بهرام هادیان

This quasi-experimental study aimed to investigate the effects of dynamic assessment employed by teachers on promoting Iranian EFL learners’ stances in academic writing. For this purpose, three intact writing classes were selected by convenience sampling from BA students of English translation at Isfahan (Khorasgan) Branch, Islamic Azad University. The Quick Oxford Placement Test (QOPT) was administered to them, and those whose scores matched the intermediate band score of QOPT were selected. In general, 35 homogeneous students were selected from each class and randomly assigned into two experimental groups and one control group. A writing test was administered to all groups as the pre-test at the onset of the semester. The experimental groups were taught by the researcher and passed five different quizzes during the semester. The three groups were post-tested at the end of the semester. The results illustrated that both teacher and peers’ dynamic assessment effectively improved Iranian EFL learners’ stance in academic writing.

The present study aimed to investigate diachronic changes in the frequency and function of marked syntactic structures, namely passive constructions, preposing, and cleft sentences that manifest information structural elements in Persian. The study examined these structures across three periods of Persian, i.e., Middle Persian, Dari, and Modern Persian. The data for Middle Persian is sourced from The Mēnōg-ī Khrad and Oshnar-I Dana, while for Dari, Tārīkh-i Bayhaqī and Safarnāma by Nasir Khusraw are used. For Modern Persian, written resources from various genres, such as short stories and scientific articles, are analyzed. The samples from each period are analyzed to determine the function and frequency of marked syntactic structures, which are then compared to identify any potential changes in their usage over time. The findings indicated that the frequency and function of these syntactic structures have changed over time. The findings suggested that passive constructions were commonly used across all three periods to present the patient as the pragmatic topic and maintain the topic-focus order. However, in modern Persian, passive construction was also used to emphasize the patient as the focus. Cleft constructions were not found in Middle Persian, but the increase in frequency of cleft constructions in Dari can be attributed to the fact that in this period, cleft sentences were used similarly to preposing, in order to observe the principle of separation of role and reference, rather than focusing on specific elements. Nonetheless, in modern Persian, cleft constructions were used to exclude other possibilities and emphasize the selected element as the focus. Preposing structures were used to present an element as the topic and provide new information about it. This study contributes to our understanding of language change and provides insights into the evolution of Persian syntax over time.

There is scarce systematic research on the role of genres and their associated discourse features in Information Structure and its syntactic representations in Persian. The current descriptive, corpus-based study, therefore, aimed to investigate three different genres of Persian spoken language; that is, political, scientific and daily conversation, in terms of their Information Structure as realized through four syntactic devices of clefting, pseudo-clefting, passive and preposing. To this purpose, 1000 different utterances related to each of the mentioned genres, were extracted from the multi-media archive of IRNA (Iranian News Agency) website and daily conversations of the researchers’ family members and friends, based on Lambrecht’s theoretical framework in modeling the Information Structure. The collected data were then transcribed, the syntactic devices were identified, and descriptive statistics were used to see how the above syntactic devices are represented in each genre type. The results revealed that the devices are represented differently in the three genres of political, scientific, and daily conversations. This finding may be of interest to linguists and language theoreticians.

This study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learners. A pretest-posttest design was utilized to conduct the study with 210 intermediate EFL learners who were randomly selected based on their scores on Oxford Quick Placement Test (OQPT). They were assigned to 7 groups, each including 30 participants: DCF+ Revision, DCF – Revision, ICF + Revision, and ICF – Revision, MCF + Revision, and MCF – Revision, and a control group. All students were asked to take a multiple-choice test (i.e. perception test) as a pretest and a posttest. After administering the pretest and imparting the relevant treatment, the posttest was administered. Results indicated that all experimental groups improved their knowledge of past/present perfect tenses from the pretest to the posttest, the ‘DCF + Revision’ group outperformed all other groups, all of the groups doing revision (i.e. DCF / ICF / MCF + Revision) outperformed their counterparts without revision (i.e. DCF / ICF/ MCF – Revision), and the only groups whose scores were not significantly different were the ‘ICF + Revision’, ‘DCF – Revision’, and ‘MCF – Revision’ groups. The findings provide insights into new ways of helping students to improve their L2 writing skills in general and specifically teaching grammatical structures through effective combinations of written corrective feedback and follow-up revision.

