The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
محورهای موضوعی : Research in English Language PedagogyArmin Hormozi 1 , Zohreh Gooniband Shooshtari 2 , Sediqeh Vahdat 3
1 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
کلید واژه: Right Brain Dominant, Task-Based Language Teaching (TBLT), Left Brain Dominant, Task-Based Reading Comprehension, Whole Brain Dominant,
چکیده مقاله :
One of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable.
Akmajian, A., Demers, R. A., Farmers, A.K., & Harnish, R.M. (2010). Linguistics: An Introduction to language and communication. Massachusetts Institute of Technology.
Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge University Press.
Brown, H. D. (2002). Strategies for success: A practical guide to learning English. Pearson Education.
Brown, D. (2007). Principles of language learning and teaching (5th ed.). Pearson.
Candlin, C., & Murphy, D. F. (1987). Language learning tasks. Prentice-Hall.
Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian EFL
learners. Applied Research on the English Language, 4(1). 19-29.
Chastain, K. (1988). Developing second language skills (3rd ed.). Harcourt Brace Jovanovich.
Czajka, E. (2012). The influence of brain dominance on learning English pronunciation. Acta
Universitatis Veratislaviensis, 3(4), 239-250.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dulger, O. (2012). Brain dominance and language learning strategy usage of Turkish EFL learners.
Cognitive Psychology, 5, 1-23.
Ehrman, M., & Leaver, B. (2003). Cognitive styles in the service of language learning. System,
31, 393-415.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Fassold, R., & Connor-Linton, J. (2013). An introduction to language and linguistics. Cambridge University Press.
Fernandez, E. M., & Cairns, H. S. (2010). Fundamentals of psycholinguistics.Singapore: Wiley-
Blackwell.
Field, J. (2004). Psycholinguistics: The key concepts. Routledge.
Fromkin, V., Rodman, R., & Hyams, N. (2014). An introduction to language (10th ed.). Wadsworth.
Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Heinle & Heinle Publishers.
Hudson, G. (2000). Essential introductory linguistics. Blackwell.
Kamalian, B., Soleimani, H., & Safari, M. (2017). The effect of task-based reading activities on
vocabulary learning and retention of Iranian EFL learners. The Journal of Asia TEFL.
14 (1),32- 46.
Kordjazi, Z., & Ghonsooli, B. (2015). Brain dominance and test format: A case of vocabulary.
Journal of Language Teaching and Research, 6(3), 695-703.
Larsen Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Laurence Erlbaum Associates Publishers.
Nahavandi, N. (2011). The effect of task-based activities on EFL learners' reading comprehension. Advances in Language and Literary Studies, 2 (1), 56-69
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
Piaget, J. (1955). The language and thought of the child. Meridian.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nded.).
Cambridge University Press.
Sanchez, A. (2004). The task-based approach in language teaching. International Journal of English Studies, 4(1), 39-71.
Skehan, P. (1998a). A cognitive approach to language learning. Oxford University Press.
Steinberg, D. D., & Sciarini, N. V. (2006). An introduction to psycholinguistics (2nd ed.). Pearson Education Limited.
Torrance, E. (1980). Your style of learning and thinking, Forms B and C. University of Georgia Press.
Willis, J. (1996). A framework for task-based learning. Longman.
Willis, J. (2012). A framework for task-based learning. Intrinsic Books E-books.
Wintergerst, A., DeCapua, A., & Itzen, R. (2001). The construct validity of one learning style
instrument. System, 29, 395-403.
