درخت حوزه‌های تخصصی

Vocabulary is one of the essential components of language and learning phrasal verbs as part of vocabulary is quite challenging for foreign language learners. The present study aimed at investigating the effects of visual and auditory input enhancement on learning non-congruent phrasal verbs. The participants of the study were 90 intermediate English language learners who were divided into two experimental and one control groups. The first experimental group received visual input enhancement and the second experimental group auditory input enhancement, and the control group no enhanced material. All three groups were tested on their knowledge of non-congruent phrasal verbs before and after the treatment, using a non-congruent phrasal verb test developed by the researcher. The results of the data analyses indicated that both visual and auditory input enhancement were effective in learning non-congruent phrasal verbs by Iranian EFL learners, and that both groups outperformed the control group in their achievement. 

Academic discourse has always been the focus of many linguists, especially those who have been involved with English for Academic Purposes (EAP) and discourse analysis. Persuasion, as part of rhetorical structure of academic writing, is partly achieved by employing modality markers.  Adopting a descriptive design, the present study was carried out to compare the use of modality markers in terms of frequency and their categorical distribution in two academic books, written in English, in the field of Applied Linguistics by native English and non-native Iranian authors.  Quirk, Greenbaum, Leech, and Svartvik’s (1985) model of modality was employed as an analytical framework to identify the type of modal verbs. The frequency of different types of modal verbs was calculated per 100000 words and the significance of difference in their distribution was checked through Chi-square nonparametric inferential statistics. The results of the statistical analyses did not show any significant difference in the overall distribution of modality (both epistemic and root) markers.  However, significant differences were observed in the categorical distributions of modal verbs in two corpora. The results were attributed to the non-native writers’ lack of awareness of the conventional rules of English rhetoric, and the lack of explicit instruction in this field. The findings could offer pedagogical implications for those involved in syllabus design and materials development in general and English writing courses in particular.

This meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the relationships among the variables in the 14 included studies were examined. More specifically, the analysis involved a statistical review of 67 effect sizes (at 95% CI) calculated from studies conducted between 2006 and 2016, including 890 participants. The analysis indicated that in 77% of the experimented treatments, the students performed as well as the students in the regular programs with no significant improvement in oral accuracy. The analysis also demonstrated that 63% of the treatments did not yield significant improvement in oral fluency in comparison with the regular instruction. Moreover, the synthesis of the effects of the contextual factors showed that low-level (i.e., elementary) learners experienced a better improvement in speaking performance. The analysis also revealed that, among the experimented treatments, dialogic tasks were most effective on oral accuracy while interviews were influential in promoting the students’ both oral accuracy and fluency. Finally, the quality of the study reports was analyzed and some directions for further research were suggested.

Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners.  However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. 

Being expert in establishing cohesion and coherence in writing is not an easy task. The EFL learners are to pass through very long, uneven paths such as précis exercise to achieve this skill. The present study was launched to explore the effect of précis writing on the creation of a compact text. To this end, a true-experimental method of research with the pretest-posttest control design was employed. Via double-stage sampling, 40 female students were selected at Fatemeh-al-Zahra High School in Kabutarahang, Hamedan, Iran. The control group was taught some grammatical structures such as active and passive voices, reduced adjective clauses, and different tenses in English during twelve sessions; while the experimental group received a lesson plan consisting of twelve sessions of précis writing. To analyze the data collected via pretest and posttest, analysis of covariance (ANCOVA) was run. The findings of the study indicated that the participants in the experimental group performed better in producing cohesive and qualified texts than those in the control group. The conclusion drawn was that teaching précis, as a basic skill, can improve the writing ability and provide the students with more opportunities to utilize the cohesive devices and consequently produce more cohesive pieces of text.

This study investigated learning style preferences among professional translators. The purposes of the study were to (a) find the prevailing learning style among the Iranian professional translators; (b) reveal any significant difference in the translators’ learning style preferences in terms of gender; and (c) find any significant difference between individual learning style and translation competence of the male and female translators. To this end, 110 professional translators from 35 translation centers in three Southern Provinces of Iran (Fars, Hormozgan, and Bushehr) were selected through non-probability sampling. The data pertaining to learning style were collected through an adaptation of Honey and Mumford’s learning style questionnaire, and translation competence was examined through a text that the participants translated. Findings revealed that the translators’ predominant learning style was Reflector, followed by Pragmatist, Activist, and Theorist, although those preferring the Theorist style showed better performance. Furthermore, the findings did not show any significant difference between translators’ gender and learning style preferences. Finally, results of one-way ANOVA revealed that there was a statistically significant difference across the groups in terms of learning style preferences and translators’ translation competence. Some pedagogical implications were also discussed.

This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.

Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS) was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.