Archives for May 2014

‘Contrastive Analysis and Error Analysis in Language Teaching: Friends or Foes’ by Shivani

Abstract

The paradigm of teaching and learning of a second language has always encountered the problem and the much debated issue of learners’ errors. The teachers and linguists always seek to find the causes of error made by second language learners so as to optimize the performance of the learners. For this purpose various theories like contrastive analysis, error analysis, interlanguage etc. have been proposed by linguists from time to time. The present research paper is an attempt to suggest a teaching methodology where contrastive and error analyses act as complementary to each other rather than being opponents to each other.  In this paper I will discuss the concept of Contrastive and Error analyses in detail followed by discussion on action plan incorporating the components of contrastive and error analyses for the teacher of English as a second language.

Key words: Contrastive analysis (CA), Error analysis (EA), First language (L1), Second language (L2), Target language (TL)

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‘The Relationship between Socio-economic Status and Academic Achievement in an EFL Classroom among Iranian University Students’ by Farid Ghaemi & Mahbubeh Yazdanpanah

Abstract

The problem of socioeconomic status is getting more and more tangible in universities due to its impacts on the students’ academic achievement. Thus, it is important to have a clear understanding of what benefits or hinders university-age students’ educational attainment. As such, the present research aims to investigate the effects of the socio-economic status on EFL sophomore learners’ academic achievement in the national university of a town in Iran named Rafsanjan. Pearson Product Moment correlation showed that the relationship between SES and GPAs for the participants of this study was so that SES had remarkable relationship with GPAs. However, the direction of this relationship shows that the participants with a mid/high SES had significantly lower GPAs than the participants with a low SES. This finding of the study which is as opposed to the research conductors’ expectations has valuable implications for the educational programs and families.

Key Words: Socioeconomic status, Academic achievement, EFL learners, Grade point average

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‘Corrective Feedback and the Story of EFL Teacher’s Experience’ by Javad Gholami & Khorshid Mousavi

Abstract

The present study was concerned with exploring the frequency of corrective feedback types given by novice and experienced female teachers working with young learners and compared it with those of elementary classes for adults. To this end, oral corrective feedback was tracked in 6 young and 6 adult EFL classes involving 48 hours of classroom interactions between experienced and novice Iranian teachers and their learners. The results indicated that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. This study found an overwhelming tendency in both groups of teachers to use recasts in an error treatment sequence. The findings also revealed that every teacher owned her particular and unique method in error-correction. Despite the fact that novice and experienced teachers ignored a large number of errors especially in young learners’ classes, experienced teachers addressed them in their later instructions more often than their novice counterparts. Further results and implications are discussed in the study.

Keywords: Corrective feedback, experienced EFL teachers, novice EFL teachers, young and adult EFL learners

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