List of articles byMansour Koosha

Article

1 - New Perspective in PROSPECT: An Assessment of Strengths and Weaknesses of Iranian Second Year Junior High School English Textbooks

Narges Sardabi Mansour Koosha

Research in English Language Pedagogy , Issue 1 , Year , Spring 2016

Textbook design and evaluation has recently turned into a very important area in English Language Teaching. This paper evaluates the English textbooks taught in Iranian Junior high schools: Right Path to English which was the medium of instruction until 2013 and the rec More

Textbook design and evaluation has recently turned into a very important area in English Language Teaching. This paper evaluates the English textbooks taught in Iranian Junior high schools: Right Path to English which was the medium of instruction until 2013 and the recently designed textbook-Prospect- which replaced it. For this purpose, Tucker’s (1975) textbook evaluation model was employed to conduct the research. The advantages and shortcomings of the textbooks are discussed in detail with reference to three major criteria extracted from this model. The results indicate that even though Prospect does not cover up some of the inadequacies and deficiencies of RPE, the development of a textbook based on Communicative Language Teaching syllabus is, to a great extent, a step forward towards constructing an up-to-date series for teaching English in Iranian schools. Results of this study have implications both for teaching and materials development. Manuscript profile

Article

2 - The Effect of CA-based vs. EA-based Error Correction on Iranian EFL Intermediate Learners’ Lexical Errors of Writing

Parvin Moazamie Mansour Koosha

Research in English Language Pedagogy , Issue 4 , Year , Winter 2013

The present study aimed to investigate the effect of CA- based vs. EA- based error correction on the improvement of the EFL intermediate learners’ Lexical Errors of writing. Forty intermediate students, all males, studying in an English Language Institute in Golp More

The present study aimed to investigate the effect of CA- based vs. EA- based error correction on the improvement of the EFL intermediate learners’ Lexical Errors of writing. Forty intermediate students, all males, studying in an English Language Institute in Golpayegan participated in this study. After detecting the participants’ errors, the lexical errors were classified into two categories, EA- based and CA-based errors. The errors which were because of the infuence of L1 on L2 were classified as CA-based errors and the errors which were because of the lack of target language proficiency were classified as EA-based errors. Then, the Wilcoxon Test was used to investigate the effect and the improvement of learners’ lexical errors by EA-based and CA-based error correction. The results of the study showed that there is no significant difference between EA-based and CA- based error correction in the improvement of the participants’ lexical errors. Manuscript profile

Article

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Azizeh Chalak Parviz Birjandi S. Esmail Hosseini Ahmad Reza Jafari Dehkordi Omid Tabatabaei Sondos Mansouri Amir Farzad Ashouri Mansour Koosha Sahar Najarzadegan Ahmad Reza Lotfi MohammadAli Nadi Mohsen Salimian Fakhri Shatalebi Nader Soleimani Mansoor Tavakoli Omid Tabatabaei Hossein Bagheri Hossein Heidari Tabrizi Zahra Fotovatnia GholamReza Akbari Behrouz Nouri Samani Safura Masaeli GholamReza Zareie Naser Abasszadeh Narges Saeedian

Research in Curriculum Planning , Issue 2 , Year , Autumn 2010

Manuscript profile

Article

4 - Towards a Reappraisal of Literary Competence within the Confines of ESL/EFL Classroom

Mohammad Mahdi Sharifi Mohammad Reza Talebinejad Mansour Koosha Akbar Afghari

International Journal of Foreign Language Teaching & Research , Issue 5 , Year , Autumn 2013

The present paper aimed at highlighting the judicious incorporation of literary genres (i.e. novel, short story/fiction, drama, and poetry) as a supposedly inspiring teaching technique and an allegedly potent learning resource into ESL/EFL curricula. The rationale behin More

The present paper aimed at highlighting the judicious incorporation of literary genres (i.e. novel, short story/fiction, drama, and poetry) as a supposedly inspiring teaching technique and an allegedly potent learning resource into ESL/EFL curricula. The rationale behind this pedagogical inclusion is to promote both teaching and learning effectiveness through capitalizing intensively on the genres so as to teach basic language skills and language areas- macro and micro levels. Much mention was made of the 'why' (i.e. justification and benefits), the 'how' (i.e. logistical considerations), the 'where' and the 'when' (i.e. spatiotemporal factors) aspects of introducing literary texts into the confines of the ESL/EFL classroom. What this vigorous discussion spawned was some detailed accounts of literary competence as an overarching term consisting of morphological, lexical, phonological, syntactic, semantic, pragmatic, discourse, stylistic, and sociolinguistic / sociocultural knowledge bases . Afterwards, evaluation process as the last but most important element of the teaching-learning process was explicated. In the end, seven solutions to the problems and dangers of using culture transmitters in the ESL/EFL classroom were suggested in an attempt to bring literature and ESL/EFL pedagogy into a happy contact leading to teaching and learning effectiveness maximization. Manuscript profile

Article

5 - Problems Associated with the Use of Communicative Language Teaching in EFL Contexts and Possible Solutions

Mansour Koosha Masoume Yakhabi

International Journal of Foreign Language Teaching & Research , Issue 2 , Year , Spring 2013

If the target of foreign language teaching is to use the language, communicative language teaching (CLT) seems to be an ideal teaching model. The goal of teaching with this method is to use the language as a medium of communication (Adi, 2012).The application of the com More

If the target of foreign language teaching is to use the language, communicative language teaching (CLT) seems to be an ideal teaching model. The goal of teaching with this method is to use the language as a medium of communication (Adi, 2012).The application of the communicative approach in teaching English as a foreign language, however, is associated with some problems that can cause the method turn out not to be so much successful and the learning outcome not to be efficient enough. This paper mainly intended to evaluate the problems that may lead to the failure of communicative language teaching in EFL contexts and some possible solutions for such problems. Awareness of these problems and the possible remedies can be helpful for both EFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method. Manuscript profile

Article

6 - The Effect of Colligational Corpus-based Instruction on Enhancing the Pragmalinguistic Knowledge of Request Speech Act among Iranian Intermediate EFL Learners

Batoul Sabzalipour Mansour Koosha

International Journal of Foreign Language Teaching & Research , Issue 4 , Year , Autumn 2017

This study investigated the effectiveness of colligational corpus-based instruction on enhancing the pragmalinguistic knowledge of speech act of request among Iranian intermediate EFL learners. The objective of the study was to find out whether or not providing students More

This study investigated the effectiveness of colligational corpus-based instruction on enhancing the pragmalinguistic knowledge of speech act of request among Iranian intermediate EFL learners. The objective of the study was to find out whether or not providing students with corpora through using colligational instruction had any significant effects on enhancing their pragmalinguistic knowledge and, hence, speech act learning. Sixty participants from several institutes in Mazandaran Province, Iran, participated in the study. They were all intermediate- level students, and were divided into two homogeneous groups (30 each) of experimental and control groups based on the OPT results. A multiple discourse completion test was then administered to both groups as the pretest to measure their ability and knowledge in using the speech act of request. Subsequently, the treatment started where the experimental group received corpus-based instruction through colligational practices, while the control group practiced learning the same speech act through traditional or common methods of learning speech acts (i.e., using textbooks, audios, and videos). After 15 sessions of training, a posttest of multiple discourse completion test was administered. The data were analyzed using paired- and independent-samples t tests. In order to increase the validity of the results, the researchers observed and interviewed all the participants, too. The results that learning of the speech act of request improved significantly better through corpus-based instruction vis-à-vis traditional method of teaching colligations. Manuscript profile

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