Iranian Journal of Applied Linguistics最新文献

Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum 步入正念教育:教师教育工作者对SLTE课程情境化的叙述

Iranian Journal of Applied Linguistics Pub Date : 2017-04-15 DOI: 10.29252/IJAL.20.1.35

M. Atai, E. Babaii, M. Zolghadri

{"title":"Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum","authors":"M. Atai, E. Babaii, M. Zolghadri","doi":"10.29252/IJAL.20.1.35","DOIUrl":"https://doi.org/10.29252/IJAL.20.1.35","url":null,"abstract":"Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections. The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews. Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise. Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program. The findings extend narrative knowledging to the wider professional community of SLTE.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114312670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum 职前语言教师对语言学习/教学的认知和通过反思导向的实践的认知完善

Iranian Journal of Applied Linguistics Pub Date : 2017-04-01 DOI: 10.29252/IJAL.20.1.185

Z. Shooshtari, Kioumars Razavipur, A. Takrimi

{"title":"Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum","authors":"Z. Shooshtari, Kioumars Razavipur, A. Takrimi","doi":"10.29252/IJAL.20.1.185","DOIUrl":"https://doi.org/10.29252/IJAL.20.1.185","url":null,"abstract":"Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees‟ thoughts, beliefs, and cognitions are not identified in the first place. This study was an attempt to identify the cognitions of EFL pre-service teachers and trace possible changes expressed by the candidates. Through a convenient sample of 64 pre-service teachers studying at three teacher training colleges in Iran, this mixed -methods exploration utilized a teacher cognition questionnaire and interview techniques. Results of the cognition questionnaire indicated that many of the candidates‟ cognitions were still in need of adjustments. Also, the content analysis of the interviews revealed that the candidates‟ attempts during the practicum revolved mostly around challenging debilitating beliefs, developing a sense of professional agency, managing stress, and resolving tensions between contradicting beliefs. Findings suggest that the trainees‟ prior experiences as language learners exerted a very influential effect on their cognitions and also their attempts to refine those cognitions.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Investigating the Effect of the Training Program on Raters’ Oral Performance Assessment: A Mixed-Methods Study on Raters’ Think-Aloud Verbal Protocols 调查培训计划对评分员口头表现评估的影响:一项对评分员有声思考口头协议的混合方法研究

Iranian Journal of Applied Linguistics Pub Date : 2017-04-01 DOI: 10.29252/IJAL.20.1.113

Houman Bijani, Mona Khabiri

{"title":"Investigating the Effect of the Training Program on Raters’ Oral Performance Assessment: A Mixed-Methods Study on Raters’ Think-Aloud Verbal Protocols","authors":"Houman Bijani, Mona Khabiri","doi":"10.29252/IJAL.20.1.113","DOIUrl":"https://doi.org/10.29252/IJAL.20.1.113","url":null,"abstract":"Although the use of verbal protocols is growing in oral assessment, research on the use of raters’ verbal protocols is rather rare. Moreover, those few studies did not use a mixed-methods design. Therefore, this study investigated the possible impacts of rater training on novice and experienced raters’ application of a specified set of standards in rating. To meet this objective, the study made use of verbal protocols produced by 20 raters who scored 300 test takers’ oral performances and analyzed the data both qualitatively and quantitatively. The outcomes demonstrated that through applying the training program, the raters were able to concentrate more on linguistic, discourse, and phonological features; therefore, the extent of their agreement increased specifically among the inexperienced raters. The analysis of verbal protocols also revealed that training how to apply a well-defined rating scale can foster its use for raters both validly and reliably. Various groups of raters approach the task of rating in different ways, which cannot be explored through pure statistical analysis. Thus, think-aloud verbal protocols can shed light on the vague sides of the issue and add to the validity of oral language assessment. Moreover, since the results of this study showed that inexperienced raters can produce protocols of higher quality and quantity in the use of macro and micro strategies to evaluate test takers’ performances, there is no evidence based on which decision makers should exclude inexperienced raters solely because of their lack of adequate experience.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130091325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation of Iranian EFL University Learners’ Creative Thinking and Critical Thinking Skills in a Pedagogical Blog: A Mixed-Methods Approach 伊朗大学英语学习者在教学博客中的创造性思维和批判性思维能力的调查:一种混合方法

Iranian Journal of Applied Linguistics Pub Date : 2017-04-01 DOI: 10.29252/IJAL.20.1.1

S. M. R. Adel, A. Ramezanzadeh

引用次数: 0

Measuring the Effectiveness of Explicit and Implicit Instruction through Explicit and Implicit Measures 用显性和隐性测量方法测量显性和隐性教学的有效性

Iranian Journal of Applied Linguistics Pub Date : 2017-04-01 DOI: 10.29252/IJAL.20.1.81

S. Baleghizadeh, Ali Derakhshesh

引用次数: 1

Organizational Patterns of English Language Teachers’ Repair Practices 英语教师补习实践的组织模式

Iranian Journal of Applied Linguistics Pub Date : 2017-04-01 DOI: 10.29252/IJAL.20.1.151

Fatemeh Mozaffari, H. Allami

{"title":"Organizational Patterns of English Language Teachers’ Repair Practices","authors":"Fatemeh Mozaffari, H. Allami","doi":"10.29252/IJAL.20.1.151","DOIUrl":"https://doi.org/10.29252/IJAL.20.1.151","url":null,"abstract":"Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video-and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaning-oriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers’ awareness of the role of repair organization in facilitating learning opportunities and for teachers’ professional development.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130387108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Effect of Output-based Task Repetition on EFL Learners’ Speech Act Production 基于输出的任务重复对英语学习者言语行为产生的影响

