‘Investigating the Concept of Politeness among the Students of Junior and Senior High Schools’ by Razzagh Kiyani & Mehdi Bagheri Hariry

Abstract

The purpose of the present study is to investigate the concept of politeness among the students in secondary schools, namely junior and senior high schools. The research method is descriptive and that of content analysis. For the purpose of the study 1000 students participated from both junior and senior high schools. In the first step a Discourse Completion Test (D.C.T) were distributed among the speakers of both groups. Then making use of Blum kulka measure (1989), the requests of both student groups were examined. The analysis and investigation of the findings of the DCT test suggest that in some cases the speakers of junior high school use more indirect approaches compared to their counterparts in senior high school and therefore are more polite. Besides, the study indicates that some of the following reported items are absent in the aforementioned measure: lack of response to a request, providing preparatory sentences, using polite addressed forms and taboo words.

Key Words: Politeness, Indirectness, Discourse Completion Test, Students.

Access full paper.

‘Improving Teaching through Action Research; Perceptions, Practices and Problems (3Ps): Voices from Secondary Level Teachers in an EFL Context’ by Janak Singh Negi

Abstract

Teachers are the major key to bring out improvement in the field of teaching and learning. Action research is the major tool to help teachers overcome their problems in the classroom and enhance their instructional practices. But, are the EFL teachers in the remote and resource poor areas conducting an action research? This study represents the voices from one of the similar areas of the Far Western part of Nepal and attempts to examine the perceptions, practices and problems (3ps) of conducting action research. The result showed that although teachers were familiar with the basic concept of the action research, they rarely practiced it due to various reasons.

Keywords: Action Research, Reflective Practice, EFL, Professional Development.

Access full paper.

‘The Relationship between Emotional Intelligence and Language Learning Strategies of Iranian EFL Learners’ by Seyyed Rasool Mirghasempour & Mohammad Rajabpour

Abstract

Following the introduction of new approaches in the area of intelligence- intelligence quotient, multiple intelligence, and recently the emergence of emotional intelligence- the emotional intelligence (henceforth EI) is taken into consideration as a crucial factor in the domains of learning and teaching, nowadays. The present study was intended to find the relationship between EI and using language learning strategies. To achieve this goal, initially 55 language learners at upper-intermediate level from four classes of boys and girls in an English language institute in Iran were randomly selected. Then, the Dominoes-70 test, aka D-70, was administered to homogenize the learners based on their IQ level. Next, through D-70, 48 homogenous students with the same level of intelligent quotient were assigned to this study. Subsequently, the Bar-On Emotional Quotient inventory (Bar-On EQ-i) and Oxford’s Strategy Inventory for Language Learning (SILL) were administered in order to obtain the participants’ total level of EI and also to identify different learning strategies that learners use in their learning process, respectively. To analyze the data, the Pearson correlational coefficient and independent t-test were used. Results suggest that: 1. There is not a meaningful difference between males and females in their use of language learning strategies. 2. There is a significant relationship between the students’ total level of EI and language learning strategies both in females and males. 3. There is not a significant difference regarding the subjects’ total level of EI and their genders.

Index Terms: Dominoes-70, Emotional Intelligence (EI), EFL learner, Language Learning Strategies.

Access full paper.

Volume 6 – Issue 4

  1. Game-Based Language Learning: Activities for ESL Classes with Limited Access to Technology
    Author/s: Sadeqa Ghazal & Smriti Singh
    Abstract | Access Full Paper
  2. Teaching Contextual Vocabulary for Group Discussion Skills Using Formulaic Expressions in the ESL Classroom
    Author/s: Dr. K.N. Shoba
    Abstract | Access Full Paper
  3. Improving Teaching through Action Research; Perceptions, Practices and Problems (3Ps): Voices from Secondary Level Teachers in an EFL Context
    Author/s: Janak Singh Negi
    Abstract | Access Full Paper
  4. Investigating the Concept of Politeness among the Students of Junior and Senior High Schools
    Author/s: Razzagh Kiyani & Mehdi Bagheri Hariry
    Abstract | Access Full Paper
  5. Using E-learning Techniques and Tools for Enhancing Main English Language Skills
    Author/s: Khaled Kordi Tamandani and Mehrnaz Jahanshahi
    Abstract | Access Full Paper
  6. The Effect of the Bidialectism of Gilaki Intermediate Learners in Contrast to Monolinguals of Farsi Speakers in Learning Speaking Skill of English as a Foreign Language
    Author/s: Faridodin Rostami Shirkoohi, Behnam Behforouz
    Abstract | Access Full Paper
  7. The Effect of Iranian EFL Learners` Social Class on Their English Language Learning Strategies: A Sociolinguistic Perspective
    Author/s: Azizeh Chalak & Mahshid Kourang Beheshti
    Abstract | Access Full Paper

‘Teaching Contextual Vocabulary for Group Discussion Skills Using Formulaic Expressions in the ESL Classroom’ by Dr. K.N. Shoba

Abstract

Group Discussion (GD) is considered as a modern method of assessment of students’ overall personality for selection in interviews towards employment especially in the Indian context. It is also well-known that teachers of English train their students using several strategies to create adequate awareness among students to acquire the essential skills to participate and perform in GDs. Along with personality skills like Assertiveness, Critical Thinking, Leadership, language skills like appropriate Vocabulary for Agreeing, Disagreeing, Summarizing ideas also become indispensable to succeed in a group discussion. However, ESL learners find it difficult to initiate ideas, transit smoothly between ideas and argue politely. Many a time, they come across as aggressive and not assertive. In spite of valid arguments, the discourse markers or rather their lack thereof, create barriers in communication, especially in a GD. This conceptual study analyses the use of formulaic expressions or prefabricated chunks to help learners use them in the most appropriate contexts.

