ethanporcaro/eric-fulltext-meta huggingface dataset:
Iranian EFL Teachers and Learners Perspective on Potentiality of Top Notch Series for Intercultural Competence Development
Author: Ahmadi Safa, Mohammad
Date: 2015-07-00
Type: Journal Articles
Subjects: English (Second Language),Questionnaires,Cultural Awareness,Language Teachers,Multivariate Analysis,Teacher Attitudes,Student Attitudes,Textbook Evaluation,Foreign Countries,Intercultural Communication,Second Language Learning,Second Language Instruction,Cultural Pluralism,Interpersonal Competence,Likert Scales,Correlation,Cultural Differences

The current study aimed at investigating the nature of EFL teachers and learners' perspectives on the intercultural competence potentiality of an EFL textbook, i.e. &quot;Top Notch Series,&quot; which is used extensively in Iranian institutional EFL context. To this end, forty EFL teachers and eighty-eight advanced EFL learners from private language institutes of Kermanshah, Kurdistan and Hamadan provinces took a researcher-made textbook evaluation questionnaire including thirty eight 5-point Likert scale items. The questionnaire was designed to assess the text in terms of four factors of cultural awareness, cultural knowledge and attitude, intercultural skills, and cross-cultural understanding. The face and content validity of the questionnaire was verified by the experts in the field. In addition, using Cronbach's Alpha coefficient, the reliability of the questionnaire was estimated to be a = 0.87 in this study. The results of Frequency analyses indicated that both EFL teachers and learners were satisfied with the overall intercultural competence potentiality of the textbook. However, MANOVA analyses revealed that EFL teachers and learners' perspectives on the text's potential for creating cultural awareness, cultural knowledge and attitude, intercultural skills, and cross-cultural understanding were significantly different. The EFL learners believed that the textbook covers the aforementioned factors well enough, whereas, the teachers believed that it falls short of sufficient attention to the factors. Furthermore, the results suggested that cross-cultural understanding receives scant attention in Top Notch series. Findings of the this study can be specially illuminating for all of the stakeholders of Lingua Franca pedagogy who pursue the development of intercultural competence through language education, in general, and language teaching materials, in particular.
On the Relationship between Justice Judgments, Outcomes and Identity Orientations among Iranian EFL Learners: A Structural Equation Model
Author: Razmjoo, Seyyed Ayatollah
Date: 2015-07-00
Type: Journal Articles
Subjects: English (Second Language),Structural Equation Models,Graduate Students,Foreign Countries,Second Language Learning,Justice,Questionnaires,Correlation,Likert Scales,Factor Analysis,Infant Behavior,Majors (Students),Statistical Analysis

One problem which can be observed in the field of EFL/ESL learning is that a number of English major BA and MA students are not highly committed to their major and decide not to continue their graduate studies. Sometimes even graduate students from English majors prefer to extend their education or work in an unrelated field. This might be attributed to the extent to which they perceive evaluation procedures and outcomes as fair. Considering this, the present study investigates first the relationships between justice judgments, outcomes and identity orientations. The study, then, uses structural equation modeling in order to examine whether identity orientation has any mediating effect on the relationship between justice judgment and outcomes. Participants were 74 students in Department of Foreign Languages and Linguistics, Shiraz University selected based on convenience sampling. They filled out three questionnaires on distributive and procedural justice judgments, rule compliance and outcome satisfaction, and personal and social identity orientations. The collected data was then analyzed using descriptive statistics, correlation, and structural equation modeling. Based on the obtained findings, procedural justice had significant positive correlation with rule compliance and distributive justice was significantly correlated with outcome satisfaction. The generated structural equation model also indicated that justice judgments only directly affected outcomes and identity had no mediating effect on the causal relationship between the two.
An Expert EFL Teacher's Class Management
Author: Yazdanmehr, Elham
Date: 2015-07-00
Type: Journal Articles
Subjects: Classroom Techniques,English (Second Language),English Teachers,Second Language Instruction,Discipline,Interviews,Qualitative Research,Content Analysis,Teacher Educators,College Faculty,Mentors,Supervisors,Experienced Teachers,Foreign Countries

