Archives for December 2014

‘Literacy Skills of Tribal Students of Wayanad: Influence of Home Environment’ by Fr. Bennichan J& Dr. V.M. Subramanian

Abstract

Academic results reflect the socio-economic-psychological background of learners. The present study is based on the research done among the tribal high school learners of Wayanad regarding their English language skills. Language skill assessment and collection of personal profile including socio-economic status (SES) were conducted among 200 select students equally from Paniya, Kurichiya, Kuruma, Kattunaicka and Adiya tribes, attending class IX in Wayanad schools. Previous studies had already established that SES affects student’s outcomes. The present study underlines the theory using quantitative and qualitative methods. After analyzing the reading and writing scores, the influence of SES is established using SPSS Pearson Correlation method.

Key words: Home environment, Literacy skills, Socio-economic status, Tribal ELT, Wayanad.

Access full paper.

‘EFL Teacher Evaluation in the Eyes of EFL Students and Distinguished Observers: A Comparative Study’ by Saman Khaksefidi

Abstract

This study looks at how observers and students evaluate English as a Foreign Language (EFL) teachers. Different
views on teacher evaluation have been discussed while focusing on student evaluation is considered the rationale for
conducting this research. It explores the relationship between the observers’ and students’ evaluations of the teachers. Ten distinguished observers and 40 students took part in the research. By replying to 43 items of a questionnaire prepared by Chugach School District with alternatives from excellent to very poor, they evaluated the teacher. SPSS results revealed a very strong correlation of 0.84 between the evaluations done by the observers and the students. Thus, the students’ evaluations were very close to the observer’s evaluation. Students’ opinions of their teachers, though it is assumed to be biased and unrealistic, can be of assistance in having a more reliable evaluation of teachers if regarded carefully, and it can be included as a corroborating factor in the evaluation program of EFL institutes and at times it can determine the biased evaluations of the observers.

Key words: Biased evaluation, EFL students and teachers, Observer, Teacher Evaluation.

Access full paper.

‘The relationship between Critical Thinking Ability and Reading Strategies Used by Iranian EFL Learners’ by Mansour Fahim & Zohreh Hoominian

Abstract

The current empirical study has attempted to determine if there is any significant relationship between critical thinking of Iranian fresh EFL learners and  those categories of reading strategies (cognitive, meta-cognitive, and compensation) that are mostly used by EFL learners. Thirty Iranian EFL Fresh female students studying in a private institute in Yazd in Iran participated in this study. Based on the purposes of the study, two questionnaires were administered to the participants: a critical thinking questionnaire and a reading strategy questionnaire. Results of the study showed that the most frequently used reading strategies were meta-cognitive strategy and cognitive strategy. Statistical analyses revealed no correlation between learners’ critical thinking ability and their overall use of reading strategies.

Keywords: Cognitive Strategy, Compensatory Strategy, Critical Thinking, Metacognitive Strategy, Testing Strategy.

Access full paper.

‘Translation of the Persian Lexical Collocational Patterns into English from a Comparative Phraseological View’ by Zeinab Danyari & Forouzan Dehbashi Sharif

Abstract

This article aimed to shed light upon the nature of the differences in collocational patterning of Persian and English languages and sought to find which Persian collocational patterns, from phraseological point of view, would be used when the translators are nonnative Persian speakers and what kind of structural shifts might have the dominancy in English translation of Persian collocational patterns while translating the Persian collocations into English. For this purpose, eleven Persian texts were chosen from different genres and periods of time. The texts were analyzed qualitatively and quantitatively. 550 collocations were extracted from Persian texts and then, their English correspondences were extracted from the English translations of the selected Persian texts. Persian collocations and their English correspondence were compared and analyzed based on their structural patterns and all the possible shifts were gathered up. Based on the findings of this research, Persian language contains at least forty collocational patterns. The researcher also found that noun + adjective pattern had the highest frequency among the Persian collocational patterns, while adjective + noun and noun + noun were highly frequent in English texts. Moreover, the results of this research showed there was a significant difference between the Persian lexical collocational patterns and their restrictions with their English correspondence in the translated texts.

