Iranian Journal of Applied Linguistics最新文献_第2页

L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks 计算机媒介交际和社交媒体网络对二语学习者语用含义理解的影响

Iranian Journal of Applied Linguistics Pub Date : 2016-04-15 DOI: 10.18869/ACADPUB.IJAL.19.1.141

A. Mirzaei, Mahmood Hashemian, Amin Khoramshekouh

{"title":"L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks","authors":"A. Mirzaei, Mahmood Hashemian, Amin Khoramshekouh","doi":"10.18869/ACADPUB.IJAL.19.1.141","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.19.1.141","url":null,"abstract":"Second or foreign language (L2) learners‘ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ACMC) course modules delivered through social media networks (SMN) on the development of the Iranian L2 learners‘ comprehension of implicatures. The participants of the study were 90 English-as-aforeign-language (EFL) undergraduate students attending three intact classes. The classes were randomly assigned to one control and two experimental (SCMC and ACMC) groups. An openended implicature comprehension test was used to assess students‘ ILP development in this pretest-posttest comparison-group study. The control group received the traditional teacherfronted instruction, and the S/ACMC groups received instruction via synchronous and asynchronous modules of SMNs for 4 months, respectively. Students‘ attitudes towards the CMC-based courses were also sought. Split-plot ANOVA results indicated that both experimental groups developed significant ILP ability to comprehend and interpret L2 implicatures after the instruction; however, by comparison, the ACMC group improved more considerably. It is concluded that, first, comprehending L2 implicatures is not impervious to computer-mediated instruction and, second, different CMC affordances may result in differential ILP developmental effects in teaching L2 pragmatics. The findings can help L2 teachers decide how to use CMC affordances and SMN modules to raise L2 learners‘ pragmatic awareness.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117268616","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

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus 有效英语教师的情绪管理目标与策略:文化在焦点中的作用

Iranian Journal of Applied Linguistics Pub Date : 2016-04-15 DOI: 10.18869/ACADPUB.IJAL.19.1.35

Fateme Chahkandi, Abbass Eslami Rasekh, Mansour Tavakoli

{"title":"Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus","authors":"Fateme Chahkandi, Abbass Eslami Rasekh, Mansour Tavakoli","doi":"10.18869/ACADPUB.IJAL.19.1.35","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.19.1.35","url":null,"abstract":"This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115542647","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: 11

The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview 世界名牌大学首页:概览的推广学术体裁

Iranian Journal of Applied Linguistics Pub Date : 2016-04-15 DOI: 10.18869/ACADPUB.IJAL.19.1.1

M. Atai, Fatemeh Asadnia

{"title":"The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview","authors":"M. Atai, Fatemeh Asadnia","doi":"10.18869/ACADPUB.IJAL.19.1.1","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.19.1.1","url":null,"abstract":"In response to the competitive demands for establishing their international academic and financial credentials, the universities globally distribute some online introductory information about themselves. To this end, the university homepages have increasingly turned into the rhetorical space for the development of promotional academic texts in recent years. In this study, we examined university overview genre that provides the visitors with brief presentation of the simple facts while endorsing a specific perspective of the university and strengthening its position in the academic community. The corpus comprised 70 overviews extracted from the academic websites of the first top 500 universities. We analyzed and coded the texts to specify their overall rhetorical framework, functional moves and constituting steps, and optimal order of moves. The findings indicated that overview genre incorporates six obligatory moves including 'source of reputation', 'historical origin', 'current status of development', 'commitments, goals and orientations', 'global state', and 'services and supports'. Also, the results demonstrated that the academic genre did not follow a single, invariant pattern of sequenced moves in a clearly linear order. The findings further suggest that the nature of overview genre could be characterized by its twofold informative and persuasive functions. Finally, implications of the findings of the study are presented.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123107707","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

Discourse and Ideology Variation: A Critical Functional Approach To Mina Stampede News Reports 话语与意识形态变异:米娜踩踏事件新闻报道的批判功能分析

Iranian Journal of Applied Linguistics Pub Date : 2016-04-01 DOI: 10.18869/ACADPUB.IJAL.19.1.207

