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حرية الوصول المقاله
1 - A Qualitative Study of Experience in Forming Teachers’ Cognition on the Concept of Language Noticing
Zahra Zargaran Mohammad Khatib Parviz Birjandi Masoud Yazdani MoghadamAwareness, in language learning, is a focused area of debate encompassing many different aspects of language teaching research, especially that of grammar. Although the learner’s awareness has been widely taken into account, noticing, which embraces the meaning of أکثرAwareness, in language learning, is a focused area of debate encompassing many different aspects of language teaching research, especially that of grammar. Although the learner’s awareness has been widely taken into account, noticing, which embraces the meaning of awareness, is something that lacks empirical data and literature in teacher’s cognition when it comes to second language teaching studies. Therefore, this qualitative study aimed to explore the teachers’ theoretical and practical cognition in conceptualizing and using noticing in teaching and practicing language; in addition, the congruency between teachers’ theoretical beliefs and actual practices were investigated. To this end, a total of 30 novice and experienced teachers were interviewed and the role of teaching experience as an overarching concept affecting teachers’ beliefs and performance was detected by using constant comparative analysis. Findings revealed seven conceptual themes out of the collected data as pedagogical effects, type of input, skill type, when to notice, noticing techniques, time allocation, and measurement. Then, six teachers from the same sample group were observed for possible inconsistencies in their teaching practices and their cognition about the concept. The discrepancies between the teachers’ stated beliefs and actual practices revealed that teaching experience has a relative impact on teacher’s performance. تفاصيل المقالة -
حرية الوصول المقاله
2 - A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing
Reza Rezvani Mohsen KhanzadeResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty stud أکثرResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty students from an intact class of general English course participated in this study. During the semester, an extended paragraph from which 18 target words were perceptually enhanced using boldfacing and Emoji stickers or were left untouched was distributed to the participants using the smartphone Telegram application. After 45 minutes, they received a set of post-reading vocabulary questions through Telegram and were asked to type the answers and send them back to the examiner. The results of Repeated Measures ANOVA indicated that both textual enhancement techniques had a significantly positive effect on their vocabulary noticing. The paper discusses the findings and implications for both EFL teachers and language learning materials developers. تفاصيل المقالة -
حرية الوصول المقاله
3 - Communication Strategies Revisited: Looking beyond Interactional and Psycholinguistic Perspectives
Vahid Rahmani Doqaruni حسین نجاریSecond language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactio أکثرSecond language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactional approaches that currently dominate the field of second language acquisition (SLA). In this way, it expands the significance of CSs by examining the other important dimensions of language within L2 contexts that affect/are affected by CSs. The new paths to dealing with CSs proposed in this paper rely on three aspects. First, the abundant use of CSs in non-native teacher talk within L2 classroom contexts is dealt with. Second, the neglected role of discourse-based CSs in previous studies is taken into account. Third, the particular relevance of CSs to noticing function of output hypothesis is considered. By challenging prevailing views and concepts, and by critically examining theoretical assumptions, the ultimate goal is to argue for a re-conceptualization of CSs within SLA research. تفاصيل المقالة -
حرية الوصول المقاله
4 - The Effect of Textual Enhancement Techniques on the Acquisition of Passive Form
ایرج خوشنویس Zohreh MikaeliThis experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into th أکثرThis experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement. تفاصيل المقالة -
حرية الوصول المقاله
5 - The Effect of Explicit Instruction of Formulaic Sequences on Oral Proficiency Improvement of Young Iranian EFL Students
Yousef Bakhshizadeh Masoud Rahimi Domakani Maryam RajaeiAbstract This study aimed to shed light on young Iranian EFL students’ oral proficiency improvement through explicit instruction of formulaic sequences (FSs). This pretest-posttest quasi experimental study was conducted in a bilingual school in Shahrekord, Iran. A أکثرAbstract This study aimed to shed light on young Iranian EFL students’ oral proficiency improvement through explicit instruction of formulaic sequences (FSs). This pretest-posttest quasi experimental study was conducted in a bilingual school in Shahrekord, Iran. Accordingly, based on ACTFL OPI test, two groups of low intermediate students with age range of 11 to 12 were chosen to be assigned as control and experimental groups. The control group with 20 participants continued its regular instruction focusing on analytic grammar rules and discrete vocabulary, while the experimental group with 40 participants received explicit FSs-based instruction through readings, by adopting a teaching procedure inspired by Lewis’ prescribed strategies for lexicon instruction. After 24 sessions of instruction, the participants were interviewed again, and their oral performance was recorded and transcribed to be scored by two experienced judges. Subsequently, ANOVA results revealed the significant oral proficiency improvement of experimental group in comparison to the control group, pointing to the effectiveness of FSs instruction. تفاصيل المقالة -
حرية الوصول المقاله
6 - Cognitive Style, Awareness, and Learners’ Intake and Production of Grammatical Structures
Parviz Maftoon Ghafour RezaieThis study investigated how awareness affected learners’ intake and production in relation to their cognitive styles. It is assumed that learners’ cognitive styles may affect their ability to notice particular features in the input and, consequently, their i أکثرThis study investigated how awareness affected learners’ intake and production in relation to their cognitive styles. It is assumed that learners’ cognitive styles may affect their ability to notice particular features in the input and, consequently, their intake and production. Adult learners of English were exposed to four English structures through four sets of problem-solving tasks, followed by posttest assessment tests. The participants were asked to think aloud while performing the problem-solving tasks, and their voices were recorded. These online think-aloud protocols, along with postexposure questionnaires, were used to assess the three levels of awareness. Learners’ cognitive styles were determined using the Ehrman and Leaver Learning Styles Questionnaire. Results indicated that (1) cognitive styles did not have any significant impact on levels of awareness reported in the think-alouds; (2) cognitive styles did not significantly affect the intake of the target structures; and (3) cognitive styles were not significantly related to the production of the target structures. تفاصيل المقالة -
حرية الوصول المقاله
7 - Experienced and Novice Teachers’ Cognitive Construction of the Noticing Concept in Language Teaching
زهرا زرگران Mohammad Khatib Parviz Birjandi Massood YazdanimoghaddamThe language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ أکثرThe language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ cognition in conceptualizing noticing concept was the main aim of this research. The study was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. A total sample of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Subsequently, 60 teachers responded to the NCI. The empirical findings from the first phase of the study revealed seven noticing constructs, namely 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time, and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. تفاصيل المقالة -
حرية الوصول المقاله
8 - Noticing through Input Enhancement:Does it Affect Learning of the Conditionals?