This study focused on the pedagogical application of priming in an EFL context. Structural priming refers to the speakers’ tendency to produce the structure they encountered in recent discourse in subsequent production compared to an alternative form. Given the limited number of studies in the literature with a focus on the application of priming in L2 teaching and the problems that L2 learners face during speech production, the present study aimed at investigating whether the implication of priming leads to a more frequent oral and written production of the relative clause (RC) structure compared to adjectival modification of nouns (AN) in long- and short-terms as an instance of implicit learning. Participants consisted of 60 EFL female L2 learners, aged between 18-25 years old. Two experimental and 1 control groups were defined and 20 participants were allocated to each group. By applying a pretest, a treatment, an immediate posttest, a delayed posttest design, a picture description task, and a grammaticality judgment test (GJT), the data were gathered. Results of the descriptive and inferential analyses revealed that the implication of priming led to an improvement in the rate of the RC construction when the participants were involved in the written production of the L2, as compared to oral modality. Results are discussed based on structural complexity and procedures involved in L2 production. Theoretical and practical implications of the study are considered, too.

Teacher education philosophy plays an important role in enhancing the teachers’ awareness of the practices particularly in the context of English as a Foreign Language (EFL). This study meant to observe the possible effect of the awareness of teacher education philosophy on EFL teachers’ professional skill in the light of Kumaravadivelu’s postmethod parameters, tapping teachers’ gender, academic qualification, teaching experience, and age. Through a mixed-method approach employing the posttest-only equivalent-groups design, 60 EFL teachers from four language institutes in Isfahan, Iran, were randomly appointed to experimental and control groups. The philosophy of adult education inventory for treatment of experimental group and a book for placebo of control group were used. A questionnaire, an interview, and classroom observation checklist were tools for data collection. T-test, ANOVA, and Mann-Whitney tests exposed a significant difference between EFL teachers’ awareness of teacher education philosophy and their professional skill. Female teachers, bachelor holders, the most experienced teachers, and teachers in the third age range showed better perception of the teacher education philosophy. The implications derive education policy-makers to demarcate quality resources, teacher educators to modify training approaches, and EFL teachers to develop their professional related presentations.

Motivated by the concept of Communicative Language Ability and the eminence of the IELTS exam, this study intended to scrutinize the representation of functional knowledge (FK) and socio-linguistic knowledge (SK) as sub-components of pragmatic knowledge in the writing performances of both tasks of the online General IELTS-practice resources across three band scores. This quantitative inter-scores/intra-tasks and inter-tasks investigation aimed to reveal firstly whether the writers of three band scores 7, 8, and 9 differed from each other in their FK and SK level, and secondly whether the tasks differed in activating them. This study adopted a taxonomy of five illocutionary acts and 20 register features to investigate representation of FK and SK in a well-established corpus of 180 writing performances through both manual analysis and Multidimensional Analysis Tagger software. While the results of statistical analyses revealed no FK differences between the bands in task one (T1), T2’s higher bands involved more functional features because of the expression of a diverse range of psychological states, no speaker’s involvement, and less commitment to a future course of actions. Furthermore, socio-linguistically, band 9 scripts encompassed more logical relations, but conversational and spoken style in T1 and more integration, less simplified structures and ego-involvement in T2. The inter-task analyses uncovered T1’s greater activation of FK through self-mentions, others involvement, emotion, and intention expression. Nevertheless, when it came to SK register features, T2 overdid in both spoken and written genre elements except in persuasion, writers’ involvement, mental acts expression, and interactive discourse creation.