غفور رضایی

Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.

Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspective of language learning, the investigations focused on noticing in the ecological perspective are rather rare in number. The present study was an attempt to examine how noticing second language recast could affect the learners’ achievements of grammatical structures through these two perspectives (i.e., cognitive and ecological). To do so, one hundred and twenty first-year college students at Islamic Azad University and Applied Science University in Tehran took part in this study. The students were divided into two cognitive and ecological groups and received two different treatments. During the treatment, the learners in all groups received recast and their noticing was assessed through learners’ raising hands and underlining. In the end, a posttest was conducted to measure the effectiveness of the treatment. Data analysis revealed that the ecological perspective of language learning was more conducive to noticing and subsequent language learning. The study also made contributions by actualizing the ecological project-based meaningful activities, shedding light on the importance of affordance and interaction in the context of language learning.

The present study attempted to investigate the relationship between English language teacher perfectionism, teacher burnout, and teacher efficacy. For the purpose of the study, 114 teachers in Tabadkan District, Mashhad, were chosen. Eighty-Three of the participants were female and thirty-one were male with different majors in English language. Three questionnaires, namely the Scale on English Language Teacher Perfectionism (SELTP), Maslach Burnout Inventory, and Teacher Efficacy Scale, were used to collect data on the variables under investigation. The data were analyzed using correlational statistics and t test procedure. The obtained results indicated that there was a high positive correlation between perfectionism, teacher burnout, and efficacy, that female teachers were more efficacious than male ones, and that the magnitude of correlation coefficients was higher for the male participants.

این مقاله جنبه های مختلف گفتمان کلاس را در یک کلاس تدریس زبان انگلیسی که در آن از روش ارتباطی استفاده می شود مورد بررسی قرار می دهد. اطلاعات لازم از طریق مشاهده تعاملات کلاسی و ضبط صدا در 5 جلسه و جمعا بالغ بر 4 ساعت جمع آوری شد. برای تحلیل داده ها، چهارچوبی تحلیلی تهیه شد که مشتمل بر ویژگی های مهم کلاس یعنی تبادلات آموزشی، ویژگی های نهاده، روش بازخورد، و نوع سوالات بود. نتایج حاصل از تحلیل داده ها نشان داد که اطلاعات جمع آوری شده حاوی 52 مورد تبادلات آموزشی است که در 73% آنها واکنش معلم به گفته های زبان آموزان بیشتر کارکرد ارزیابی دارد، معلم گفتار خود را با توجه سطح دانش زبانی زبان آموزان تغییر می دهد، و از میان روش های مختلف بازخورد اصلاحی روش بازریزی (51%) و بازخورد صریح (22%) بیشتر از بقیه مورد استفاده قرار گرفته است که به تبع آن فرصت و شانس کمتری برای عکس العمل و خود اصلاحی از سوی زبان آموزان ایجاد می شد. همچنین، بیشتر (57% ) سوالاتی که معلم از زبان آموزان می پرسید با هدف سنجش دانش زبان آموزان بود و تنها در 21% آنها هدف کسب واقعی اطلاعات بود که پاسخشان برای سوال کننده معلوم نبود.