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Open Access Article
1 - The Effect of Different Types of Classroom Tasks on Learning New Vocabulary of a New Lesson by Iranian EFL Learners; With a Focus on High School English Books: Vision 2
Ataollah Rahimzadeh Ramin Rahmany Bahador SadeghiLearning the new vocabulary of a new lesson by high school students before starting to teachthe whole of lesson in every session is the main concern of the writer of this study as anEnglish teacher. So the purpose of the present study is introducing some practical class MoreLearning the new vocabulary of a new lesson by high school students before starting to teachthe whole of lesson in every session is the main concern of the writer of this study as anEnglish teacher. So the purpose of the present study is introducing some practical classroomtasks (such as, working with oxford dictionary for looking up the definitions, synonyms,antonyms and examples of new words, sentence writing, paragraph writing, compositionwriting, flash card making, storytelling and box –play method as a word learning game) forhelping the students to learn the new vocabulary before beginning to teach the new lesson. Asthe writer of this study is teaching the English books of Vision2(one student book and onework book) in high school to eleventh grade students in the range of 17-18 years old inQazvin province, in Abyek township in Emam Ali High school (2017 – 2018), he performsand uses different classroom tasks as a practice for learning the new vocabulary beforestarting to teach a new lesson .In this way the writer as an English teacher observes that whenhe uses different classroom tasks for learning and practicing the new vocabulary , thestudents learn the new vocabulary and understand the new lesson better than when the teacherdoes not perform task-based practices in the classroom or maximum performs one or twoclassroom tasks. The students of a classroom that the teacher uses from different kinds of newvocabulary learning and practicing tasks ,the level of improving vocabulary is high and thestudents of a classroom that the teacher uses only from one or two tasks, the level ofvocabulary learning is low and the students became bored because the classroom isn’t action;and in some cases the students want to learn the new vocabulary with more action methodsthan only repeating the words aloud or looking up the synonyms or antonyms fromdictionary. So the writer as an experienced English teacher suggests to the English teacherstry to perform and use different kinds of classroom tasks for learning the new vocabulary of anew lesson and choose the best ones that are practical and enjoyable for students in theclassroom for next sessions. Manuscript profile -
Open Access Article
2 - The effect of discourse markers on listening comprehension of EFL Iranian high and low proficiency Learners
Neda Javadi Ramin RahmanyThis research was designed to investigate the effects of discourse markers on EFL Iranianlearners' listening comprehension. Fifty eight male and female students took a pre-test as aproficiency test first, 39 students out of 58 are needed. To gain this aim, a language pr MoreThis research was designed to investigate the effects of discourse markers on EFL Iranianlearners' listening comprehension. Fifty eight male and female students took a pre-test as aproficiency test first, 39 students out of 58 are needed. To gain this aim, a language proficiencytest, i.e., Nelson test will be given to the total participants. After calculating Mean and StandardDeviation, each person with +1SD above the mean will be assigned to high level of languageproficiency and each one with -1SD below the mean will be assigned to low level of languageproficiency. Then they were assigned to two experimental groups and a control group, twentystudents for high level proficiency of DMs group, nineteen students for low level proficiency ofDMs group and nineteen students for control group were selected. During four sessions of thetreatment, each experimental group worked on four listening passages taken from IELTS sample.The participants in two experimental groups were encouraged to think and notice meaningfullyto the DMs and their functions how concepts are linked in listening passages by DMs. Alongwith the experimental groups, the participants in the control group also worked on the differentfour listening passages. At the end, three post tests were performed in one session. Finally OnewayANOVA was used to analyze the results of the control and the two experimental groups’post- tests, and a significant difference was observed in the high proficiency experimental groupof DMs and control groups, but there was not observed any remarkable difference between thelow proficiency group and control group. Manuscript profile -
Open Access Article
3 - The Acquisition of WH questions by Persian and English speaking children
Elham Pirbeig Darvishvanda Ramin RahmanyThis research is case study which was designed to investigate the acquisition of WH-question byPersian and English speaking children between 2 to 4 years old. Four girls and their input wereprecisely analyzed in order to figure how WH-questions are effective in their sp MoreThis research is case study which was designed to investigate the acquisition of WH-question byPersian and English speaking children between 2 to 4 years old. Four girls and their input wereprecisely analyzed in order to figure how WH-questions are effective in their speaking in theirdaily lives. In the current study the subjects were randomly selected and the matter of gender wasnot considered. This study designed to find out how children acquire used to WH-question duringtheir special age. The study was conducted in 44 hours in eighty-four sessions. Each session lastedfor 45, 60, 90 or less than 40 minutes. This study uses real language, real people, Real places toconnect learners of English to the world. All their partners were their parents, peers, and caregiver.Their voice was recorded by a phone in different time and the Persian speech was recordedin Iran and the English speech in the United Kingdom. At last, all their dialogues were analyzedto find out how they learn to use WH-questions. In conclusion, it was found that children who are2-aged presented a large number of WH-questions and 4 aged children use less than WH-questionsin compared with the younger children. The result showed that English girls used more WHquestionthan Persian girls and children who are four aged used more WH-question than childrenwho are two aged in English and Persian. Finding in this research showed that, there are nosignificant relationship between children input and the children feedback. It means that input hasno effect on children acquisition and children acquired WH-question without mirror the input. Atthe end, this research presented some limitations and suggestions for further study. Manuscript profile -
Open Access Article
4 - Critical Thinking and EFL Students’ Performance on Open and Closed Reading Tasks
Abbas Mousavi Behnia Ramin Rahmany -
Open Access Article
5 - The Effectiveness of Shadow-Reading With and Without Written Script on Listening Comprehension of Iranian Intermediate EFL Students.
