فهرس المقالات Source Culture

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - An Account of Iranian EFL Learners’ Reading Comprehension in a Culture-Based Instructional Environment: Does Gender Play a Role?
  Ehsan Namaziandost Sajad Shafiee
  10.30486/relp.2021.1930923.1275
  One of the major issues in language learning classrooms is familiarity with the cultural perspective of reading materials. Learners' insufficient knowledge of the target culture of language brings about some difficulties to understand the target reading materials. Conse أکثر

  One of the major issues in language learning classrooms is familiarity with the cultural perspective of reading materials. Learners' insufficient knowledge of the target culture of language brings about some difficulties to understand the target reading materials. Consequently, learners' motivation to learn the new language would be diminished. Thus, the current study aimed to investigate the impact of teaching cultural materials on improving Iranian EFL learners’ reading comprehension across two genders. To this end, 150 upper-intermediate male (n = 75) and female (n = 75) EFL learners out of 250, were selected through administering an Oxford Quick Placement Test (OQPT). The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC), and group C (Culture-Free = CF). Then, a reading comprehension pretest was administered to assess the participants’ reading comprehension at the beginning of the course. After the pretest, the researchers practiced the treatment on the three groups. Each group received reading comprehension materials that reflected a particular culture. During the treatment, some reading passages related to American and English culture (for group A), Persian culture (for group B), and culture-free materials (for group C), were taught. Finally, a posttest of reading comprehension was administered after the treatment. The results showed that teaching culturally oriented materials improved the Iranian EFL learners’ reading comprehension better. Furthermore, the findings demonstrated that there was no significant difference between male and female learners’ reading comprehension posttest. In light of the findings, a number of conclusions are drawn and several implications are put forward. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - Iranian EFL Learners’ Attitudes towards Target and Source Cultures
  غلامرضا عباسیان مژگان کوه پایه زاده غلامرضا اصغرپور
  Maintaining that language and culture are interwoven to the extent that learning the former is largely dependent on the latter, this study aimed to investigate the attitude of Iranian English as Foreign Language (EFL) Learners of Tehran South Branch of Islamic Azad Univ أکثر

  Maintaining that language and culture are interwoven to the extent that learning the former is largely dependent on the latter, this study aimed to investigate the attitude of Iranian English as Foreign Language (EFL) Learners of Tehran South Branch of Islamic Azad University (both undergraduates and postgraduates) towards the learning of the cultural aspects of language, both the target and source cultures, in their EFL classrooms. To this end, a quantitative approach was employed and a Likert scale questionnaire was designed. Fifty EFL learners were randomly invited to answer the questionnaire in relation to their attitude being exposed to the culture of target language. The findings of the chi-square test indicated that the Iranian undergraduate and postgraduate EFL learners consider culture as an important element in learning the target language. Both the culture of the source language and the culture of the target language were deemed important while learning a second language. The findings of this study also showed that postgraduate EFL learners have more intension to learn more about the culture of both source and target language than undergraduate EFL learners in Iran. تفاصيل المقالة