The present research sought to investigate how expert EFL teachers manage their class and keep its discipline. To this aim, the existing prior ELT (English Language Teaching) research on exemplary teachers' practices were reviewed and the typical class management strategies used were extracted. Moreover, 20 ELT specialists including teacher educators, university professors of applied linguistics, mentor teachers and language institute supervisors were selected through purposive snowball and convenience sampling methods, and were interviewed. Since they were directly dealing with teachers as trainers, supervisors, and mentors, they were considered as qualified informants. There were finally 4 themes and 3 sub-themes extracted from the qualitative content analysis of the interviews, which were presented in this paper along with sample extracts of the actual interview content. The themes included: expert teachers' identification power, use of external control, use of preventive management strategies and monitoring student behavior. The 3 sub-themes of the second theme were: clarification of expectations, use of body language and establishing rules and routines. Knowledge of these themes and sub-themes can shed light on a key behavioral aspect of expert English language teachers in class. These strategies, if followed properly, can set good examples for novice teachers and those who have problem managing their classes.
Teachers' and Students' Amount and Purpose of L1 Use: English as Foreign Language (EFL) Classrooms in Iran
Author: Bozorgian, Hossein
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Usage,Language of Instruction,Teacher Attitudes,Student Attitudes,Video Technology,Indo European Languages,College Students,College Faculty,Coding

A surge of interest in using First Language (L1) in English as Second/Foreign Language (L2/EFL) learning has recently been developed. Despite this upsurge, the concern about using L1 by teachers and students in L2/EFL classrooms is still important for researchers to consider in the field. The focus of this study is to investigate the amount and purposes of L1 use in EFL classrooms by teachers and students in two English language institutes in Iran. Responding to the research questions on the amount and purpose of L1 use, the researchers collected the data for 12 sessions (a 90-minute class) from six male and female EFL teachers aged from 25 to 30 and 155 students 19 to 25 years of age whose pre-intermediate classes were video recorded for two sessions. The findings revealed that the EFL teachers used a limited amount of L1 in the EFL classrooms though they still used it as an aid for a variety of purposes in order to improve their teaching purposes and the students' learning. The findings also indicated that using L1 facilitates students' learning in EFL classrooms, and it should not be excluded from the classroom syllabi or considered an evil in EFL classrooms.
The Relationship between Iranian EFL Learners' Self-Regulatory Vocabulary Strategy Use and Their Vocabulary Size
Author: Amirian, Seyed Mohammad Reza
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,English (Second Language),Second Language Instruction,Self Management,Vocabulary Development,Student Participation,Persistence,Emotional Response,Environmental Influences,Student Surveys,Bilingual Students,Undergraduate Students,Learning Strategies,Tests,Statistical Analysis

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman &amp; Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity for vocabulary learning and their vocabulary size. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006) consisting of five subscales of commitment, metacognitive, emotion, satiation and environment control, and a bilingual vocabulary size test developed and validated by Karami (2012). The results of the data analysis revealed no significant relationship between the two variables measured by these instruments. However, the results of the multiple regressions indicated that the metacognitive control compared to the other subscales made a better contribution to the prediction of learners' vocabulary size. In addition, based on the analysis of variance (ANOVA), which examined and compared the self-regulatory strategy use of learners in different experience groups, the first year students had a higher mean score in their self-regulation capacity, which can possibly be attributed to the strategies they have learnt in their Study Skills courses. Finally, it was suggested that teachers must try to develop self-regulatory power in the learners because their creative effort and informed decisions in trying to improve their own learning are highly important.
A Stylistic Analysis of Complexity in William Faulkner's &quot;A Rose for Emily&quot;
Author: Abdurrahman, Israa' Burhanuddin
Date: 2016-08-00
Type: Journal Articles
Subjects: Literary Genres,Fiction,Literary Styles,Difficulty Level,Sentence Structure,Narration,Story Grammar