Index Terms: Collocational Patterning, Collocational Restrictions, Lexical Collocations, Phraseology

Access full paper.

‘The Relationship between Iranian EFL Learners’ Language Proficiency and Pragmatic Competence’ by Bahman Hamidi & Mohammadreza Khodareza

Abstract

Many scholars put emphasis on the mutual effect of pragmatic competence and language proficiency in conducting a healthy communication such as Hoffman-Hicks (1999) that claimed linguistic proficiency is a prerequisite to pragmatic competence though it does not guarantee pragmatic competence. Also Thomas (1983) supported that a lower-level grammar leads to the misinterpretation of speech acts among L2 learners. This study aimed to find out the relationship between pragmatic competence of Iranian EFL learners and their language proficiency. To this purpose, sixty-five participants attended the study including 25 males and 40 females who had been homogenized through Oxford Placement Test. To measure learners’ pragmatic competence, Roever’s (2005) questionnaire was used. The Spearman Rank-Order correlation test was run to calculate the relationship between pragmatic competence and language proficiency. The result of the study showed that language proficiency plays a significant role in Iranian EFL learners’ pragmatic competence.

Key words: Iranian EFL learners, language proficiency, pragmatic competence.

Access full paper.

‘The Effect of Gender on Realization of Refusal of Suggestion in Formal and Informal Situations among Iranian EFL Learners’ by Fariba Hedayatnejad & Behzad Rahbar

Abstract

The knowledge of the speech acts of refusals has the crucial role in daily communication to save the interlocutor’s face and to be polite. This study aimed at investigating the gender differences in realization of the usage of refusal strategies of suggestion in formal and informal situations.  The participants consisted of 60 (30 females and 30 males) at intermediate level. The applied instrument in this study was Discourse Completion Test. Based on chi- square analysis, the realization of applied strategies of the refusal of suggestion depended on the different social distances. The frequency of realized and applied strategies in refusals was not statistically different between the female and male learners.

Key words: Gender; Formal and informal situation; Refusal strategies; Speech acts of refusals; Suggestion

Access full paper.

‘Phonological Contrastive Analysis of Consonant and Vowel Phonemes of R.P. and GIE with Special Focus on Gujarati Phonology’ by Paresh Joshi

Abstract

Present paper is an endeavor to investigate underlying differences in segmental phonology of Received Pronunciation (RP) and General Indian English (GIE) with special focus on Gujarati English Phonology (GEP). The analysis takes into consideration peculiar features of all the three phonologies i.e. RP, GIE and phonology of Gujarati English.

Although a contrastive analysis of RP and GIE brings out gross phonological peculiarities of all the Indian Speakers of English including Gujarati Speakers of English (GSE), the rationale for such a contrastive analysis is to arrive at gross segmental phonological features which are very peculiar to Gujarati Speakers of English (GSE) under the influence of Gujarati phonology with a view to devising pedagogical strategies to resolve pronunciation problems pertaining to segmental phonology there by enhancing the international intelligibility of GSE.

Key Words: Contrastive Analysis, Supra-Segmental Phonology, General Indian English (GIE), Gujarati English Phonology (GEP), Non-native speakers (NNS), Native Speakers, Guajarati Speakers of English, and Received Pronunciation (RP).

Access full paper.

‘The Impact of Using Different Forms of Pre-listening Activities on Iranian EFL Learners’ Listening Comprehension’ by Moslem Ehsanjou & Mohammadreza Khodareza

Abstract

Pre-listening activities are some introductory activities that familiarize students with the topic and activate their background knowledge on the content. The aim of this paper was to analyze how pre-listening activities (preview of questions & studying unfamiliar vocabularies) could be useful in developing listening comprehension and which one is more effective and helpful as pre-listening. The research was conducted on sixty Iranian EFL learners, in Aryanmehr Educational Association (Iran, Sari), who studied English courses for 3 years. Such students were exposed to listening training designed by researcher for one month. The results indicated that preview of questions as an pre-listening activity can be effective in teaching listening comprehension and studying unfamiliar vocabularies has no significant effect on improving learners’ listening comprehension. Therefore, the present study provides essential information for EFL teachers about the effectiveness of pre-listening and therefore, useful tips for successful teaching listening.