Shokoufeh Vakili Latif

引用次数: 4

An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach 伊朗大学生英语写作能力的个体差异研究:一种混合方法

Iranian Journal of Applied Linguistics Pub Date : 2016-04-01 DOI: 10.18869/acadpub.ijal.19.1.99

Omid Mallahi, S. M. R. Amirian, Gholamreza Zareian, Seyed Mohammad Reza Adel

{"title":"An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach","authors":"Omid Mallahi, S. M. R. Amirian, Gholamreza Zareian, Seyed Mohammad Reza Adel","doi":"10.18869/acadpub.ijal.19.1.99","DOIUrl":"https://doi.org/10.18869/acadpub.ijal.19.1.99","url":null,"abstract":"The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners‟ individual needs.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123846014","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

L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus 二语教师外显、内隐纠正反馈及其语言焦点

Iranian Journal of Applied Linguistics Pub Date : 2016-04-01 DOI: 10.18869/ACADPUB.IJAL.19.1.181

Servat Shirkhani, Z. Tajeddin

{"title":"L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus","authors":"Servat Shirkhani, Z. Tajeddin","doi":"10.18869/ACADPUB.IJAL.19.1.181","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.19.1.181","url":null,"abstract":"Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers‟ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117256093","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: 6

Promoting Metacognition in EFL Classrooms through Scaffolding Motivation 通过脚手架动机促进英语课堂元认知

Iranian Journal of Applied Linguistics Pub Date : 2016-04-01 DOI: 10.18869/ACADPUB.IJAL.19.1.73

Manoochehr Jafarigohar, M. Mortazavi

{"title":"Promoting Metacognition in EFL Classrooms through Scaffolding Motivation","authors":"Manoochehr Jafarigohar, M. Mortazavi","doi":"10.18869/ACADPUB.IJAL.19.1.73","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.19.1.73","url":null,"abstract":"Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study. In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120899561","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

Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis 交换中的性别表现(第三版)系列:社会符号学分析

Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/ACADPUB.IJAL.18.2.1

S. Bakhtiari, Mahboobeh Saadat

引用次数: 4

The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction 协同写作前讨论对二语写作发展和学习者身份建构的影响

Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/ACADPUB.IJAL.18.2.141

G. Mazdayasna, A. Zaini

{"title":"The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction","authors":"G. Mazdayasna, A. Zaini","doi":"10.18869/ACADPUB.IJAL.18.2.141","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.2.141","url":null,"abstract":"The current study investigated the effect of collaborative prewriting activities on learners‟ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly The Effect on L2 Writing… improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester . Second, each type of prewriting activity could affect the learners‟ identity construction.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129737515","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: 6

The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production 游戏外显和内隐教学对英语学习者言语行为产生的影响

Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/ACADPUB.IJAL.18.2.109

M. Khatib, Mohammad Baqerzadeh Hosseini

{"title":"The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production","authors":"M. Khatib, Mohammad Baqerzadeh Hosseini","doi":"10.18869/ACADPUB.IJAL.18.2.109","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.2.109","url":null,"abstract":"Despite the general findings that address the positive contribution of teaching pragmatic features to interlanguage pragmatic development, the question as to the most effective method is far from being resolved. Moreover, the potential of literature as a means of introducing learners into the social practices and norms of the target culture, which underlie the pragmatic competence, has not been fully explored. This study, then, set out to investigate the possible contribution of plays , as a medium of instruction, to the pragmatic development through either explicit or implicit mode of instruction. To this end, 80 English-major university students were assigned to four experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal and the other (Explicit Play) received the same treatment in addition to the metapragmatic instruction on the acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). Analyses of the four groups‟ performance on a Written Discourse Completion Test (WDCT) before and after the treatment did not show any advantage for the literary The Effect of Explicit and Implicit Instruction through Plays… medium, i.e., there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most, where explicit groups outperformed their implicit counterparts. These findings indicate that even though implicit teaching, that is, exposure to enhanced input followed by some awareness-raising tasks, is effective in pragmatic development, it cannot contribute so much to learning as can the explicit instruction.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128623576","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