Applying a stylistic analysis on certain texts refers to the identification of patterns of usage in writing. However, such an analysis is not restricted just to the description of the formal characteristics of texts, but it also tries to elucidate their functional importance for the interpretation of the text. This paper highlights complexity as a hallmark of a stylistic analysis in &quot;A Rose for Emily,&quot; a short story by William Faulkner (1897-1962). The analysis is done by adopting Halliday's (1985) approach to analyzing complexity in sentence structure; and Lauer, et al's (2008) approach to analyzing narrative from a macro perspective in relation to the story acts. The analysis rests upon the assumption that since form conveys meaning, Faulkner's multilayer usage of complexity is extremely functional. This paper tries also to detect and prove that stylistic complexity is manipulated to convey the main themes, events, and successfully leads to identify the distinctive structure of this story.
Working with Randolph-Sheppard Entrepreneurs Who Are Deafblind: A Qualitative Analysis
Author: Hierholzer, Anne C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Deaf Blind,Entrepreneurship,Interviews,Coding,Interaction,Barriers,Interpersonal Communication,Communication Strategies,Technology,Staff Utilization,Surveys,Accessibility (for Disabled)

Introduction: The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program. Methods: Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes. Results: The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting. Discussion: Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial. Implications for practitioners: Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.
Towards a New Model for Implied Metaphor Translation: English Translations of &quot;Al Muallaqat&quot;
Author: Al-Garrallah, Aiman Sanad
Date: 2016-06-00
Type: Journal Articles
Subjects: Translation,Figurative Language,English,Semitic Languages,Criticism,Models,Contrastive Linguistics,Classification,Poetry

This two-part paper argues that metaphor in both English and Arabic is defined and classified in almost the same way with some slight, but far from insignificant, differences. Those differences along with the linguistic nature of implied metaphor can be attributed to the failure in translating that type of metaphor from Arabic into English as shown particularly in Jones', Johnson's, and Arberry's translations of &quot;Al Muallaqat&quot;. The fourteen examples of implied metaphor, chosen from &quot;Muallaqa of Imru Al-Qais,&quot; are translated by employing two main strategies based on the linguistic component of implied metaphor--none of which (this study argues) succeeds in translating implied metaphor into implied metaphor. In criticizing some, if not all, prominent models suggested by eminent figures, this study argues that theorists since the 1980s have not been involved in proposing new procedures that settle down such a problem in lieu of being preoccupied with iterating almost what Newmark (1988) suggests. Accordingly, this paper suggests a new cross-linguistic classification of metaphor--a classification that might better belittle the discrepancies of other classifications. More importantly, this study proposes a new model for translating implied metaphor into implied metaphor.
The Perception of EFL High School Students in Using of Computer Technology in the Process of Learning: Merits and Demerits
Author: Izadpanah, Siros
Date: 2016-06-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,English (Second Language),Mixed Methods Research,Questionnaires,Homework,Usability,Language Skills,Technology Uses in Education,Barriers,Foreign Countries

Recent developments in the field of computer technology have led to a renewed interest in the process of learning. In order to investigate EFL learners' perception of technology use, a mixed method design was used to explore students' attitude. Quantitative data was collected through questionnaires and qualitative data using open-ended questions. The questionnaire was distributed in two different high schools (one male and one female) in Zanjan, 2015. Participants were 340 high school students who filled in CALLAI questionnaire. The data of the questionnaire was analysed using Statistical Packages for Social Sciences (SPSS) Version 20. Descriptive statistics including frequencies and percentages were used to analyze questionnaire items. Data gathered from open-ended questions was analysed using qualitative data analysis software NVivo 8.0. It was found that students had positive attitude toward facilitation of English learning in the classroom through computer technology. Our objective was to explore students' perceptions of technology usage in high schools. The implication of this study was that students, with prior experience in technology, might benefit more from technology use in education. Furthermore, it could be guidance for teachers to better understand world of technology and recognize possible barriers to integration of technology.
The Effect of Teachers' Written Corrective Feedback (WCF) Types on Intermediate EFL Learners' Writing Performance
Author: Aghajanloo, Khadijeh
Date: 2016-06-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Achievement,Error Correction,English (Second Language),Instructional Effectiveness,Student Attitudes,Pretests Posttests,Secondary School Students,Writing Tests,Language Proficiency,Questionnaires,Teaching Methods,Educational Practices,Foreign Countries,Likert Scales,Language Tests,Second Language Learning

