Journal of English Language Teaching and Learning最新文献_第9页

A Cognitive Representation of Semantic Problems in Teaching English Vocabulary 英语词汇教学中语义问题的认知表征

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.21133.2328

Masood Dehghan, H. Soleimani

{"title":"A Cognitive Representation of Semantic Problems in Teaching English Vocabulary","authors":"Masood Dehghan, H. Soleimani","doi":"10.22034/ELT.2021.21133.2328","DOIUrl":"https://doi.org/10.22034/ELT.2021.21133.2328","url":null,"abstract":"The present study aims at investigating English lexicon polysemy within the cognitive approach to study the way based on which Persian language learners learn English lexicon with the concepts used in cognitive linguistics such as, prototype, polysemy, categorization, etc. The nature of the methodology used in this qualitative research for studying the meanings of English lexicon is a descriptive-analytic method. After the semantic analysis of the English lexicon based on the model of Dirven & Verspoor (2004), it was found that the meanings of the lexicon are classifiable based on theoretical procedures on cognitive semantics. The authors are trying to show the cognitive concepts in cognitive linguistics can be used for teaching English lexicon. The findings, generally, showed that the unconscious knowledge of learners in learning the cognitive structure of the meanings of the lexicon has a meaningful relationship with learning. The results also revealed that the lexicon has a semantic network semantically, in which the notion of core or prototype is located in the center of the semantic network and the rest of the meanings can be examined as the peripheral meanings of a lexicon.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116742835","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

Comparative Effects of Different Situated-Learning Translation Training Practices on Students' Legal Translation Quality, Critical Thinking, and Problem-solving Strategies 不同情境学习式翻译训练对学生法律翻译素质、批判性思维和问题解决策略的影响比较

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.45819.2379

Ghazal Shooshtarizadeh, Manoochehr Jafarigohar, Hooshang Khoshsima, Hassan Soleimani

{"title":"Comparative Effects of Different Situated-Learning Translation Training Practices on Students' Legal Translation Quality, Critical Thinking, and Problem-solving Strategies","authors":"Ghazal Shooshtarizadeh, Manoochehr Jafarigohar, Hooshang Khoshsima, Hassan Soleimani","doi":"10.22034/ELT.2021.45819.2379","DOIUrl":"https://doi.org/10.22034/ELT.2021.45819.2379","url":null,"abstract":"تدریس ترجمه براساس رویکرد یادگیری موقعیتی نه تنها باعث گسترش مهارتهای ترجمه شده، بلکه در ایجاد یادگیری دائمی و پرورش مهارتهای مترجم موثراست. پژوهشهایی که تاکنون انجام شده است بیشتر به بررسی تاثیر یکی از روشهای تدریس ترجمه بر اساس رویکرد یادگیری موقعیتی بر مهارتهای مختلف مترجم پرداخته اند و در واقع تحقیقی در زمینه بررسی مقایسه ای تاثیر سه روش تدریس ترجمه بر اساس رویکرد مذکور انجام نشده است. به همین منظور، پژوهش اخیر با بکارگیری شیوه تحقیق تلفیقی ( کمی-کیفی) و با هدف بررسی تاثیر مقایسه ای تدریس ترجمه براساس روش شاگرد-استادی شناختی، تدریس ترجمه مبتنی بر پروژه شبیه سازی محیط واقعی ، و تدریس تلفیقی بر کیفیت ترجمه حقوقی دانشجویان، توانایی تفکر انتقادی و استراتژیهای بکاررفته توسط آنها برای حل مشکلات ترجمه اسناد حقوقی انجام شده است. برای رسیدن به این هدف، ٧١ دانشجوی مقطع کارشناسی رشته مترجمی زبان انگلیسی انتخاب و به سه گروه آزمایشی تقسیم شدند که دانشجویان گروه اول تحت تدریس ترجمه اسناد حقوقی مبتنی بر پروژه شبیه سازی محیط واقعی ودانشجویان گروه دوم تحت تدریس بر اساس شیوه استاد-شاگردی شناختی قرارگرفتند درحالیکه برای دانشجویان گروه سوم روش تلفیقی تدریس ترجمه اسناد حقوقی بکارگرفته شد.طرح تحقیق در بخش کمی شبه آزمایشی و پیش آزمون-آموزش-پس آزمون می باشد و طرح تحقیق در بخش کیفی براساس نظریه داده بنیاد است. نتایج تحلیلهای کمی نشان داد که دانشجویان گروه دوم و سوم در اکثر خردمقیاسهای کیفیت ترجمه و توانایی تفکرانتقادی عملکرد بهتری نسبت به دیگر گروهها داشتند. نتایج حاصل از تحلیل موضوعی داده های بدست آمده از پروتکل فکر کردن با صدای بلند نشان داد تنوع استراتژیهای بکاررفته توسط گروه سوم برای حل مشکلات زبانی در ترجمه اسناد حقوقی و استراتژیهای مورد استفاده توسط گروه دوم برای حل مشکلات غیر زبانی در ترجمه اسناد حقوقی از دیگر گروه ها بالاتر است.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133780859","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 Overview of Digital Games Research and Practice for Learning: A Need to have (L)MOOC for DGBL(L) 数字游戏研究与学习实践综述:DGBL需要MOOC

