مطالعات آموزش و فراگیری زبان انگلیسی - Journal of English Language Teaching and Learning

A large number of studies dealing with phonology have focused their attention on phonological production at the expense of phonological perception which provides the foundation stone for phonological production. This study focuses on phonological perception at phonemic level. The purpose of the study is helping beginning learners improve their perception of the English phonemes which are confusable for them. To this end, we propose transcribing as an aural input enhancement device and examine its effect on learners’ phonemic perception. Thirty one females who were randomly assigned to experimental and control groups participated in this study. The experimental group had transcribing exercise during the experiment while the control group did not. The results of the study show that transcribing improves beginning learners’ phonemic perception significantly. Therefore, EFL teachers are advised to include transcribing exercise as one of the techniques to improve learners’ phonemic perception and, hence, their listening comprehension.

There is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013). The basic objective of research in field of ESP/EGP instruction and evaluation is to facilitate informed decisions for the betterment of English classes. The literature suggested that most of the teachers and students were dissatisfied with the students’ progress in specific English courses. Data was collected from the teachers by various ways including observation checklist and feedback form. To carry out the study, 12 ESP and EGP teachers were observed using Marshall’s rubrics (2011) and observation logs’ analysis. Then, 18 teachers offered feedback on different aspects of their own courses. The data were analyzed both qualitatively and quantitatively using ANOVA statistical measurement. The findings firstly indicate that EGP teachers were more standard teachers in comparison to ESP teachers. Secondly, the feedback forms show discrepancy between the views of EGP teachers and ESP teachers in some areas including the material effectiveness and students’ interest. To reach a standard point in EGP/ESP instruction, more evaluation is to be applied by the faculty members, university principals and the teachers themselves. Politically correct attitudes towards teachers should not lead to ineffective English courses. Some practical implications are suggested to upgrade the current practice in ESP classes

Sciences exist to demonstrate the fundamental order underlying nature. Chaos/complexity theory is a novel and amazing field of scientific inquiry. Notions of our everyday experiences are somehow in connection to the laws of nature through chaos/complexity theory’s concerns with the relationships between simplicity and complexity, between orderliness and randomness (Retrieved from http://www.inclusional-research.org/comparisons4.php). It is interested in how disorder leads to order, of how complexity emerges in nature. There appears to be many striking and eye-catching similarities between the new science of chaos/complexity and education. An understanding of chaos/complexity theory seems almost crucial to our general understanding of education and teachers’ and students’ needs within educational systems. Chaos/complexity theory raises some very significant issues in an educational context, including responsibility, morality and planning; the significance of non-linear learning organizations; setting conditions for change by emergence and self-organization; the role of feedback in learning; changing external and internal environments(Morrison, 2006); it emphasizes on the fact that schools and learners as open, complex adaptive systems; cooperation and competition; pedagogy; and the significance of context (Larsen Freeman, 1997).This paper tries to provide an overview of this science and how it can inform education

Halliday’s Systemic Functional Linguistics (SFL) has stood the test of time as a model of text analysis. The present literature contains a plethora of studies that while taking the ‘clause’ as a unit of analysis have put into investigation the metafunctions in research articles of a single field of study or those of various fields in comparison. Although ‘clause complex’ is another unit of SF analysis, by far there has been only one study on research articles where it was the unit of analysis (Sellami Baklouti, 2011). Therefore, the purpose of this study was to put into analysis the ‘taxis’, ‘expansion’ and ‘projection’ deployed in Applied Linguistics research article abstracts (RAAs) by native (N) and non-native (NN) writers. To this end, 20 Applied Linguistics RAAs (10 by N English writers and 10 by NN English writers on the sub-fields of Discourse Analysis and Language Assessment) were analyzed according to Halliday & Matthiessen’s (2013) ‘clause complex’ framework. The results indicated that there is a significant difference in the use of ‘projection’ by Ns and NNs, while the distribution of ‘taxis’ and ‘expansion’ is the same. The findings also showed what types of ‘taxis’, ‘expansion’ and ‘projection’ were deployed by Ns and NNs

Teachers’ sense of efficacy belief has been introduced as a context-specific construct, but the related literature is not clear on this specificity. This study was an attempt to show how contextual factors influence efficacy beliefs among English language teachers. To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to respond to Teachers’ Sense of Efficacy Beliefs questionnaire (Tschannen-Moran & Hoy, 2001) twice: once based on school context and once based on private institute context. Afterwards, the participants were invited to a brief interview designed to investigate further the reasons for which they had scored higher in either context. The interview findings and the results of a t-test revealed that context really made a difference. It is argued that the proper or improper functioning of efficacy building sources is the cause of the difference

Reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. However, since the introduction of cloze test, different varieties of it have been proposed by the testers. Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three different types of cloze procedure used for measuring reading comprehension. To this end, one C-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels. The participants of the study were 30 (male &female) freshman university students majoring in English literature. The results of ANOVA test showed that there were not any statistically significant differences at the 0.05 level of significance among the performance of the students on the three tests measuring their reading comprehension. Therefore, it was concluded that against the advocates of each test who claim superiority of it over the other types, these three types of cloze tests in this study assessed the reading comprehension in a similar way. So, the testers can be confident to make use of these tests as reading comprehension tests interchangeably.