill of language learners. That is¡ the more learners are active in the activities related to strategies¡ the better they become in the conversational skill.

Being aware of the positive effect of teaching vocabulary to enrich lexical knowledge, the present study aims at investigating the impact of explicit teaching (and its two modes: verbal and visual) and task-based instruction on the vocabulary achievement of Iranian EFL learners. On the basis of Cambridge Placement Test, the participants of the study were randomly selected from among 94 intermediate EFL learners, from which 75 were randomly assigned into three verbal, visual and tasked-based groups. All groups were required to use the same textbook and ancillary materials. The groups were taught a set of vocabulary selected from Harrington Elster’s Verbal Advantage (2000) employing verbal techniques of synonymy and exemplification to the verbal group; visual aids of pictures, flashcards, and PowerPoint presentation to the visual group; and some teacher-made tasks to the task-based group. A post-test was administered at the end of the course to measure the difference between the achievements of the three groups with respect to the type of vocabulary teaching techniques employed for each group. Results of One-way ANOVA and Scheffe test revealed effective superiority of task group performance over the other groups and visual group over verbal group. It might be concluded that to enhance EFL learners’ lexical knowledge, task-based instruction is more effective than visual or verbal explicit instruction. The findings of this study may have significant implications for curriculum designers and EFL teachers.

Choosing convenient materials, collected or compiled on the basis of educational principles, is one of the most important points in education. Alongside teaching methods, this issue indicates the significance of curriculum. While teachers almost pay attention to teaching methods, we should not neglect the importance of syllabus design and curriculum besides teaching methods (if not saying that these enjoy more significance than teaching methods). Literature reviews of Language instruction have shown that such curricula have taken a developmental procedure and during recent decades, pure grammatical or meaning-based cases have substituted for more interactive ones. As a new approach, providing a real situation for learners to use the language, task-based curriculum has recently taken a considerable position among the other curricula. The most outstanding feature of this approach is its simultaneous focus on form and meaning and this is based on the idea that language learning is "not for communication" but "through communication". In other words, in this approach, language learning is not to enable learners to do and say things later, but do and say things concurrently with language learning. Taking the importance of developing and compiling proper materials into account to improve language skills especially reading skill on the basis of task-based pedagogical approach, this research was carried out in order to study the different aspects of this approach and to introduce it as a new educational method to improve Persian learners’ reading comprehension skills.