Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Argument structure (1)
- Classroom assessment (1)
- Cloze test (1)
- Cognitive styles (1)
- Conflation patterns (1)
-
- Critical discourse analysis (1)
- Critical incidents technique (1)
- Demotivation; Demotivating factors; Factor analysis; High school students. (1)
- Directional/locational PPs (1)
- Discursive construction (1)
- Ethical conflicts (1)
- Field dependence (1)
- Field independence (1)
- Ideal selves. (1)
- L1 influence (1)
- Manner-of-motion verbs. (1)
- Motivation (1)
- Reading comprehension strategies; semantic strategies; syntactic strategies; threshold hypothesis (1)
- Systematic variance (1)
- Test bias (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
The Acquisition Of Manner-Of-Motion Verbs With Directional/Locational Pps By Iranian Efl Learners, Zahra Alimorad
The Acquisition Of Manner-Of-Motion Verbs With Directional/Locational Pps By Iranian Efl Learners, Zahra Alimorad
Zahra Alimorad
This study investigated the influence of first language (L1) argument structure on that of a second language (L2) in a situation where the L1 argument structure differs from its L2 counterpart. Hence, it tended to examine whether Iranian learners of English can recognize the ambiguity of English manner-of-motion verbs with locational/directional PPs. Forty seven Iranian English as a Foreign Language (EFL) learners were tested using a proficiency test and a picture-matching task. Results indicated that Iranian EFL learners allow mostly a directional reading because Persian is more restricted than English in this respect. Additionally, Iranian speakers of different proficiency levels …
Ethical Conflicts Experienced By Iranian Efl Teachers In The Classroom Context, Zahra Alimorad
Ethical Conflicts Experienced By Iranian Efl Teachers In The Classroom Context, Zahra Alimorad
Zahra Alimorad
Recently, EFL teachers’ ethical conflicts in the situated classroom context have got paramount importance. This paper presents findings from an empirical study of ethical conflicts Iranian EFL teachers encounter while engaged in classroom assessment. Critical incidents generated by 49 practicing teachers revealed that a majority of reported conflicts were related to Do No Harm principle. Most of the conflicts they encountered involved basic values as one of the conflicting elements while two new conflicting elements emerged in the specific context of this study. It was concluded that Iranian educational policy might need to be changed to mitigate some of these …
Contrastive Phonological Analysis Of English And Persian: A Case Study Of An Iranian Efl Learner, Zahra Alimorad
Contrastive Phonological Analysis Of English And Persian: A Case Study Of An Iranian Efl Learner, Zahra Alimorad
Zahra Alimorad
No abstract provided.
Is Field Dependence/Independence A Source Of Test Bias In Iranian Efl Learners' Cloze Test Performance?, Zahra Alimorad
Is Field Dependence/Independence A Source Of Test Bias In Iranian Efl Learners' Cloze Test Performance?, Zahra Alimorad
Zahra Alimorad
Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their performance on cloze tests. For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' cloze test performance. 30 female students all majoring in English Translation at Shiraz Islamic Azad University took the Group Embedded Figures Test (GEFT), a …
Discursive Motivation Construction: A Case Of Two Iranian Efl Learners, Naser Rashidi, Mohammad Rahimi, Zahra Alimorad
Discursive Motivation Construction: A Case Of Two Iranian Efl Learners, Naser Rashidi, Mohammad Rahimi, Zahra Alimorad
Zahra Alimorad
Investigating the discursive construction of EFL learners’ motivation is a relatively new area of inquiry. Hence, there is a dearth of research into how foreign language learners’ discourse mediates their motivation construction. This study attempted to examine the discursive construction of two (one male and one female) Iranian EFL learners’ motivation in Shiraz University, Iran. Employing Fairclough’s (2003) critical discourse analysis framework, the study revealed that EFL learners’ motivation is not single-dimensional and static; rather, it is complex, multi-dimensional and dynamic which is discursively constructed in the constant interaction between the individual and the social context. Findings also indicated that …
Demotivating Factors Affecting Iranian High School Students' English Learning, Rahman Sahragard, Zahra Alimorad
Demotivating Factors Affecting Iranian High School Students' English Learning, Rahman Sahragard, Zahra Alimorad
Zahra Alimorad
This study has investigated demotivating factors in public schools of Iran where the dominant method of teaching English is a form of Grammar-Translation and the teacher is regarded as the authority in the classroom. In such a teacher-centered situation, there are few or no opportunities for learners to engage themselves with the activities in the classroom. It is the teacher who decides what to do, and how and when to do it (Moradi, 1996; Rahimi, 1996; Razmjoo & Riazi, 2006; Yarmohammadi, 2000). Affective factors are rarely taken into account in such situations since the most significant goal is to cover …
Do L2 Proficiency And L1 Reading Strategies Affect Persian Efl Learners’ Use Of Englishreading Strategies? Threshold Hypothesis Revisited, Mohammad Rahimi, Firooz Sadighi, Zahra Alimorad
Do L2 Proficiency And L1 Reading Strategies Affect Persian Efl Learners’ Use Of Englishreading Strategies? Threshold Hypothesis Revisited, Mohammad Rahimi, Firooz Sadighi, Zahra Alimorad
Zahra Alimorad
Research in the area of reading comprehension strategies (RCSs) suggests that not all learners use these strategies in the same fashion and that various factors affect the type and frequency of the strategies used by second/foreign language learners. This study attempted to investigate the effect of two factors, namely, L2 proficiency and L1 reading strategies on the use of FL semantic and syntactic RCSs of Iranian university EFL learners. To this end, data were gathered form ninetyseven Persian learners. Results of the study indicated that L2 proficiency did not have any significant effect on the use of L2 semantic and …