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Iranian Journal of Applied Linguistics最新文献

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External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence 影响第二语言动机的外部因素:教师职业倦怠和家庭影响的作用
Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/ACADPUB.IJAL.18.2.165
Soroor Rostami, A. Ghanizadeh, B. Ghonsooly
{"title":"External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence","authors":"Soroor Rostami, A. Ghanizadeh, B. Ghonsooly","doi":"10.18869/ACADPUB.IJAL.18.2.165","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.2.165","url":null,"abstract":"","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":"117335798","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: 15
Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model 评价者在同行评价者中的错误:应用多面Rasch测量模型
Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/acadpub.ijal.18.2.77
R. Esfandiari
{"title":"Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model","authors":"R. Esfandiari","doi":"10.18869/acadpub.ijal.18.2.77","DOIUrl":"https://doi.org/10.18869/acadpub.ijal.18.2.77","url":null,"abstract":"In this study, the researcher used the many-facet Rasch measurement model (MFRM) to detect two pervasive rater errors among peer-assessors rating EFL essays. The researcher also compared the ratings of peer-assessors to those of teacher assessors to gain a clearer understanding of the ratings of peer-assessors. To that end, the researcher used a fully crossed design in which all peer-assessors rated all the essays MA students enrolled in two Advanced Writing classes in two private universities in Iran wrote. The peer-assessors used a 6-point analytic rating scale to evaluate the essays on 15 assessment criteria. The results of Facets analyses showed that, as a group, peer-assessors did not show central tendency effect and halo effect; however, individual peer-assessors showed varying degrees of central tendency effect and halo effect. Further, the ratings of peer-assessors and those of teacher assessors were not statistically significantly different.","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":"127111005","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 Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective 在职英语教师三个层面语法中介感知的概念发展:社会文化视角
Iranian Journal of Applied Linguistics Pub Date : 2015-09-15 DOI: 10.18869/ACADPUB.IJAL.18.2.41
Saman Ebadi, Nouzar Gheisari
{"title":"The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective","authors":"Saman Ebadi, Nouzar Gheisari","doi":"10.18869/ACADPUB.IJAL.18.2.41","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.2.41","url":null,"abstract":"The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff‘s conceptualization (1995, 2003) of development, aimed at conceptual development of in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff‘s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch‘s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with D ow nl oa de d fr om ij al .k hu .a c. ir at 1 5: 47 IR S T o n W ed ne sd ay S ep te m be r 23 rd 2 02 0 [ D O I: 10 .1 88 69 /a ca dp ub .ij al .1 8. 2. 41 ]","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":"133499153","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
Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills 基于多元智能的阅读教学对英语学习者阅读理解和批判性思维能力的影响
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.167
A. Roohani, A. Mirzaei, Marzieh Poorzangeneh
{"title":"Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills","authors":"A. Roohani, A. Mirzaei, Marzieh Poorzangeneh","doi":"10.18869/ACADPUB.IJAL.18.1.167","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.167","url":null,"abstract":"Reading comprehension (RC) and critical thinking (CT) are the two basic cognitive skills that should be developed through involving language learners in a carefully planned instruction. Multiple intelligences (MI) instruction may assist learners in developing RC and CT in L2 education. This study probed the effect of MI-based reading instruction on the Iranian EFL learners’ RC and CT skills. In so doing, it compared the effectiveness of an MI-based reading instruction with a traditional one. To this end, 4 intact classes from several English language institutes, comprising 56 Iranian intermediate-level EFL learners, were selected and randomly assigned to MI-based (experimental) and traditional (control) groups. A multiple* E-mail address: roohani-a@lit.sku.ac.ir Corresponding address: English Department, Faculty of Literature & Humanities, Shahrekord University, the 2 nd Kilometer of Saman Road, Shahrekord, Iran. D ow nl oa de d fr om ij la .k hu .a c. ir at 2 2: 57 IR D T o n W ed ne sd ay A pr il 5t h 20 17 168 Effect of Multiple Intelligences-Based Reading Instruction... choice RC test, a reading summary test, and the Watson-Glaser Critical Thinking Appraisal test were used as the instrumentations to collect data on the participants’ RC and CT. Analysis of covariance revealed a significant effect for the MI-based reading instruction. Furthermore, the RC scores increased more significantly in the MI-based group in comparison to the traditional one. However, the CT scores did not significantly improve in both groups. There was also no statistically significant difference in the CT scores between the two groups after the treatments. Iranian EFL educators are, then, encouraged to develop MI-based lessons and activities for diverse students and take explicit instruction for the enhancement of CT skills in EFL reading courses.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123510165","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
