سجاد شفیعی

سجاد شفیعی

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نمایش ۱ تا ۶ مورد از کل ۶ مورد.
۱.

The Impact of Cultural Familiarity on Vocabulary Learning through Reading among Iranian Upper-intermediate Male and Female EFL Learners

تعداد بازدید : ۰ تعداد دانلود : ۱۹
This study attempted to investigate the effects of cultural background knowledge on vocabulary learning through reading culturally oriented texts. The study was conducted with 150 upper-intermediate male ( n = 75) and female ( n = 75) EFL students. 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). After homogenizing the participants through a researcher-made vocabulary pretest, three groups received the treatment which was reading comprehension materials reflecting a particular culture. During the treatment, some reading passages related to American and English cultures, Persian culture, and culture free materials were taught to group A, group B, and group C, respectively. At the end of the study, a researcher-made vocabulary posttest was administered. Results of one-way ANCOVA and paired samples t test revealed the significant effects of cultural familiarity whereby vocabulary gains were greater after participants read within the culturally oriented text. Moreover, the results showed that there was no significant difference in vocabulary knowledge posttest between male and female learners.
۲.

The Relationship between Iranian Upper-Intermediate EFL Learners’ Contrastive Lexical Competence and Their Use of Vocabulary Learning Strategies

تعداد بازدید : ۰ تعداد دانلود : ۵
Regarding the vital role of lexical competence as an important requisite for the attainment of full mastery of the four language skills, this study tried to investigate the relationship between Iranian EFL learners’ contrastive lexical competence and their use of vocabulary learning strategies. To fulfil this objective, 60 Iranian upper-intermediate male and female language learners were selected based on the results of an Oxford Quick Placement Test (OQPT). Afterwards, the researcher administered the Contrastive Lexical Competence Test (Ziafar, 2017). After carrying out the CLC test, the participants answered the Questionnaire of Vocabulary Learning Strategies. The questionnaire adapted from the taxonomy of vocabulary learning strategies (VLS) developed by Schmitt (1997). After analyzing the data, it was revealed that determination strategies were the most frequently-used strategies of the five vocabulary learning strategies, followed by cognitive strategies. Moreover, the result indicated that the relationship between CLC and vocabulary learning strategies was a strong positive one and this relationship was of statistical significance. The implications of this study can make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.
۳.

Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study

تعداد بازدید : ۸۲ تعداد دانلود : ۴۹
This study tried to compare the possible differences between female and male EFL students with respect to the use of lexical hedges in their academic spoken language. To fulfil this objective, 40 Iranian upper-intermediate EFL learners majoring in TEFL were chosen from Islamic Azad University of Abadan, Iran. The selected participants were assigned into two equal groups namely male group (n=20) and female group (n=20). Then, five discussion sessions in a single gendered context were separately recorded for male and female participants. Frequency counts and chi-square were used to analyze the obtained data. By utilizing the framework of hedges, it is deduced that that there are differences among female and male respondents’ propensity in selecting word of lexical hedges. Female responders tend to utilize more lexical hedges than male responders. In such manner, most frequently lexical hedges of fillers such as; hmm, uhh, you know, yeah were used most frequently by female respondents in their utterances; while male respondents most repeatedly utilized lexical hedges of fillers like; I think, uhh, yeah in their utterances. Female respondents had broad range variegation in picking words of lexical hedges while male respondents were not sufficiently productive in selecting the words of lexical hedges. It was demonstrated by the number of lexical hedges applied in giving viewpoints in debate and discussion context.
۴.

A Corpus-Based Contrastive Analysis of Stance Strategies in Native and Nonnative Speakers’ English Academic Writings: Introduction and Discussion Sections in Focus

کلید واژه ها: hedges boosters attitude markers self-mentions stance strategies native vs. nonnative writers

حوزه های تخصصی:
تعداد بازدید : ۲۳۱ تعداد دانلود : ۱۴۹
The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.
۵.

Effects of Cooperative Learning on Vocabulary Achievement of Reflective/Impulsive Iranian EFL Learners

تعداد بازدید : ۰ تعداد دانلود : ۰
This study examined the effects of cooperative learning techniques (CLT) on vocabulary achievement of reflective/impulsive Iranian EFL Learners. From among 130 students at Fajr institute in Dehdasht, Kohkiloyeh and Boyer Ahmad Province, Iran, 90 participants were selected based on their performance on the Oxford Placement Test (OPT). The participants were then divided into two experimental groups (comprising reflective learners and impulsive learners) and one control group labeled as conventional instruction (CI) group. The instrument used to divide the participants into reflective and impulsive groups was the Eysenck’s (1990) Impulsivity Questionnaire. The experimental groups were taught with the student team achievement division (STAD) technique, while the control group was taught through the traditional method for ten weeks. To measure the vocabulary knowledge of the learners in different groups at the beginning and at the end of the experiment, a pretest and a posttest, each consisting of 40 items on new English words based on their book were used. Independent-Samples and paired-samples t tests were used to determine whether there were significant inter- and intra-group differences. The statistical analysis of the results showed that the experimental groups (reflective and impulsive) performed better on vocabulary achievement posttest than the control group (CI), and also it was revealed that reflective learners performed better on vocabulary achievement than impulsive learners. In sum, cooperative learning enhanced learners’ vocabulary performance, especially the reflective ones.
۶.

A Sociopragmatic Analysis of Textual Metadiscourse Markers in English and Persian Scientific Texts

تعداد بازدید : ۰ تعداد دانلود : ۲
This study aimed to explore the function and frequency of textual metadiscourse markers (MDMs) in scientific English and Persian texts. Based on the qualitative and quantitative analysis of textual markers characterizing the selected genre, four different textbooks, two written in English and two in Persian were analyzed to identify the textual metadiscourse categories (including logical markers, code glosses, and sequencers) used in these texts and to determine the sociopragmatic differences existing in these languages, chi-square test was run and the findings suggested that textual MDMs were present in both English and Persian texts, but they differed in their frequency of occurrence. The contrastive comparison between the English and Persian texts revealed that the frequency of the textual MDMs was greater in the Persian texts. Therefore, it was concluded that such discrepancy could be attributed to the differing rate of explicitness in these two languages. The Persian writers were more interested in explicating their ideas for readers through the text via the use of textual markers (TMs) to a greater extent. It was further found that different factors may influence the use of MDMs, namely the culture, the writer's preferences, the text, and its genre. The implications could include the precaution that Iranian EFL writers ought to be advised to approximate their writing style, in terms of using MDMs, to that of native speakers of English while writing in English.  

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