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.43586.2329

F. Farrokhi, Aylar Fallah Vazirabad

{"title":"An Overview of Digital Games Research and Practice for Learning: A Need to have (L)MOOC for DGBL(L)","authors":"F. Farrokhi, Aylar Fallah Vazirabad","doi":"10.22034/ELT.2021.43586.2329","DOIUrl":"https://doi.org/10.22034/ELT.2021.43586.2329","url":null,"abstract":"Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127952670","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

The Comparative Effects of Cooperative and Competitive Learning on Speaking Ability and Self-Confidence of EFL Learners 合作学习与竞争学习对英语学习者口语能力和自信心的影响比较

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.43962.2335

Mohammad Ahmadi Safa, Seyed Amir Afzalimir

{"title":"The Comparative Effects of Cooperative and Competitive Learning on Speaking Ability and Self-Confidence of EFL Learners","authors":"Mohammad Ahmadi Safa, Seyed Amir Afzalimir","doi":"10.22034/ELT.2021.43962.2335","DOIUrl":"https://doi.org/10.22034/ELT.2021.43962.2335","url":null,"abstract":"This study aimed at investigating the comparative effects of cooperative and competitive learning on English as Foreign Language (EFL) learners’ speaking ability and self-confidence. Moreover, EFL learners’ attitude towards cooperative and competitive learning procedures were explored. To these ends 90 learners were selected on the basis of a sample PET results and were assigned into three 30-learner cooperative, competitive and control groups. The speaking section of a sample PET test and Academic Confidence Scale were administered to the three groups before the treatment. As the treatment, the first experimental group members were engaged in cooperative learning, the second experimental group members were engaged in competitive learning, and the control group received regular teacher-fronted instruction. At the end of the treatment, the speaking section of another sample PET and Academic Confidence Scale were re-administered as the posttests.10 EFL learners were randomly selected from each experimental group and seated for a semi-structured interview. The analyses revealed that while both cooperative and competitive learning procedures had significant within-group effects on the learners' speaking ability, the impact on academic self-confidence was significant only for cooperative learning procedure. Moreover, analyses verified that the impact of cooperative learning on speaking ability and self-confidence of EFL learners was statistically superior to the other procedures. Content analysis of the interview data showed that the majority of EFL learners believed that cooperative learning helps them develop their own ideas in greater depth, enhance their participation and creativity in speaking, improve self-confidence and reduce anxiety.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125331317","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

The Role of Audio-visual Aids in General English Classes at Medical University: Reading Comprehension, Attitude, and Motivation 视听教具在医科大学普通英语课堂中的作用:阅读理解、态度与动机

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.44787.2354

A. Khalili, Maryam Zeinolabedini, F. Poorebrahim, Simin Sattarpour

{"title":"The Role of Audio-visual Aids in General English Classes at Medical University: Reading Comprehension, Attitude, and Motivation","authors":"A. Khalili, Maryam Zeinolabedini, F. Poorebrahim, Simin Sattarpour","doi":"10.22034/ELT.2021.44787.2354","DOIUrl":"https://doi.org/10.22034/ELT.2021.44787.2354","url":null,"abstract":"The general consensus on the invaluable contributions of audio-visual materials based on cognitive theory of multimedia learning (CTML) to enhancing the quality of language classes has turned them into indispensable tools which teachers utilize for more effective teaching of different language skills. The primary aim of this study was to explore the effect of audio visual aids on reading skill at university level. The secondary aim was to find out if this change in materials could have any impact on the motivation and attitudes of the students toward English learning. To this end, this quasi-experimental study adopted a pre-test post-test research method. A total of 256 General English university students were divided to experimental (n=184) and control (n=81) groups. The experimental group received audio-visual aids as the treatment while the control group was taught by a conventional text-based method, commonly practiced in General English classes at Tabriz University of Medical Sciences (TUMS). The reading section of preliminary English test (PET) and Gardner’s attitude and motivation test battery (AMTB) were used for data collection. The results of independent samples t-test and Mann-Whitney tests revealed that the students provided with audio-visual materials obtained greater reading outcomes and also showed more positive attitudes and higher motivation toward English learning. Thus, our research revealed that the higher productivity and livelihood of reading classes can be tangible even in the in the narrow space of a single university semester.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126584528","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