Meisam Shafiei Ramin Rahmany Ataollah MalekiListening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard liste MoreListening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard listening as themost difficult language skill to learn. In this study, shadowing as an act or task in listening, inwhich the learner tracks the target speech and repeats it immediately as exactly as possible, isrecommended to enhance the students’ listening comprehension skills. More specifically, thisstudy aimed at investigating the effect of shadowing with and without written script on theIranian EFL students’ listening comprehension. Seventy seven participants out of apopulation of ninety nine students were randomly picked through the administration ofPreliminary English Test (PET). The participants were three groups of intermediate level.The First group, did shadow-reading as the first experimental group with written script (groupA); the second group, who did shadow-reading as the second experimental group withoutwritten script (group B); and the third, who acted as the control group (group C or nonshadowing).The data were collected through the administration of a pre- test and a post-test.The analysis of the test scores, using a one-way ANOVA, revealed that the experimentalgroups (A & B) performed statistically better in the test. It also revealed that the shadowingwith written script group performed statistically better than the without written script group. Manuscript profile -
Open Access Article
6 - The Effectiveness of Shadow-Reading With and Without Written Script on Pronunciation of Iranian Intermediate EFL Students
Meisam Shafiei Ramin RahmanyPronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill MorePronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill to learn.In this study, shadowing as an act or task in pronunciation, in which the learner tracks the targetspeech and repeats it immediately as exactly as possible, is recommended to enhance thestudents’ pronunciation. More specifically, this study aimed at investigating the effect ofshadowing with and without written script on the Iranian EFL students’ pronunciation. 77participants out of a population of 99 students were randomly picked through the administrationof Preliminary English Test (PET). The participants were three groups of intermediate level. TheFirst group, containing 27 students, did shadow-reading with written script (group A); the secondgroup comprising 25 students, who did shadow-reading without written script (group B); and thethird, consisting of 25 learners, who acted as the control group. Each shadowing lesson wasconducted with the detailed instructions as recommended by Kadota and Tamai (2004). The datawere collected through the administration of a pre- test and a post-test. The analysis of the testscores, using a one-way ANOVA, revealed that the experimental groups (A & B) performedstatistically better in pronunciation. It also revealed that the shadowing with written script groupperformed statistically better than the without written script group. The implications of this studyare that shadowing, as a fruitful technique, can be incorporated into the teaching of thepronunciation to the EFL students. Manuscript profile -
Open Access Article
7 - Acquisition of Tense by Persian and English Speaking Children Between 2 to 4 Years Aged
Maryam Babanezhad Ramin RahmanyThis research is case study which was designed to investigate the acquisition of tense by Persian and English speaking children between 2to4 years aged. Four girls were precisely analyzed in order to figure how the tense of verbs is effective in their speaking that lear MoreThis research is case study which was designed to investigate the acquisition of tense by Persian and English speaking children between 2to4 years aged. Four girls were precisely analyzed in order to figure how the tense of verbs is effective in their speaking that learners need to succeed in their daily lives. The subjects were randomly selected to study and the matter of gender was not considered. The study uses real language, real people, real places to connect learners of English to the world. In order to find out if the learners succeed to speak more fluent during their special age. The study was conducted in 12 hours in twelve sessions, three sessions for each child in about one month, each session lasted about 1 hours. All their partners were their parents, peers, and care-giver. Their voice was recorded by a phone. At last, all their dialogues were analyzed to find out how they state verb tenses. At last, it was found that children who are 2 aged use a few verb in the past tense and use more widely in present tense. And 4 aged children presented a large number of present tense and more past tense verbs consequently their speaking is more fluent in compared with the younger children. Manuscript profile -
Open Access Article
8 - Iranian EFL learners’ knowledge of overt pronoun constraint in English
Samaneh Afrazi Kalvir Ramin RahmanyThe present study aims to investigated Iranian L2 speaker`s knowledge of the overt pronounconstraint (OPC) in English. It also aims to examine L2 learners understanding of UniversalGrammar (Chomsky 1981, 1986, 2000, 2001) and if it is common to all languages. Specifical MoreThe present study aims to investigated Iranian L2 speaker`s knowledge of the overt pronounconstraint (OPC) in English. It also aims to examine L2 learners understanding of UniversalGrammar (Chomsky 1981, 1986, 2000, 2001) and if it is common to all languages. Specifically,this study takes a new look at the L2 acquisition of knowledge of the overt pronoun constraint(Montalbetti 1984) by Persian learners of English. The current work examines whether Iranianlearners of English can obtain native-like knowledge of OPC in their sentences. Forty femalelearners of English (intermediate and advanced) completed three tests, a Pet test and an EnglishOPC test with a Persian OPC test at the Kish English Language Institute in Tehran, Iran. Thesecomprised a multiple choice test for English language proficiency (PET test) to determine thelevel of each participant, and a multiple choice OPC test including English and Persian questionsto measure the possible effect of null or overt pronoun structures in sentence construction,evaluating the participants` knowledge of OPC usage. Results from the experiment show that L2speakers can successfully achieve knowledge of the OPC regardless of pronoun position in theirtarget language in both levels. However, the advanced level candidates performed much betteron the OPC construction in the English test than those in the intermediate. There was asignificant dependency between the English language proficiency level and the understanding ofOPC structures. We believe that language proficiency affects the use of OPC in learners ofPersian, suggesting that OPC may not hold true in different situations. The findings of thecurrent study may have suggestions for L2 learners and teachers. Manuscript profile -
