فهرست مقالات Young learners

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  1 - The Effect of Verbalization on Young Learners’ Speaking Performance: Collective versus Idiosyncratic Changes
  Somayeh Akbari Parisa Daftarifard
  This study investigated the role of verbalization in the development of young learners’ speaking ability and vocabulary knowledge at Cambridge English Movers level A1 through quasi experimental design. A total number of 60 participants between the ages of 5 and 6 چکیده کامل

  This study investigated the role of verbalization in the development of young learners’ speaking ability and vocabulary knowledge at Cambridge English Movers level A1 through quasi experimental design. A total number of 60 participants between the ages of 5 and 6 years old were selected based on convenient sampling and had comparable scores on the listening section of the Mover Exam. Participants were divided into two experimental and control groups and were taught for ten sessions. The participants in the experimental group practiced verbalization strategy during the course of the study, whereas the young learners in the control group did not. The data, then, were subjected to both parametric and nonparametric analyses for collective results and Rasch model for idiosyncratic investigation. The results of Mann-Whitney U tests and Independent T-Test indicated there was no significant difference between experimental and control groups in their speaking performance. This showed that verbalization strategy had no significant effect on the language learners’ speaking performance when their speaking proficiency was concerned collectively. However, the results of Rasch repeated measure analysis indicated some idiosyncratic growth in the experimental group پرونده مقاله
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  2 - Groping Feedback Types on Interactional Patterns via Storytelling among EFL Iranian Young learners
  marjan vosoughee mahshid Hosseini
  In this study, storytelling was surveyed with regard to the impact that it might haveon student-teacher interactional patterns. For this aim, the researchers utilized anintact class with ten young students in a language institute in a north eastern part ofthe country. F چکیده کامل

  In this study, storytelling was surveyed with regard to the impact that it might haveon student-teacher interactional patterns. For this aim, the researchers utilized anintact class with ten young students in a language institute in a north eastern part ofthe country. Four sessions of the class were transcribed after a full observationalprotocol. Two groups of Interactional patterns on student-led and teacher-ledfeedback types were codified via MAXQDA software after conducting thoroughcontent analyses over student-teacher and student-student interactions. Findingsrevealed that among teacher-led interaction feedbacks involving clarificationrequest, comprehension check, confirmation check, seeking students’ feedback onthe story, self-repetition and recast, comprehension check was the most frequentfeedback type detected. Additional feedbacks that were found within theconversational pattern were students-led which consisted of peer correction, firstlanguage uses, response to teacher's question, students' enthusiasm for the story,JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 4, Spring 2018112seeking the info. on the lesson practicum, students' sympathy with the storycharacters, socialization with the teacher, seeking the grammatical aspects,clarification seeking of the story plot, seeking the meaning of unfamiliar words,clarification requests, students’ socialization with the teacher, initiation forstorytelling, students’ concerns, students’ complaints, students’ appraise of the story,students’ predictions and socialization with the teachers’ method. Among thestudent-led feedback types, students’ appraise of the stories and seeking the meaningof unfamiliar words denoted that through focus on meaning, they might have mostprobably been much engaged in the meaning of the stories. پرونده مقاله
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  3 - The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level
  ارشیا کیوانفر مونا مدرسی
  Task-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-bas چکیده کامل

  Task-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-based reading activities has any impact on the development of text comprehension in Iranian young learners studying English as a foreign language at the beginner level. Two groups of 25 students, aged 11 to 13, were the participants of the study. Through a reading pretest, it was ensured that the two groups were at the same level and belonged to the same population in terms of the reading skill. Having instructed the experimental group with four task types and the control group with classical reading activities, the researcher compared the reading performance of the two groups through a t-test which, not surprisingly, manifested the better performance of the experimental group. A follow-up reading test also showed that the experimental group still enjoyed a higher level of reading skill after one month. Furthermore, the scores gained from the four task types were compared and it was concluded that the students performed better in tasks which involved creativity and gave them the experience of playing. پرونده مقاله
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  4 - A Comparative study of Young Learners in their Willingness to Communicate from Socio-cultural Perspective
  سونا حراره حامد برجسته
  This study embarks upon uncovering the probable difference in willingness to communicate between Iranian male and female EFL learners. To undertake the present research, it was limited to socio-cognitive perspective. More precisely, it aimed to distinguish the types and چکیده کامل

  This study embarks upon uncovering the probable difference in willingness to communicate between Iranian male and female EFL learners. To undertake the present research, it was limited to socio-cognitive perspective. More precisely, it aimed to distinguish the types and frequency of socio-cognitive strategies used by Iranian students as far as their gender was concerned. In doing so, 32 advance learners (16 males and 16 females) were asked to fill up a WTC and Socio-cultural strategy use questionnaire. The result revealed that both groups were similar in the cognitive strategy use. In addition, males were more willingness to communicate than female learners. This finding has implication for language teachers, social sciences, psycho-linguistic and socio-linguistic teachers and learner. پرونده مقاله