The Effect of Intensive Planned Focus on Form on the Implicit L2 Knowledge of Iranian EFL Learners 强化计划关注形式对伊朗英语学习者二语内隐知识的影响

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.44074.2339

R. Esfandiari

{"title":"The Effect of Intensive Planned Focus on Form on the Implicit L2 Knowledge of Iranian EFL Learners","authors":"R. Esfandiari","doi":"10.22034/ELT.2021.44074.2339","DOIUrl":"https://doi.org/10.22034/ELT.2021.44074.2339","url":null,"abstract":"Attention to form in input now seems to have found its way into second language acquisition (SLA), and it is recommended that language learners’ consciousness be raised for language learning to occur and become intake. Input enhancement and output have received considerable attention in recent SLA as two attention-drawing devices. In the present study, we chose visual input enhancement to examine its effect on noticing and acquisition. To that end, two classes were randomly assigned to experimental and control groups. Both groups were exposed to ten different short stories for ten sessions for five weeks, but the type of exposure was different for each group. The English third person singular was highlighted for the experimental group through formatting techniques such as underlining, italicizing, and capitalising. Language learners in the experimental group were supposed to answer the questions following each short story and write a summary for it. Both groups were post tested one week after the treatment on both Noticing Test and a Written Production Test. The results of two independent t-tests showed the superiority of experimental group over the control group in noticing and learning the third person singular. Implications of the findings are discussed.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130478050","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

The Analysis of Short Story Translation Errors (A Case Study of Types and Causes) 短篇小说翻译错误分析(以类型及原因为例)

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.24256/IDEAS.V9I1.1852

S. Syahrir, St. Hartina

{"title":"The Analysis of Short Story Translation Errors (A Case Study of Types and Causes)","authors":"S. Syahrir, St. Hartina","doi":"10.24256/IDEAS.V9I1.1852","DOIUrl":"https://doi.org/10.24256/IDEAS.V9I1.1852","url":null,"abstract":"Translation of short stories as a literary work has become a trend lately because the short story provides entertainment and education for the readers. However, the translation process has been complicated because translators must be able to convey the message without changing the purposes of a source language. The preliminary observation discovered numerous errors made by students when they translate Indonesian short stories into English. Thus, this study aims to analyze the types and causes of translation errors in translating the short story. The descriptive qualitative approach is applied in document analysis. Data collection was carried out through translation tests and interviews. Then, the collected data were classified and analyzed by using Mathieu's (200 translations issues' theory (2003). The results discovered that the types of translation errors were a number of linguistic issues including grammatical issues, lexical choices, rhetorical problems, pragmatic problems, and cultural issues. The errors made were caused by the lack of vocabularies, misinterpretation of an idiomatic expression, figurative language, and implicit meaning, dissimilarities among cultural references and terms, the influence of the first language, and misunderstanding of English structure rules.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"103 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120854166","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 Analysis of Batu Bara Malay Students’ Pronunciation in English Consonant Cluster and Word Stress 峇都巴拉马来族学生英语辅音簇和单词重音的发音分析

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.24256/IDEAS.V9I1.1843

Dwi Handayani Silitonga, Erika Sinambela, A. Pasaribu

{"title":"An Analysis of Batu Bara Malay Students’ Pronunciation in English Consonant Cluster and Word Stress","authors":"Dwi Handayani Silitonga, Erika Sinambela, A. Pasaribu","doi":"10.24256/IDEAS.V9I1.1843","DOIUrl":"https://doi.org/10.24256/IDEAS.V9I1.1843","url":null,"abstract":"Pronunciation has many great important roles in one speaking performance. The inappropriate pronounced words cause the negative impact of misunderstanding. Therefore, this study aims to find out how the pronunciation of Batu Bara Malay students, particularly the English consonant clusters and the word stress, and to identify the factors affecting Batu Bara Malay students’ difficulties in pronouncing English consonant clusters and the word stress. The qualitative method was applied in this study. There were 25 students of seventh-grade students of SMP Negeri 1 Datuk Tanah Datar as the study subjects who speak the Malay Language as their mother tongue. The data were collected by recording students’ voice and interviewing. The researchers applied the Miles and Huberman model to analyze the data. The results are Batu Bara Malay students’ ability to pronounce English consonant clusters around 29%. Most of the students inaccurately utter the English consonant cluster word at the final position. The students’ ability in pronouncing English word by correct word stress rules around 30%. As the students' achievement under 50%, it means their ability in pronouncing consonant cluster and word stress is very low. These problems are caused by the existence of the mother tongue intervening in their process of learning another language and the distinction between English characteristics and nature compared with Indonesia Language (similar to the Malay language), particularly consonant clusters. English has more types of consonant. Besides that, the lack of both knowledge and pronunciation exercises on how to pronounce English word accurately for beginner learners so the students are unable to pronounce English consonant clusters and emphasize appropriate word stress.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131185474","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

