ناصر غفوری

هدف از تحقیق حاضر مقایسه فراوانی وقوع بخشهای متوجه به شکل زبان در مکالمات گروه های دو نفره متشابه و نا متشابه بود. این مطالعه با شرکت شصت نفر از دانشجویان رشته آموزش زبان انگلیسی که بر اساس نمراتشان در یک آزمون بسندگی استاندارد به دو گروه تقسیم شدند صورت گرفت. در یگ گروه، گروه های دونفره متشابه و در گروه دیگر گروه های دونفره نامتشابه تشکیل شدند. زبان آموزان در هر دو گروه مکالماتی در طی نه فعالیت نوشتاری مشارکتی انجام دادند که مکالمات ضبط و نگشاته شدند. میزان فراوانی وقوع بخشهای متوجه به شکل زبان، در مکالمات ضبط شده از گروه ها، شمارش و با روش آماری آزمون تی گروه های مستقل مقایسه گردید. نتایج تحلیل های آماری نشان دادند که گروه های دونفره نا متشابه، در مکالمات خود، بطور قابل توجه و معنی داری، از بخشهای متوجه به شکل زبان بیشتری استفاده کرده بودند. نتایج بدست آمده با توجه به نظریه اجنماعی فرهنگی ویگوتسکی مورد بحث قرار گرفته و نهایتا فواید آموزشی متعددی بدست آمد.

Burgeoning research in applied linguistics has underscored the interplay among individual, cognitive, and social variables that can delineate the ultimate attainment in various areas including vocabulary learning and the need to explore how innovative conflation of these dimensions may promote learning outcomes. The present quasi-experimental study examined the impact of Thematic Vocabulary Instruction (TVI) with and without Multiple Intelligence-oriented tasks on advanced EFL learners’ vocabulary learning and scrutinized probable differences among individual learners with varying intellectual propensities. Thus, a stratified homogeneous sample of 80 advanced EFL learners was selected and randomly assigned to four groups; the first and the second experimental groups (EG1 and EG2) received TVI with tasks compatible and incompatible with their dominant intelligence, respectively. The third experimental group (EG3) received TVI focused on coursebook exercises and the control group (CG) received non-thematic instruction based on textbook exercises. A parallel vocabulary test was administered to measure the participants’ vocabulary learning. The research data were analyzed via the Kruskal-Wallis and Mann-Whitney tests and revealed that the EG1 significantly outperformed the other groups and intrapersonally-intelligent learners significantly underperformed their peers in the EG1. The findings underscore the significance of taking individual differences into account and offer a number of pedagogical implications.

Purpose: The current study was conducted to discover the possible relationship between self-esteem and the productive skills of EFL learners in Iran across genders. Methodology: The design of the study was ex post facto or correlational design. Three instruments were used for data collection in the present study. A language proficiency test (Oxford Placement Test (OPT)) to measure the participants’ proficiency level, Cooper smith Self-Esteem Inventory and finally two tests of speaking and writing adopted from Preliminary English Test (PET). To begin the study, with the purpose of clearing the language proficiency level of the learners, the researchers gave all learners a language proficiency test in Payame Noor University in Tabriz. After the test, 52 candidates whose test scores were between one SD below and above the mean finally were selected as the homogeneous sample for further data collection. Then some parts of the data were collected by Copper smith's self-esteem questionnaire to find out the participants’ self-esteem. Finally the last part of the data which was the participants’ productive skills was gathered by two tests of speaking and writing adopted from PET. To test all the research hypotheses in the current study, the researchers run Pearson correlation analysis as the chief statistical analysis. Findings: The results indicated that, there was significant relationship between the self-esteem and productive skills of the learners in both genders. Conclusion: feelings of competence, confidence and good directedness influence learners’ performance. It means that, self-esteem could have a significant impact on the learners’ learning processes.

Academic discourse has always been the focus of many linguists, especially those who have been involved with English for Academic Purposes (EAP) and discourse analysis. Persuasion, as part of rhetorical structure of academic writing, is partly achieved by employing modality markers.  Adopting a descriptive design, the present study was carried out to compare the use of modality markers in terms of frequency and their categorical distribution in two academic books, written in English, in the field of Applied Linguistics by native English and non-native Iranian authors.  Quirk, Greenbaum, Leech, and Svartvik’s (1985) model of modality was employed as an analytical framework to identify the type of modal verbs. The frequency of different types of modal verbs was calculated per 100000 words and the significance of difference in their distribution was checked through Chi-square nonparametric inferential statistics. The results of the statistical analyses did not show any significant difference in the overall distribution of modality (both epistemic and root) markers.  However, significant differences were observed in the categorical distributions of modal verbs in two corpora. The results were attributed to the non-native writers’ lack of awareness of the conventional rules of English rhetoric, and the lack of explicit instruction in this field. The findings could offer pedagogical implications for those involved in syllabus design and materials development in general and English writing courses in particular.

