Proficiency

مطالعه حاضر به پردازش بندهای موصولی مبهم توسط فارسی زبانان فراگیر انگلیسی به عنوان زبان دوم که دارای درجات متفاوتی از ظرفیت حافظه فعال و تسلط به زبان انگلیسی هستند می پردازد. بندهای موصولی مورد مطالعه از آن جهت مبهم هستند که میتوانند به یکی از دو عبارت اسمی ماقبل خود اشاره کنند. هدف اصلی مقاله بررسی تاثیر معنا بر نحوه رفع ابهام این گونه جملات می باشد. بدین ترتیب رابطه معنایی بین فاعل/فعل عبارت اصلی و یکی از دو عبارت اسمی که قبل از بند موصولی آمده اند ایجاد شد. طبق پیش بینی مدل انتشار فعال سازی، احتمال این که عبارت اسمی که به واسطه ارتباط معنایی با فاعل/فعل در ذهن فعال شده به عنوان مرجع بند موصولی انتخاب شود بیشتر خواهد بود. نتایج دو آزمایش صورت گرفته نشان داد که ارتباط معنایی نقشی در رفع ابهام بندهای موصولی ندارد. بلکه فارسی زبانان فراگیر انگلیسی تحت تاثیر اطلاعات نحوی جمله میباشد. همچنین نتایج نشان داد که ظرفیت حافظه فعال افراد به میزان معناداری با نحوه ابهام زدایی از این گونه جملات ارتباط معکوس دارد.

A long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. This paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by Laufer and Hulstijn in 2001. It investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning. It was based on task-induced involvementthat comparesdifferent tasks in incidental vocabulary acquisition in EFL context. The participants were 66 learners fromtwo different English institutes who were classified into two major high and low proficient groups based on Nelson Proficiency Test. The participants in each group were randomly assigned to three tasks prepared to compare“moderate”, “strong”, and “no evaluation” in involvement load hypothesis.The “strong evaluation”subgroup (making original sentences) in low proficiency supported Laufer and Hulstijn’s hypothesis and yielded better retention of the target words. The study suggests that the level of proficiency and evaluation in task induced involvementneeds reconsideration. The results have implications for language teachers, materials developers, and syllabus designers.

The purpose of this study is to explore the effectiveness of utilizing humorous versus non-humorous texts on receptive and productive vocabulary learning. This research is also conducted to seek whether language proficiency of the participants would be a factor influencing the effectiveness of two types of treatments used in the study. The materials employed in the present study include 17 humorous and 17 non-humorous texts which contain the target words. 87 students at two proficiency levels participated in the study and almost half of them were exposed to the target words through humorous texts and the second half learned the words through non-humorous texts. The target words with their English definitions were presented to the participants. Each text was accompanied by some comprehension questions, either in the multiple choice format, fill in the blanks or open ended questions. Following the treatment, an unannounced immediate post-test was administered to measure the effectiveness of two text types on vocabulary learning. After a three-week interval, an unannounced delayed post-test was administered to check the efficacy of text types on long-term vocabulary learning. The findings suggest significantly better vocabulary learning both in immediate and delayed post-tests for the less proficient participants learning target words through humorous texts. However, in the case of the more proficient learners, it turns out that humor is considerable in long-term learning of the target words. Based on the results, it is recommended that teachers and materials developers include more elements of humor in the language classes and course books.

The present study investigated the effect of pragmatic eliciting tasks on EFL pre-intermediate learners speaking proficiency. Thus this study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc. In doing so, 40 learners out of 80 were selected through Oxford Quick Placement Test (OQPT) with the band score of 30 to 39. Then they were non-randomly divided into two equal experimental and control groups through convenience sampling method. Both groups took a teacher-made pre-test on speaking proficiency and the scores were recorded. The experimental group received pragmatic eliciting tasks including explicit uses of pragmatic functions of speech (i.e., greeting, thanking, etc.) while the control group received these pragmatic tasks implicitly. Finally, both groups took a posttest which was the modified pre-test. Data were analyzed through independent and paired sample t-tests and the results showed that explicit instruction on pragmatic eliciting tasks were effective than the implicit ones in the control group. Implications of the study suggest that the learners should learn pragmatic eliciting tasks for effective uses of language functions in their conversations.

Purpose: Teachers, like other human beings are affected by the fallacy of ‘Halo Effect’. Regarding their role in teaching and training students, this study tried to investigate the halo effect in relation to appearance, gender, and proficiency of teachers. Methodology: In order to perform such an evaluation, this study used 350 males and female EFL students and 53 males and female EFL teachers of universities and institutes of Karaj. Three questionnaires (appearance, gender, and proficiency questionnaires) were designed and evaluated. The questionnaires were distributed among students and after the students answered them the questionnaires were gathered. Findings: The results of this study showed that proficiency was the most important feature for both male and female students. The second important feature for students was teacher's appearance. Gender was the least important feature of a teacher for students. The students think of the proficiency as the most important factor. According to the results of data analysis of students' final marks in real situation (classroom environment), the most important factor affecting the achievement of students in a positive way was appearance of a teacher. Thus, appearance of a teacher can cause halo effect. Teachers and educational system can benefit from the results of this study. Conclusion: Teachers should be sensitive to proficiency and appearance in order to be better teachers, and educational system can understand strengths and weaknesses of the process of hiring teachers regarding appearance and proficiency.

One of the controversial issues in learning English is the appropriate use of formulaic sequences as one of the effective factors in pragmatic production. Not merely the language proficiency level, but also the individual’s capability to adapt to a new culture plays a significant role in the appropriate use of formulaic sequences. First, this study intends to find the relationship between cultural intelligence and the use of formulaic sequences. Second, it seeks to identify whether there is a significant difference between the second language learners with different proficiency levels in the appropriate use of formulaic sequences. From the Universiti Sains Malaysia, a total of 50 Malaysian students participated in the study. First, the participants completed an oral Discourse Completion Task (DCT) test, and then they were required to fill a Cultural Intelligence Scale (CQS). The statistical analysis revealed a significant correlation between the level of proficiency and the production of formulaic sequences. However, no relationship was found between the level of cultural intelligence and the production of formulaic sequences among the participants. The results obtained from this research would benefit the curriculum designers by boosting the communication skills of ESL learners. However, more studies should be conducted with different instruments and methodology to ensure more accurate results.

Due to the advancement of multimedia technology, it is now very common to use tools and equipment for teaching and learning. Understanding how to best utilize the benefits and functions of multimedia technology has now taken the lead in English teaching and learning. The positive contributions that multimedia technology makes to the teaching and learning of English listening, speaking, reading, and writing are highlighted in this essay. It also focuses on strategies and methods to enhance English comprehensive ability in a multimedia environment and highlights issues that need to be addressed. It is advised to focus more on the natural integration of multimedia technology and English teaching, expand the range of English reading, increase interest in English learning, enhance the comprehensive ability of English application, and establish a resource-sharing environment for teachers.