Group Dynamic Assessment of EFL Learners Grammar: A Microgenetic Development Approach

Dr. Kiumars Razavipour & Afshin Rezaee

 Shahid Chamran University of Ahvaz

 

Dynamic Assessment (DA), rooted in Zone of Proximal Development (ZPD) conceptualization (Vygotsky, 1978), has not been widely practiced by ESL/EFL teachers due to its applicability limitations in large classes. This study, therefore, explored the potential of Group-Dynamic Assessment (G-DA), as a novel approach to DA, to ameliorate this concern in populated classes. In order to achieve this goal, 15 second-grade female Iranian high school students, aged 15-17, participated in the study. They were instructed on the grammar points of the third-grade high school course book during ten one-hour sessions held twice a week. When the participants were receiving mediation from the teacher based on G-DA procedures, their interactions were meticulously audio-recorded. A number of episodes were selected, transcribed, and microgenetically analyzed. The results revealed that not only did G-DA have the potential for diagnosing developing abilities but it also could improve them in a much more efficient way. More importantly, it was demonstrated that if the principles and procedures of G-DA be utilized appropriately, it can be applicable and useful for L2 classes. The implications of the present study were discussed from sociocultural perspectives for both EFL teachers and learners.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.

The Relationship between English Students’ Family Literacy and Conservation of Tenor in Translation

Dr. Habibollah Mashhady & Moslem Fatollahi

 University of Zabol

In systematic functional linguistics, the term “tenor” refers to the participants in a discourse, their relationships, and their intentions. Tenor has been widely studied in sociolinguistics. Yet, few studies have explored the variables involved in recreation of tenor in translation. This study aimed at exploring the relationship between undergraduate students’ family literacy and their conservation of tenor in translation. To this end, 60 undergraduate English students completed the Family Literacy Scale developed by Thomas & Fischer (1996), and rendered ten short statements of the English novel “Remains of the Day” into Persian. Students were scored by two raters and a high inter-rater reliability was achieved. The statements are uttered by Stevens, the servant of an aristocrat British family. The Pearson results revealed a significant positive relationship between students’ family literacy and their ability to conserve the formal, polite, and impersonal tenor of Steven’s speech. The highest correlation was found between translators’ family literacy and their conservation of formality in translation. This study has some pedagogical implications for translation instructors as it can help them have better selections of instruction materials based on their learners’ level of family literacy.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-4 February 2016 , Iran-Ahwaz.

English Language Learning Improvement via Truancy Reduction: A Case Study of Iranian Situation

Mehran Memari, Khadije Moghadam & Maryam Sharifi

 Teacher Education University & Shahid Chamran University of Ahvaz

Truancy is any intentional unauthorized or illegal absence from compulsory education. It is absences caused by students of their own free will, and usually does not refer to legitimate "excused" absences, such as ones related to medical conditions. Student absenteeism can lead to low academic achievement, school dropout, delinquency and gang involvement. The purpose of this study is to explore the reasons why Iranian EFL learners intend to stay away from English classes. The participants, 150 EFL learners, were asked to fill out a questionnaire. Analyzing the data showed that most of them had a high percentage of truancy with different reasons related to textbooks, teachers and school programs. To prevent students from skipping classes and as a result reduction of motivation, program developers should change their view of developing materials, and teachers should also change the teaching behavior and methodology.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-4 February 2016 , Iran-Ahwaz.

The Effects of Deductive-Inductive Teaching Methods of Grammar on EFL Extroverts and Introverts

Mohsen Khorshidi & Farzad Qanbarnejad

Payamnour University of Rasht & Shahid Chamran University of Ahvaz

 

The present study investigates the possible relations among personality traits and deductive-inductive teaching methods of grammar in second language acquisition (SLA) among Iranian EFL learners. To this end, 57 EFL male and female learners ranging from 10 to 14 years of age were randomly selected from the learners attending Iran Language Institute (ILI) of Ahvaz, Iran. The participants were then given a pretest on target grammar (i.e., present continuous tense) to ensure that they were all at the same English proficiency level concerning the present continuous tense. Besides, the extrovert and introvert learners were identified using Eysenck Personality Questionnaire. The participants were then divided into four groups: two male and two female groups. In this context, one female group and one male group were taught the present continuous tense deductively, while the other two groups were taught the same grammar inductively. Subsequently, the learners were given a posttest on the considered grammar. In order to show the effect of the said variables on these four groups, a t-test was run. According to the obtained results, the variables of personality trait and teaching method do not have any significant effect on second language acquisition of the said Iranian EFL learners.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-4 February 2016 , Iran-Ahwaz.

The Investigation of Listening Comprehension Problems of American Accent for Iranian B.A Students of Translation Studies

Dr. Azadeh Nemati, Kamran Qareqani & Dr. Mohammad Reza Falahati Qadimi Fumani

Department of English Language Teaching, Jahrom Branch, Islamic Azad University, Marvdasht Branch, Islamic Azad University & Regional Information Center for Science and Technology, Shiraz

 

This study attempted to investigate the listening comprehension problems of American accent of B.A students of English translation studies. To attain this objective their performance on TOEFL and IELTS (their listening comprehension sections) tests were checked. Further, they received a short open-ended questionnaire to comment on their problems in listening comprehension. Based on the results, the most of the students performed low on both TOEFL and IELTS (listening comprehension) tests. Further, most of the students (21 cases, 52.5%) asserted that their main problem was in ‘identifying words when they listened to an audio file, i.e. they were not used to fast speech’. In all, 16 students (40%) announced that they were ‘weak at vocabulary and colloquial terms’. So, it appeared that students had major problems in listening and in vocabulary and viewed these two elements as the main factors that hindered in the listening comprehension process. Moreover, it was found that 45% (18 cases) of the participants believed that ‘minor attention to listening comprehension practices at the university’ was responsible for their problems in listening comprehension.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-4 February 2016 , Iran-Ahwaz.

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