Within Systemic Functional Linguistics, Grammatical Metaphor (GM) is a meaning-making resource lying at the experiential level that extends the meaning potential through cross-stratal re-mappings between the grammar and the semantics, boiling down, in one of its manifestations to expressing something that should have been a process (verb) in terms of a thing (noun). This study is an attempt at seeing how the frequency of GM used in the novel ‘Frankenstein’ written by Mary Shelly plays out in its cinematic adaptation. It is an attempt at investigating possible differences in the use of GM in the novel as a type of literary prose fiction and in one of its cinematic adaptations, the respective frequencies, along with what implications these differences carry in terms of generic features and functions of GM. In the 4200-word corpus analyzed for the movie adaptation, there were 70 instances of GM emerging upon analysis. In the 4200-word purposively sampled excerpt of the novel, there were above 330 instances of GM emerging. So the frequency of instances of GM in the written version was much more than that in the cinematic adaptation. This significant difference carries many possible cognitive, semantic, discursive, generic and textual implications. A number of pedagogical implications accrue to this research, such as increasing the knowledge of teachers and English language instructors with regard to the role of GM in making metaphorical forms in different texts, increasing knowledge of how to approach the teaching of the skill of reading and writing in upper-intermediate and intermediate classes, deeper critical reading abilities for learners, etc. 

This study aimed at investigating the effect of process-based and genre- based approaches to writing instruction on Iranian EFL learners’ writing performance across high and low creativity levels. The study followed a quasi-experimental design and it was conducted with a homogenous sample of 72 learners who were selected from an initial group of 90 participants from a private language institute in Urmia, Iran. Based on the results of an English proficiency test known as Oxford Placement Test and a test of creativity known as Abedi-Schumacher Creativity Test, the participants were assigned into four groups of 18. The treatment period lasted for 10 sessions including pretest and posttest sessions. The results of ANCOVA statistics showed that the type of instruction had statistically significant effect on the learners’ writing performance, with the higher performance of genre-based over the process-based writing instruction, while the level of creativity had no significant effect on the participants’ writing scores. Furthermore, a significant interaction was observed between instruction type and the learners’ creativity level. The findings of this study have pedagogical implications for teachers, syllabus designers, and practitioners to use appropriate instructional methods in ELT with special attention on learners’ creativity levels.

The current study was an attempt to investigate the impact of grouping type on the grammatical accuracy of Iranian EFL learners in collaborative writing. Through administering the Michigan Test of English Language Proficiency, 64 female university students available participated in this study and were assigned to two groups--heterogeneous and homogeneous. The treatment process lasted 12 weeks of collaborative writing and revising, with emphesis on the development of the the participants’ written grammatical accuracy. They were pretested and posttested through a descriptive free writing measure. The results revealed that the participants in both groups had higher posttest scores. Using ANCOVA, it was found that there was a differential effect of grouping type on the grammatical accuracy of homogeneous and heterogeneous pairs, indicating that the participants in heterogeneous group had significantly higher posttest scores than those in homogeneous group. Furthermore, although the grammatical accuracy of both groups increased, a significant difference was observed between them, revealing that the participants in heterogeneous group outperformed those in homogeneous group. The findings of this study can be interpreted in terms of the sociocultural theory and Vygotsky’s idea of the zone of proximal development.

The current study examined the Iranian EFL teachers’ and students’ perceptions about Communication Strategies Teachability. The study was conducted with 20 teachers and 110 students from universities and private language Institutes in Tabriz, Iran. The literature regarding the teachability of communication strategies (CSs) has been far from conclusive. Some researchers reject the possibility of CSs instruction while many empirical studies support their teachability. Taking a mixed method design, the present study used a language proficiency test, a questionnaire and an interview for data collection. In the quantitative phase, the participants’ responses to questionnaire before and after a 12-week period of teaching CSs were statistically compared. The analysis of the quantitative data obtained from the questionnaire through Paired-samples t-test indicated that the students’ perceptions towards the usefulness of CSs grew significantly more positive after their instruction. The qualitative analysis of the interview data collected from the teachers indicated that most teachers found CSs useful and possible to teach. It was also found that these strategies improved capability of English language learners to speak and enhaned their conciousness of CSs. This study could offer pedagogical implications for both teachers and students and pave the way for further studies in the field.

The present study explored the effect of explicit Communication Strategies (CSs) instruction on Iranian EFL learners’ usage of these strategies in their educational tasks at different proficiency levels. To conduct the study, the researchers chose 20 Iranian EFL teachers and their 150 students at two universities in Tabriz, Iran. Accepting a mixed-methods design, the researchers used a questionnaire, an English language proficiency test, and a semi-structured interview to collect the required data. The findings indicated that after receiving communication strategy instruction, teachers and students had positive attitudes toward the usefulness of CSs in the language learning process. However, learners in different proficiency levels had different preferences toward CSs. While advanced learners showed their inclination to use compensation strategies, intermediate learners preferred to use metacognitive. Elementary learners favoured using cognitive CSs. These differences can be attributed to individual differences and contextual factors that suggest pedagogical implications for both teachers and students and provide tentative subjects for further studies.

The present study explored the effects of interactionist Dynamic Assessment (DA) and age on the writing accuracy of IELTS candidates. This research investigated the existence of an interactional effect between the age of learners and the type of treatment they received. First, 140 IELTS candidates were split into two age groups, adult and young. Each group was divided into two equal smaller groups, randomly assigned to two types of DA. All four groups took a writing pre-test. After a nine-session treatment of interactionist DA in study groups and interventionist DA in control groups, all groups took a writing post-test. The data collected during the post-test were analyzed by two-way ANOVA and compared with the pre-test data. The findings showed that implementation of interactionist DA significantly improved the learners’ writing accuracy while the learners’ age had no significant effect on their writing accuracy. With respect to the study findings, EFL teachers could use interactionist DA to enhance the accuracy of learners' writing skills by providing more opportunities for the learners to interact.