Keywords: Key Words: Contextual Vocabulary, Group Discussion, Formulaic Expressions, Lexical Chunks..

Access full paper.

‘Game-Based Language Learning: Activities for ESL Classes with Limited Access to Technology’ by Sadeqa Ghazal & Smriti Singh

Abstract

Playing games is often believed to be an educationally unproductive activity in strictly traditional educational settings. The prevailing Indian educational system is no different. It puts a lot of onus on rote-learning which is clearly what Paulo Freire calls the ‘banking concept of education’ in which knowledge is merely transferred from one person to another. In an ESL class, such an approach reduces language learning to merely a process of re-production and does not allow co-creation of knowledge. Driven by learner-centred pedagogy, we propose adopting game-based language learning for ensuring learner engagement and developing intrinsic motivation. The immense and complex role that learner engagement, autonomy, and motivation have to play in the overall learning process is adequately addressed in game-based learning. This paper presents an argument in favour of adopting game-based language learning in ESL classes. The paper describes the benefits of game-based language learning and three non-digital games that can be used and adapted in ESL classes with limited or restricted access to computers and other technical devices. When carefully blended with text-based instruction, game-based learning can be very useful in enriching ESL learning in mainstream classrooms.

Keywords: ESL learning, game-based learning, learner-centred pedagogy, non-digital games, motivation.

Access full paper.

‘The Effect of Planning Pre-writing vs. Post-writing Task on Iranian In-termediate EFL Learners’ Paragraph Writing Ability’ by Pegah Doroudi & Morad Bagherzadeh Kasmani

Abstract

The present study sought to investigate the effect of pre-writing versus post-writing task on Iranian EFL learners’ paragraph writing ability. 45 intermediate students were selected via administering the OPT, then they divided into three groups of 15 and were randomly assigned to two experimental and one control groups. A pretest of writing was administered to all groups, after that, the researcher applied the pre-writing task for experimental group1  and post-writing task for experimental group 2 for 10 sessions while there was no treatment for the control group. A posttest of writing was then administered to all three groups and the data were analyzed a paired-samples T-test and ANOVA coefficients. The results of the study indicated that the participants performed better when they took part in a test after they were treated with pre-writing and post-writing tasks.

Index Terms: task, pre-writing, post-writing, writing skill.

Access full paper.

‘Exploring Language Teacher’s Roles: Personal Theories and Practices’ by Satyawan Polist

Abstract

The role and function of the language teacher has been a matter of continuous debate and discussion. A teacher, across the language teaching history, has emerged as Passive Technician, Reflective Practitioners, and Transformative Intellectuals. The teacher has been variously referred to as an artist and an architect; a scientist and a psychologist; a manager and a mentor; a controller and a counselor; a sage on the stage; a guide on the side. Every teacher has personal beliefs that bring the unique contribution to the learning situation. Teachers are not merely passive technician who dutifully execute a given set of teaching procedures rather active participants in the creation of classroom realities. A teacher assumes various roles like classroom management, interaction with learners, error correction and evaluation. Apart from this, managing large classes and use of technology in the class is another challenge for the teacher. An in-service teacher training is essential for teachers’ professional development and teaching competences.

Access full paper.

Volume 6 – Issue 3

  1. Understanding the Role of Listening in Academic Vocabulary Instruction – An Inquiry
    Author/s: Karthickeyen Govindaraj
    Abstract | Access Full Paper
  2. Exploring Language Teacher’s Roles: Personal Theories and Practices
    Author/s: Satyawan Polist
    Abstract | Access Full Paper
  3. The Effect of Planning Pre-writing vs. Post-writing Task on Iranian In-termediate EFL Learners’ Paragraph Writing Ability
    Author/s: Pegah Doroudi & Morad Bagherzadeh Kasmani
    Abstract | Access Full Paper
  4. Technology Integrated English Language Teaching: A Shift towards New Methodologies in ELT
    Author/s: Bhaskar Pandya
    Abstract | Access Full Paper
  5. The Relationship between Emotional Intelligence and Language Learning Strategies of Iranian EFL Learners
    Author/s: Seyyed Rasool Mirghasempour & Mohammad Rajabpour
    Abstract | Access Full Paper

‘Understanding the Role of Listening in Academic Vocabulary Instruction – An Inquiry’ by Karthickeyen Govindaraj

Abstract

This paper is divided into two sections. The first section – in restricting its focus to students learning English for Academic Purposes (EAP) – outlines the importance of listening as a learning-teaching tool in vocabulary acquisition with an emphasis on the Academic Word List (AWL). This is achieved by reviewing current literature surveying the nexus between cognition and listening in the word-learning process (Anderson, 1995). The review points out that while promoting the AWL via aural activities has its merits, students’ listening competence, learning styles and working memory will both arbitrate and in tandem determine these activities’ success in the EAP classroom. The second section questions the efficacy of bridging theory with practice by assessing a lesson plan influenced by memory, cognitive and compensation strategies (Oxford, 1989). This hypothetical lesson will discuss an in-class activity that helps promote the AWL to the EAP learner, via a listening-based exercise focused on the identification of discourse markers in lectures. Drawing attention to both strengths and limitations of the stated exercise, the paper concludes with the argument that the success of any AWL-led listening-based vocabulary activity is dependent on its integration with other receptive (reading) and productive (writing and speaking) learning skills.

Index Terms: Listening, Vocabulary acquisition, Academic Word List, English for Academic Purposes.

Access full paper.