Written Corrective Feedback (WCF) is a controversial topic among theorists and researchers in L2 studies. Ellis, Sheen, Murakami, and Takashima (2008) identify two dominant dichotomies in this regard, that is focused vs. unfocused WCF and direct vs. indirect WCF. This study considered both dichotomies in a matrix format, resulted in the recognition of four types of operationally defined WCF, and aimed at: (1) investigating the effects of four types of WCF (i.e., focused direct CF, unfocused direct CF, focused indirect CF, and unfocused indirect CF) on intermediate EFL learners' writing performance; (2) finding out the most effective type of WCF for intermediate EFL learners' writing performance; (3) determining learners' attitudes toward the effectiveness of using WCF and the types which they had received. After conducting Nelson English Language Test (Test 300 D), out of 140 male and female Iranian EFL learners, 120 of them were selected as intermediate learners, aging from 14-18. The subjects were then assigned randomly to four homogeneous groups (each group including 30 participants). The pre-test and post-test both included a writing test which assessed learners' writing performance, and then their scores were analyzed by using analytic marking scale. The results indicated that, learners outperformed in all of the four groups, validating WCF as an effective technique which can be used in EFL classes. A clear implication of the study is that WCF types (specially unfocused direct CF) should be emphasized as an essential tool for developing writing ability of intermediate EFL learners.
An Investigation of Pun Translatability in English Translations of Sa'di's Ghazals Based on Delabastita's Proposed Model
Author: Koochacki, Fahime
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Figurative Language,Translation,English (Second Language),Indo European Languages,Classical Literature,Poetry,Poets,Classification,Models,Statistical Analysis,Language Usage,Feasibility Studies,Ambiguity (Semantics),Bilingualism,Semantics

The rich cultural connotations behind puns and the distinctive features of the puns' form, sound and meanings pose great challenges to the translator. Furthermore, given puns' non-negligible effects in Persian literary texts, it has been the aim of the present study to analyze and measure how puns in Sa'di's Ghazals have actually been treated in two available English versions. For the purpose of carrying out a meaningful analysis of translated puns, Delabastita's (1996) proposed model was considered as the main theoretical framework of the study. The data were compiled from a corpus comprising 92 ghazals along with their two target versions. Following an exact contrastive analysis of data based on Delabastita's classification and considering the results from the two selected statistical systems of traditional and SPSS in the study, it concluded that the two Iranian translators have applied eight different strategies included in Delabastita's (1996) model. These strategies arranged in descending order based on their total frequencies were Pun&gt;RRD (Related Rhetorical Device); Pun&gt;Non-Punning expressions (both senses); Non-Punning expressions&gt; Pun; Pun&gt;Non-Punning expressions (one sense); Zero&gt;Pun; ST Pun=TT Pun; Pun&gt;Zero and Pun&gt;Pun. Finally, the applicability and feasibility of Delabastita's (1996) model to English translation of puns created in Sa'di's Ghazals were proved.
An Analysis of Language Code Used by the Cross-Married Couples, Banjarese-Javanese Ethnics: A Case Study in South Kalimantan Province, Indonesia
Author: Supiani
Date: 2016-08-00
Type: Journal Articles
Subjects: Language Usage,Case Studies,Spouses,Family Relationship,Code Switching (Language),Foreign Countries,Qualitative Research,Discourse Analysis,Parent Child Relationship,Neighborhoods,Ethnicity,Correlation,Malayo Polynesian Languages,Indonesian Languages,Friendship,Intergroup Relations

This research aims to describe the use of language code applied by the participants and to find out the factors influencing the choice of language codes. This research is qualitative research that describe the use of language code in the cross married couples. The data are taken from the discourses about language code phenomena dealing with the cross-married couples, Banjarese- Javanese ethnics in Tanah Laut regency South Kalimantan, Indonesia. The conversations occur in the family and social life such as between a husband and a wife, a father and his son/daughter, a mother and her son/daughter, a husband and his friends, a wife and her neighbor, and so on. There are 23 data observed and recoded by the researcher based on a certain criteria. Tanah Laut regency is chosen as a purposive sample where this regency has many different ethnics so that they do cross cultural marriage for example between Banjarese-Javanese ethnics. Findings reveal that mostly the cross married couple used code mixing and code switching in their conversation of daily activities. Code mixing is uttered by Javanese father or mother to their children. Mixed codes are used namely Banjarese+Javanese+Indonesian. Meanwhile, code switching occurs when there is another factor or a new participant who join in the discourse. The codes change from Banjarese to Indonesian codes or Javanese to Indonesian codes due to new participant who involve himself/herself in the dialogue. The influential factors are situational factors, the environment (neighborhood), relative status, and ethnicity.