An Activity Theory Analysis of ELT Reform in Iranian Public Schools 伊朗公立学校英语教学改革的活动理论分析
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.127
Elyas Barabadi, S. Razmjoo
{"title":"An Activity Theory Analysis of ELT Reform in Iranian Public Schools","authors":"Elyas Barabadi, S. Razmjoo","doi":"10.18869/ACADPUB.IJAL.18.1.127","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.127","url":null,"abstract":"The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. E-mail address: elyas.ba1364@gmail.com Corresponding address: Department of Foreign Languages and Linguistics, Shiraz University, Eram square, PO box 7194685115 D ow nl oa de d fr om ij al .k hu .a c. ir at 1 7: 08 IR S T o n S at ur da y Ja nu ar y 4t h 20 20 [ D O I: 10 .1 88 69 /a ca dp ub .ij al .1 8. 1. 12 7 ]","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127744984","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: 16
An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction ESAP和EGP教学中教师效能感疑虑的探索性研究
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.29
M. Atai, M. Karrabi
{"title":"An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction","authors":"M. Atai, M. Karrabi","doi":"10.18869/ACADPUB.IJAL.18.1.29","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.29","url":null,"abstract":"While teachers‟ confidence in their abilities is a crucial asset in teachers‟ professionalism and their identity development, their efficacy doubts are also considered useful. Given the diversity of English Language Teaching (ELT) contexts, this paper probes the dynamic nature of efficacy doubts the teachers face and are expected to resolve in English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP) instruction.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127431987","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
Nominalization in the Research Article Discussion Sections of Local and International Journals of Applied Linguistics 国内外应用语言学期刊研究论文讨论区的名词化
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.1
Saleh Arizavi, Namdar Namdari, Seyyed Ahmad Mousavi
{"title":"Nominalization in the Research Article Discussion Sections of Local and International Journals of Applied Linguistics","authors":"Saleh Arizavi, Namdar Namdari, Seyyed Ahmad Mousavi","doi":"10.18869/ACADPUB.IJAL.18.1.1","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.1","url":null,"abstract":"This study aimed at investigating the tendency of research article (RA) authors for the application of nominalization in RA discussion sections from the perspective of two discourse communities. To this end, 150 RA discussion sections were selected from local and international Applied Linguistics journals.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132487881","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 Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective 语化在伊朗英语学习者听力概念形成中的作用:STI视角
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.95
P. Birjandi, M. Lavasani
{"title":"The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective","authors":"P. Birjandi, M. Lavasani","doi":"10.18869/ACADPUB.IJAL.18.1.95","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.95","url":null,"abstract":"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). Email address 1 : mlavasani@srbiau.ac.ir Email address 2 : pbirjand@srbiau.ac.ir Corresponding Author: West Kabirzadeh Boulevard, South Janat Abad, Tehran 94941, IRAN English Department, College of Foreign Languages and Literature, Islamic Azad University Science and Research Branch D ow nl oa de d fr om ij al .k hu .a c. ir at 1 7: 02 IR S T o n S at ur da y Ja nu ar y 4t h 20 20 [ D O I: 10 .1 88 69 /a ca dp ub .ij al .1 8. 1. 95 ]","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115074977","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
Proceduralization and Transfer of Linguistics Knowledge as a Result of Form- focused Output and Input Practice 语言知识的程序化和迁移——形式输出和输入实践的结果
Iranian Journal of Applied Linguistics Pub Date : 2015-04-15 DOI: 10.18869/ACADPUB.IJAL.18.1.65
M. Fakharzadeh, M. Youhanaee
{"title":"Proceduralization and Transfer of Linguistics Knowledge as a Result of Form- focused Output and Input Practice","authors":"M. Fakharzadeh, M. Youhanaee","doi":"10.18869/ACADPUB.IJAL.18.1.65","DOIUrl":"https://doi.org/10.18869/ACADPUB.IJAL.18.1.65","url":null,"abstract":"This study compared the effects of two types of form-focused tasks on proceduralization and transfer of linguistics knowledge in case of English modals. All participants of the study attended pretests, posttests and delayed posttests. The procedural comprehension and production knowledge were measured through the groups‟ performance on a timed dual task test that resembled the context of practice. The transfer of knowledge was measured by evaluating the performance of participants on a timed dual task test in a context dissimilar from or reverse to the practice context.","PeriodicalId":179721,"journal":{"name":"Iranian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122248264","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
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