Mojgan RashtchiThe purpose of the present study was to determine whether noticing through input enhancement had any impact on the acquisition of English conditional sentences in Iranian EFL learners. Two intact classes with 26 female students in each were chosen. A proficiency test ad أکثرThe purpose of the present study was to determine whether noticing through input enhancement had any impact on the acquisition of English conditional sentences in Iranian EFL learners. Two intact classes with 26 female students in each were chosen. A proficiency test administered at the commencement of the study showed that the two groups were homogeneous in terms of their language proficiency. The standardized achievement pretest signified that the two groups were unfamiliar with the target structures prior to the treatment. The study employed a pre test post test non-equivalent groups design with two groups. The Enhanced group (Experimental group) received a set of materials in which the If-clauses were enhanced through enlargement and different combinations of bolding, italics, and underlining; whereas, the Unenhanced group (Control group) received the same set of texts with no enhancement on If-clauses. The independent t-test computed between the means of the two groups showed that there was a statistically significant difference between the performances of the two groups on the achievement post test. Besides, a retrospection questionnaire for operationalizing noticing was used after the treatment. The analysis of the students’ answers showed that input enhancement had helped the participants in the experimental group learn the conditional sentences. تفاصيل المقالة -
حرية الوصول المقاله
9 - The Efficacy of Audio Input Flooding Tasks on Learning Grammar: Uptake of Present Tense
Majid Mirzapoor Hamed BarjestehThis study sought to probe the role of input flooding through listening tasks on the uptake of simple present tense and the present progressive tense among pre - intermediate English a s Foreign Language ( EFL ) learners. To comply with the objective, an experimental de أکثرThis study sought to probe the role of input flooding through listening tasks on the uptake of simple present tense and the present progressive tense among pre - intermediate English a s Foreign Language ( EFL ) learners. To comply with the objective, an experimental design was adopted. 55 pre - intermediate learners participated in the study. They were randomly divided into one control group, non - flooding group (NFG, N= 17), and two experim ental groups including pre - task input flooding group (pre - IFG, N= 18) and post input flooding group (post - IFG, N=20). Pre - IFG received pre - task flooding while post - IFG received a post - task input flooding. To probe their improvement , the r e- searchers admini stered a posttest on grammar to all three groups . A one - way ANOVA was run and the findings revealed that the three groups were homogeneous at the onset of the intervention. The results demonstrated that both pre - IFG and post - IFG were equally effective on t he uptake of the ta r- get grammati cal forms and that the two groups outperformed NFG. The findings have implications for EFL teachers and materials developers. تفاصيل المقالة -
حرية الوصول المقاله
10 - Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching
زهرا زرگران Mohammad Khatib Parviz Birjandi Massood YazdanimoghaddamLanguage teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conce أکثرLanguage teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conceptualizing noticing concept was the main aim of this research. It was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. Therefore, a total population of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Then, 60 teachers from both groups did the questionnaire and a t-test was carried out. The empirical findings from the first phase of the study revealed seven noticing constructs namely as 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. Teaching experience is a dynamic entity and other operational definitions might change the result; however, findings of the research will be of a valuable pedagogical framework. تفاصيل المقالة -
حرية الوصول المقاله
11 - Providing Computer-Based Feedback through Grammarly® in Writing Classes
محسن اشرف گنجویی Mohammad Javad Rezai Seyedeh Elham ElhambakhshThis study aimed at evaluating the impact of Grammarly® software as a new technology-based immediate corrective feedback on improving EFL learners’ writing achievements. To this end, 40 sophomore Iranian EFL students from Islamic Azad University, Kerman Branch أکثرThis study aimed at evaluating the impact of Grammarly® software as a new technology-based immediate corrective feedback on improving EFL learners’ writing achievements. To this end, 40 sophomore Iranian EFL students from Islamic Azad University, Kerman Branch, were selected. Before initiating the 15-session treatment, a pretest including 20 questions based on four different variables such as definite and indefinite articles, punctuations, passive voice, and correct spelling was administered. The participants were randomly divided into control and experimental groups. At the end of the treatment and based on the principles of noticing hypothesis, a posttest was administered to evaluate the impact of each intervention on the final writing skill in each group. Employing the independent samples t-test, the data analysis revealed that there was a significant relationship between the use of Grammarly® software and learners’ writing achievement in each of the four writing skills variables. The experimental group outperformed the control group. In addition, the results indicated that utilizing Grammarly® software had a positive effect on EFL learners’ attitudes. The pedagogical implications of this study are that both teachers and students should learn to employ different technology-based applications to improve language learning. تفاصيل المقالة
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