The Annual International Conference on English Studies (Teaching and Learning, Literature, Translati

1-2 February 2020, Ahwaz, Iran

The Annual International Conference on English Studies (Teaching and Learning, Literature, Translation) and Linguistics is organized by different universities and research centers.

Registration and Submission of Abstracts(Click Here)

شبکه های اجتماعی

The Annual International Conference on English Studies (Teaching and Learning, Literature, Translati

1-2 February 2020, Ahwaz, Iran

The Annual International Conference on English Studies (Teaching and Learning, Literature, Translation) and Linguistics is organized by different universities and research centers.

The conference will be dedicated to current trends and developments in English Studies (Teaching and Learning, Literature, Translation) and Linguistics.

Academics and university lecturers are cordially invited to present their research regarding current issues of English Studies (Teaching and Learning, Literature, Translation) and Linguistics. Recognizing this trend, the conference organizing committee aims to provide a platform for researchers and scholars from various fields to exchange ideas on issues related to the empowerment of English Studies (Teaching and Learning, Literature, Translation) and Linguistics.

The selective full papers of the conference will be published as the book of conference and also will be indexed in CIVILICA (however, the book of abstracts will be published too).

Optional Services for Presenters (If they wish to use)

  1.  Free Accommodation: ((1) Accommodation will be for six nights (from 31st January (Check-in) up to 6th February 2020(Check-out)); (2) Two participants will stay in each room; (3) Accommodation will be in a hotel.
  2.  Free Food: For six days (during 31st January, 1st, 2nd, 3rd, 4th & 5th February 2020), all meals will be free.
  3. Free Tour: Three day tour including visiting historical places, cultural activities and living with local people in Khouzestan province– from evening of 2nd February up to morning of 6th February, 2020, will be free.
  4. D) Free Transportation: All transportations from Ahwaz airport to the accommodation place, to the conference venue and vice versa will be free.
  5. Other Notable Free Services.

1-2 February 2020, Ahwaz, Iran

Free Tour

Electronic Visa

Free Accommodation

A Video Clip of Previous Period

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The Effect of Guided Discovery Learning on Acquisition of Present Progressive Tense of Iranian High School Learners

Samaneh Gholampour & Donya Mehrabi,

Science and Research Branch, Islamic Azad University, Iran

Teaching grammar has been a debatable issue over the past few decades. According to Al- Kharrat (2002), grammar is taught in both deductive and inductive ways. Deductive ways of teaching English refers to teaching the grammatical rules and learners should apply the rules in different sentences. However, inductive teaching refers to implicit teaching. Recently, teachers tend to utilize a mix of both methods to teach grammar, and that is called Guided Discovery Learning. According to Saumell (2012) “Guided Discovery is a modified inductive approach in which there is exposure to language first, followed by the use of inference, and finally an explicit focus on rules and practice” (p. 2). As teaching grammar is an essential part of learning a language and most of Iranian EFL learners have difficulty with acquiring and utilizing the correct grammatical forms of tenses in their utterances, the present study focused on investigating the effect of guided discovery learning on acquisition of present progressive of Iranian high school Learners. To this end, 120 students were selected and homogenized using a KET. The participants were divided into two groups of experimental and control group. Then, a pretest of grammar containing 50 items in the form of multiple choice and fill the blanks was administered to both groups. Then, during five sessions of treatments, the learners in experimental group were provided with texts enriched with examples of present progressive tense. The learners were required to work in pairs and find the target information without any help from teacher. In control group, present progressive tense was taught explicitly. Finally the posttest of grammar was administered and the results of the data analysis revealed that learners in experimental group significantly outperformed their counterparts in control group. The result of this study is of high significance for language teachers as well as materials developers and curriculum designers.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

Samaneh Gholampour & Donya Mehrabi,

Science and Research Branch, Islamic Azad University, Iran

Teaching grammar has been a debatable issue over the past few decades. According to Al- Kharrat (2002), grammar is taught in both deductive and inductive ways. Deductive ways of teaching English refers to teaching the grammatical rules and learners should apply the rules in different sentences. However, inductive teaching refers to implicit teaching. Recently, teachers tend to utilize a mix of both methods to teach grammar, and that is called Guided Discovery Learning. According to Saumell (2012) “Guided Discovery is a modified inductive approach in which there is exposure to language first, followed by the use of inference, and finally an explicit focus on rules and practice” (p. 2). As teaching grammar is an essential part of learning a language and most of Iranian EFL learners have difficulty with acquiring and utilizing the correct grammatical forms of tenses in their utterances, the present study focused on investigating the effect of guided discovery learning on acquisition of present progressive of Iranian high school Learners. To this end, 120 students were selected and homogenized using a KET. The participants were divided into two groups of experimental and control group. Then, a pretest of grammar containing 50 items in the form of multiple choice and fill the blanks was administered to both groups. Then, during five sessions of treatments, the learners in experimental group were provided with texts enriched with examples of present progressive tense. The learners were required to work in pairs and find the target information without any help from teacher. In control group, present progressive tense was taught explicitly. Finally the posttest of grammar was administered and the results of the data analysis revealed that learners in experimental group significantly outperformed their counterparts in control group. The result of this study is of high significance for language teachers as well as materials developers and curriculum designers.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

لوگوی های اسپانسر

Sample Photos of Last Year

Ahwaz City

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