درخت حوزه‌های تخصصی

The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT). The participants were divided into two experimental groups. The learners in experimental group I (Systemic Theoretical Instruction- Explanation and Materialization (STI-EM), were exposed to materialized tools which consisted of presenting the target concept in charts accompanied by the examples and related strategies to extract the concept, while Group II students (Systemic Theoretical Instruction- Explanation, Materialization, and Verbalization (STI-EMV), enjoyed materialized tools as well as collaborative verbalization. The learners in both groups went through pre-test, intervention, and post-test. The collected data were analyzed through employing analysis of covariance (ANCOVA). The results indicated that the group which practiced collaborative verbalization in L1 outperformed the one which was just mediated by teacher's oral explanation and materialized objects

Cognitive linguistics gives the most inclusive, consistent description of how language is organized, used and learned to date. Cognitive linguistics contains a great number of concepts that are useful to second language learners. If-clauses in English, on the other hand, remain intriguing for foreign language learners to struggle with, due to their intrinsic intricacies. EFL grammar books are paying focal attention to present explanations of if-clauses in terms of their form not meaning, hence not giving attention to their contextual meaning usage. Cognitive linguistic insights on if-clauses discuss their complexity in such a way that could be very beneficial for L2 learners. This study aims to investigate the effect of two different ways of teaching (cognitively-oriented and task-oriented) on learning English if-clauses. A sample of 60 non-English postgraduate students in three groups, two experimental groups (cognitively-oriented and task-oriented) and one control group participated in our study. The results indicated that participants from the cognitively-oriented group performed better than those in task-oriented and control groups and proved a higher degree of comprehending English if-clauses in different contexts. The findings have implications for curriculum and materials developers, as well as the English language teachers in incorporating insights from cognitive linguistics in second language materials.

این تحقیق به بررسی تاثیر پیچیدگی زبان و اندازه گروه بر ساخت دانش در دو بحث آن لاین می پردازد. ساخت دانش از طریق مدل تجزیه ارتباطات Gunawardena و دیگران (۱۹۹۷) سنجیده شد. پیچیدگی زبان از طریق تقسیم تعداد کلمات خاص بر کل کلمات به دست آمده و به تغییر لغوی اشاره دارد. نتیجه این تحقیق نشان می دهد که ساخت دانش و اندازه گروه به طور چشمگیر و البته به شکلی منفی با هم مرتبط اند که بیان کننده این موضوع است که هر چه اندازه ی گروه کوچک تر باشد میزان ساخت دانش بالاتر می رود. نتایج همچنین نشان می دهد که ساخت دانش و پیچدیگی زبان به طور چشمگیر و مثبتی با هم مرتبط اند که مشخص کننده این موضوع است که هرچه تغیرات لغوی بالا تر باشد ساخت دانش نیز بالاتر می رود. به علاوه، این تحقیق ثابت کرد که پیچیدگی زبان بیانگر ساخت دانش در بحث های آن لاین است. کارهای متفاوتی می تواند صورت بگیرد تا پیچیدگی زبان در بحث های آن لاین افزایش یابد برای مثال: دادن تکلیف های خواندنی و نوشتنی به شرکت کنندگان. اندازه ی گروه ها نیز باید محدود شده تا از خستگی و کم کاری دانش آموزان در بحث های آن لاین جلوگیری شود.

Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) have been explored in many studies. However, among various studies, the area of interlanguage pragmatic (ILP) assessment is quite novel issue and many features of it have remained unnoticed. As ILP assessment has received more attention recently, the necessity of investigation on the EFL teachers’ rating criteria for rating various speech acts has become important. In this respect, the present study aimed to investigate the native and non-native EFL teachers’ rating scores and criteria regarding the speech act of request. To this end, 50 American ESL teachers and 50 Iranian EFL teachers participated to rate the EFL learners’ responses to video-prompted Discourse Completion Tests (DCTs) regarding the speech act of request. Raters were supposed to rate the EFL learners’ responses and mention their criteria for assessment. The results of the content analysis of raters’ comments revealed nine criteria that they considered in their assessment. Moreover, the result of the t-test and chi-square analyses of raters’ rating scores and criteria proved that there are significant differences between native and non-native EFL teachers’ rating pattern. The results of this study also shed light on importance of sociopragmatic and pragmalinguistic features in native and non-native teachers’ pragmatics rating, which can have several implications for L2 teachers, learners, and material developers.