Key Words: Background knowledge, Bottom-up process, Schema, Top down process, Vocabulary pre-teaching.

Access full paper.

Volume 4 – Issue 6

  1. The Impact of Using Different Forms of Pre-listening Activities on Iranian EFL Learners’ Listening Comprehension
    Author/s: Moslem Ehsanjou & Mohammadreza Khodareza
    Abstract | Access Full Paper
  2. Phonological Contrastive Analysis of Consonant and Vowel Phonemes of R.P. and GIE with Special Focus on Gujarati Phonology
    Author/s: Paresh Joshi
    Abstract | Access Full Paper
  3. The Effect of Gender on Realization of Refusal of Suggestion in Formal and Informal Situations among Iranian EFL Learners
    Author/s: Fariba Hedayatnejad & Behzad Rahbar
    Abstract | Access Full Paper
  4. The Relationship between Iranian EFL Learners’ Language Proficiency and Pragmatic Competence
    Author/s: Bahman Hamidi & Mohammadreza Khodareza
    Abstract | Access Full Paper
  5. Translation of the Persian Lexical Collocational Patterns into English from a Comparative Phraseological View
    Author/s: Zeinab Danyari & Forouzan Dehbashi Sharif
    Abstract | Access Full Paper
  6. The relationship between Critical Thinking Ability and Reading Strategies Used by Iranian EFL Learners
    Author/s: Mansour Fahim & Zohreh Hoominian
    Abstract | Access Full Paper
  7. EFL Teacher Evaluation in the Eyes of EFL Students and Distinguished Observers: A Comparative Study
    Author/s: Saman Khaksefidi
    Abstract | Access Full Paper
  8. Literacy Skills of Tribal Students of Wayanad: Influence of Home Environment
    Author/s: Fr. Bennichan J& Dr. V.M. Subramanian
    Abstract | Access Full Paper
  9. Speech Act of Congratulation among Persian Speakers
    Author/s: Farid Ghaemi & Fatemeh Ebrahimi
    Abstract | Access Full Paper
  10. The Effect of Jigsaw Technique vs. Concept Map presentation Mode on Vocabulary Learning of Low- Intermediate EFL Learners
    Author/s: Elham Asghari Astane & Shaban Berimani
    Abstract | Access Full Paper
  11. A Cross-cultural Investigation of Compliments and Compliment Responses: Comparing Persian Speakers, EFL Learners and English Native Speakers
    Author/s: Rozana Shamsabadi & Abbas Eslami Rasekh
    Abstract | Access Full Paper
  12. Evaluating American English File Text Books Based on  Cunningsworth’s Criteria
    Author/s: Saeideh Shahriari & Amir Reza Nemat Tabrizi
    Abstract | Access Full Paper
  13. Developing Dictionary Skills among Primary Pre-service Teachers
    Author/s: Dr. Kirankumar I. Chauhan
    Abstract | Access Full Paper

‘Session Planning in (English Language) Teaching: A Paradigm Shift towards Three-tiered Integrated Pedagogy and Management of Teaching’ by Govind B. Dave

Abstract

Teaching, particularly, (English Language) Teaching has passed through a very critical period. Right from Policy decisions of incorporating English into various curricula to Pedagogical Issues and concerns; from various types of courses to methods of teaching; and from course content to session planning. Session Planning is considered to be an essential and important component of teaching practices. It not only makes the teaching – learning process more focused but also adds to the creativity of the teacher and the learner in the classroom. It helps the teacher decide approaches taking into consideration the requirements of the course and individual learners. Thus, in a way, it forms bedrock of effective teaching in the classroom. It helps the teacher manage his / her teaching and move ahead in the three-tiered pedagogy concerning planning, teaching and evaluation. The paper focuses upon the need and the importance of session planning with reference to Teaching in general and (English Language) Teaching in particular. It also shows how it gifts the curriculum and its pedagogy a move / shift in its paradigm from random teaching to more planned / managed and focused learner – centric teaching.

Keywords: Curriculum, Pedagogy, Management of Teaching, (English Language) Teaching, Teaching Methods, and Session Planning

Access full paper.