Iranian Journal of Applied Linguistics Pub Date : 2016-09-15 DOI: 10.29252/IJAL.19.2.1

Hossein Ahmadi, F. Ghaemi, P. Birjandi

{"title":"The Effect of Output-based Task Repetition on EFL Learners’ Speech Act Production","authors":"Hossein Ahmadi, F. Ghaemi, P. Birjandi","doi":"10.29252/IJAL.19.2.1","DOIUrl":"https://doi.org/10.29252/IJAL.19.2.1","url":null,"abstract":"This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in the repetition of outputgeneration tasks. However, before the second performance of the task, the ETR group received input coupled with metapragmatic information, the ITR group received visually enhanced input coupled with a consciousness raising task, and the NTR group received no input. The results of a written discourse completion test (WDCT) revealed statistically significant gains in the learners’ performance from the pretest to the posttest in the ETR and ITR groups, but not in the NTR group. Moreover, the analysis of differences across the groups in the posttest revealed the superiority of the ETR over the ITR and NTR groups. The results suggest that output-based task repetition cannot enhance EFL learners’ speech act production ability unless learners are provided with input before the second performance of the task. Also when explicit and implicit instructional methods are integrated with output-based task repetition, the explicit approach is more effective than its implicit counterpart.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124274990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Investigating Dynamic Writing Assessment ina Web 2.0 Asynchronous Collaborative Computer-Mediated Context 在Web 2.0异步协同计算机媒介环境下的动态写作评估研究

Iranian Journal of Applied Linguistics Pub Date : 2016-09-15 DOI: 10.29252/IJAL.19.2.195

Zohreh Zafarani, P. Maftoon

引用次数: 1

Towards a Task-Based Assessment of Professional Competencies 以任务为基础的专业能力评估

Iranian Journal of Applied Linguistics Pub Date : 2016-09-10 DOI: 10.29252/IJAL.19.2.155

G. Kiany, M. Norouzi

{"title":"Towards a Task-Based Assessment of Professional Competencies","authors":"G. Kiany, M. Norouzi","doi":"10.29252/IJAL.19.2.155","DOIUrl":"https://doi.org/10.29252/IJAL.19.2.155","url":null,"abstract":"Performance assessment is exceedingly considered a key concept in teacher education programs worldwide. Accordingly, in Iran, a national assessment system was proposed by Farhangian University to assess the professional competencies of its ELT graduates. The concerns regarding the validity and authenticity of traditional measures of teachers' competencies have motivated us to devise a localized performance assessment scheme. Therefore, the present study aimed to develop a performance assessment scheme to be used as a benchmark for assessing the professional competencies of ELT graduates of this university. To this end, three assessment tasks and rating scales were developed, piloted, and administered. Next, Haertel's participatory approach was employed to set passing standards for the assessment tasks as well as the whole assessment scheme. Analysis of the data revealed inter-rater and intra-rater reliability coefficients of 0.85 and 0.89. The validity of the assessment scheme was also confirmed by experts' judgments made, to a large extent, on the correspondence between the target domain and test domain skills. Based on the results, the proposed assessment scheme is rendered more efficient and reliable in comparison to traditional tests with regard to the following dimensions: a) higher degrees of reliability and validity of the assessment scheme aimed at the improvement of licensure and program development; b) stronger evidence for inter-/intrarater reliability and consistency of scoring; and c) an optimized and systematic procedure for setting passing standards based on the consensus of experts' judgments. It is believed that further development of the proposed assessment scheme unlocks its potential to be used as a large-scale teacher assessment model for Farhangian University.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129765811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparison of Thematic Choices and Thematic Progression Patterns in the Research Articles of Well-established and Emerging Disciplines 既有学科与新兴学科研究论文的主位选择与主位推进模式比较

Iranian Journal of Applied Linguistics Pub Date : 2016-09-01 DOI: 10.29252/IJAL.19.2.33

E. Babaii, M. Atai, Leila Shoja

{"title":"A Comparison of Thematic Choices and Thematic Progression Patterns in the Research Articles of Well-established and Emerging Disciplines","authors":"E. Babaii, M. Atai, Leila Shoja","doi":"10.29252/IJAL.19.2.33","DOIUrl":"https://doi.org/10.29252/IJAL.19.2.33","url":null,"abstract":"Several studies have employed the theme-rheme construct to examine the generic profile of research articles (RAs). However, they have mostly focused on the subject matter and nature of disciplines, and other disciplinary characteristics as contextual factors which can impact the genre realization have not been considered in the discourse analysis research. This work, therefore, investigates thematic choices and thematic progression patterns in the RA in relation to the status of disciplines as well-established or emerging fields. To this end, a corpus of 240 RAs of mechanical engineering, biomedical engineering, horticulture, and environmental science were analyzed using Halliday’s (1994) framework of thematicity and McCabe’s (1999) model of thematic progression (TP). The results showed significant differences in the distributions of unmarked and marked themes as well as the patterns of thematic progression between the well-established and emerging disciplines. Based on the findings of this study, we suggest further consideration of the status of disciplines in discourse studies which can serve disciplinary research and contribute to the body of research on science.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128144664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5