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Showing 3 results for Yazdani
Abdolhossein Ahmadi, Reza Ghafar Samar, Massood Yazdanimoghaddam,
Volume 14, Issue 2 (9-2011)
Abstract
The present study examines the impact of focused tasks on the development of Iranian EFL learners’ pragmatic competence. To this end, we compared the effectiveness of the dictogloss (DIG) as an output-based task and the consciousness raising (CR) as an input-based task in teaching English requestive downgraders. Prior to the experiment, 147 Iranian EFL learners participated in the study to develop the instruments. Also, 43 American native English speakers provided the baseline data for the construction of the recognition test and the instructional treatment. We matched 60 Iranian EFL learners in two groups based on their scores on the Oxford Placement Test (2004). The groups were then randomly assigned to instructional conditions namely, the DIG and CR tasks. The instructional treatment continued for 8 sessions. The results revealed that neither the effects of instructional treatment nor the effects of time were significant between the groups on pragmatic measures. The findings also demonstrated that participants in both tasks preformed significantly better in the immediate and delayed posttests than in the pretest. Similarly, participants in both groups maintained the positive effects of the treatment in the delayed posttest on the production and perception measures. For the recognition measure, however, the participants in the DIG condition significantly fell to a lower level in the delayed posttest.
Somayeh Sadeghi, Parviz Maftoon, Massood Yazdani Moghaddam,
Volume 23, Issue 1 (3-2020)
Abstract
In order to establish the why of noticing, it is imperative to empirically explore the factors that potentially mediate noticing. This study aimed to explore two factors that are believed to affect noticing: the complexity of target structures and learners’ second language (L2) proficiency level. English relative clauses (RCs) were selected as the target structures, and Accessibility Hierarchy Hypothesis (AHH) was taken as the measure of the complexity of the RCs. A sample of 113 freshmen English language majors were selected as the participants of the study. A test of English RCs was developed as the placement test, and Key English Test (KET) was used to classify the participants into three groups of High (N=38), Mid (N=37), and Low (N=38) L2 proficiency level. Note-taking was used as the measure of noticing. After administering the RC test and the proficiency test, the participants were given a number of authentic reading texts containing instances of RCs and were required to take notes during reading activity. The non-parametric Friedman’s test demonstrated that the complexity of RCs positively affected the participants’ noticing while the non-parametric ANCOVA indicated that the participants’ L2 proficiency level had no significant effect on noticing. The findings of this study can be helpful to both teachers and material developers in providing learners with optimal conditions for noticing linguistic forms, which in turn, could facilitate L2 learning.
Hamed Badpa, Hooshang Yazdani,
Volume 26, Issue 2 (9-2023)
Abstract
The teaching and learning of grammar have continuously been core areas of discussion among practitioners of TEFL. Despite significant investment in creating optimal conditions for grammar learning, it remains essential to explore innovative instructional methods that enable learners to engage meaningfully with grammatical structures, thereby enhancing the effectiveness of grammar acquisition. Learners may reconstruct various grammatical structures by interpreting grammar from their textbooks while drawing upon their own experiences, resources, and events from life. This is called a learning-oriented approach that involves hypothesis testing and conceptualization that, in turn, incubates awareness of one's limitations and needs. This study investigates whether the remodeling method of grammar instruction, where learners reconstruct grammatical structures based on personal experiences, significantly enhances Iranian EFL learners' grammatical and vocabulary proficiency. The research employed an experimental research design where a pretest was administered, and a posttest was administered. The study involved forty high school EFL students aged 15 to 16 from Imam Khomeini Technical High School in Shahreza, situated in the southern part of Isfahan province in Iran. While the performance of learners in the experimental group subjected to remodeling method interventions was obtained, their control group, which was not subjected to such intervention, was measured for comparison. The findings revealed that the experimental group recorded a higher improvement in grammatical knowledge due to the remodeling approach. Furthermore, the results indicated that engaging in the remodeling of various structures allowed learners to communicate more effectively in oral interactions and to enhance their understanding of grammar and vocabulary. Statistically significant differences were observed between the experimental and control groups. This study underscores the value of incorporating the strategy of having students remodel various structures based on their concepts in English language instruction to foster greater proficiency in the language. Based on the findings, the researcher recommends utilizing, activating, and implementing this strategy on the other skills of the English language.
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