The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings 外语学习者的综合动机、工具动机、内在动机和外在动机的研究

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.43130.2324

A. Vakilifard, Sharareh Khaleghizadeh

{"title":"The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings","authors":"A. Vakilifard, Sharareh Khaleghizadeh","doi":"10.22034/ELT.2021.43130.2324","DOIUrl":"https://doi.org/10.22034/ELT.2021.43130.2324","url":null,"abstract":"تاکنون پژوهشی به بررسی انگیزه فارسی‌آموزان غیرایرانی در محیط یادگیری زبان فارسی به عنوان زبان خارجی نپرداخته است. از این رو، پژوهش حاضر می‌کوشد انگیزش‌های سازگاری، ابزاری، درونی و بیرونی را که از مهمترین انواع انگیزه‌های مربوط به حوزه‌ی آموزش زبان است، در میان فارسی‌آموزان غیرایرانی در محیط یادگیری زبان خارجی مورد بررسی قرار دهد. برای جمع‌آوری اطلاعات از پرسش‌نامه‌ای شامل 40 پرسش برگرفته از پژوهش‌های گاردنر (2001)، رایان و دسی (2000) و نوئلز و همکاران (2001) استفاده گردیده است. داده‌ها با استفاده از آزمون‌های آماری در مورد 135 (59 زن و 73 مرد) زبان آموز بررسی شد. نتایج آزمون‌ها نشان داد که انگیزش سازگاری مهمترین عامل انگیزشی در یادگیری زبان فارسی به عنوان زبان خارجی و انگیزش بیرونی کم اهمیت‌ترین عامل انگیزشی بوده است. شاخص‌های فهم هنر و تاریخ ادبیات زبان فارسی، گسترش دانش، علاقه به یادگیری زبان و علاقه به ارتباط با ایرانیان، از مهمترین شاخص‌ها در انگیزش فارسی‌‌آموزان غیرایرانی جهت یادگیری فارسی به عنوان زبان خارجی بوده است. همچنین در مورد تاثیر جنسیت، مقطع تحصیلی و سن بر انواع انگیزه‌های فارسی‌آموزان، نتایج نشان داد که فقط در مورد انگیزش‌های ابزاری، و درونی، تفاوت در میان زنان و مردان معناداری ود. در خصوص انگیزش سازگاری در ‌میان مقاطع مختلف تحصیلی تفاوت معنادار بود، اما در بازه‌های سنی مختلف، تفاوت معنا‌داری در مورد انگیزش‌ها وجود نداشت.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128965474","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

Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features 初学非母语英语教师的假想与现实决策与教学推理:学生与个人特征

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.45582.2375

M. Khatib, Sam Saeedian

{"title":"Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features","authors":"M. Khatib, Sam Saeedian","doi":"10.22034/ELT.2021.45582.2375","DOIUrl":"https://doi.org/10.22034/ELT.2021.45582.2375","url":null,"abstract":"Two of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) teachers’ decisions in two different times using six research-oriented teaching scenarios reflecting the student and personal features. Furthermore, their pedagogical reasoning was also attended to once through their responses to imaginary teaching scenarios and once through their actual classroom decisions. The participants comprised of ten novice Iranian EFL (six female and four male) teachers with an age range of 19 to 25 and a male experienced teacher, aged 30, who acted as a researcher-as-participant and was only accountable for the novices’ real-world reasoning. The data were collected through utilizing a total of six teaching scenarios, classroom observation, and video stimulated recalls. The findings, obtained through conversation analysis and pertinent vignettes and excerpts, revealed that the participants underwent a change in their decisions in two of the three scenarios reflecting the student features, while an approximate conformity could be observed in all scenarios mirroring personal features. It was revealed that whenever the teachers’ reasoning changed, their decisions underwent some changes as well. In addition, the findings showed that the flow of conversation in the classroom could be strongly influenced by the teachers’ decisions. A number of implications and recommendations for further research are also pinpointed.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126541031","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