Open Access Article
9 - The effect of discourse markers on intermediate learners’ listening comprehension
Neda Javadi Ramin RahmanyThis research was designed to investigate the effects of discourse markers on EFL Iranian learners' listening comprehension. Fifty eight male and female students took a pre-test as a proficiency test first, 39 students out of 58 are needed. To gain this aim, a language MoreThis research was designed to investigate the effects of discourse markers on EFL Iranian learners' listening comprehension. Fifty eight male and female students took a pre-test as a proficiency test first, 39 students out of 58 are needed. To gain this aim, a language proficiency test, i.e., Nelson test will be given to the total participants. After calculating Mean and Standard Deviation, each person with +1SD above the mean will be assigned to high level of language proficiency and each one with -1SD below the mean will be assigned to low level of language proficiency. Then they were assigned to two experimental groups and a control group, twenty students for high level proficiency of DMs group, nineteen students for low level proficiency of DMs group and nineteen students for control group were selected. During four sessions of the treatment, each experimental group worked on four listening passages taken from IELTS sample. The participants in two experimental groups were encouraged to think and notice meaningfully to the DMs and their functions how concepts are linked in listening passages by DMs. Along with the experimental groups, the participants in the control group also worked on the different four listening passages. At the end, three post tests were performed in one session. Finally One-way ANOVA was used to analyze the results of the control and the two experimental groups’ post- tests, and a significant difference was observed in the high proficiency experimental group of DMs and control groups, but there was not observed any remarkable difference between the low proficiency group and control group Manuscript profile -
Open Access Article
10 - The Effect of Neurofeedback on Iranian EFL Dyslexic Students
Ramin Rahmany Neda AbdiThis research was designed to investigate the effects of neurofeedback on dyslexic students.Dyslexia is one of the most common psychiatric disorders of reading between children in schools.This research includes pre-test and post-test of Persian and English passages with MoreThis research was designed to investigate the effects of neurofeedback on dyslexic students.Dyslexia is one of the most common psychiatric disorders of reading between children in schools.This research includes pre-test and post-test of Persian and English passages with a group of sevenPersian dyslexic students with IQ between 95 to 105 were randomly selected from 25 dyslexicstudents (7 to 12 years old) which has been performed at Nima Ushij primary school in Tehran.The research tools were four English and Persian reading passages and neurofeedback system.After a six months treatment course by neurofeedback, finally t-test was used to analyze the resultsof pre and post-test to find whether neurofeedback was effective on their reading disability.Dyslexic children performed perfectly (except two brothers called maybe foe genetic reason) onreading after neurophysiology treatment and a significant difference was statistically observedbetween their pre and post-test reading performance. At last, an oral interview was administeredwith parents to identify their children's improvement. Most parent were satisfied with the treatmentand even expressed the neurofeedback effects on their children's self-confidence in personal life.With respect to the results of the research, neurotheraphy is highly efficient and it will increaseintelligence and mental capabilities and even self-confidence and reduces difficulties for readingof dyslexic students. Manuscript profile -
Open Access Article
11 - The effect of teaching the etymology of words to learn and reinforce vocabulary by Iranian children
Ramin Rahmany Houtan GolzarniaThis study was an attempt to investigate the effect of teaching morphemes on young EFLlearners. To this end, 23 young EFL learners in two different classes who studied at intermediatelevel were selected to participate in the present study. The participants were divided MoreThis study was an attempt to investigate the effect of teaching morphemes on young EFLlearners. To this end, 23 young EFL learners in two different classes who studied at intermediatelevel were selected to participate in the present study. The participants were divided into twogroups. One of the groups was treated as experimental and the other one was considered as thecontrol group. Furthermore, the pre-test of word parts was administered to both groups. Theresearcher chose 27 prefixes, suffixes, and roots and taught the selected morphemes to theexperimental group in 9 sessions. At last, the researcher administered post-test to both groups. Theresults showed that experimental group outperformed the control group regarding their knowledgeof word parts. It should be noted that the present study has some implications for teachers, materialdevelopers, and EFL learners. Manuscript profile
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