ORIGINAL_ARTICLE
INVESTIGATING THE ROLE OF CAUSATIVIZATION IN OVERPASSIVIZATION OF UN-ACCUSATIVE VERBS BY IRANIAN ENGLISH MAJORS
The current study aims at exploring the role of causativization as one of the causes stated in the literature for overpassivization of English unaccusatives in an Iranian context.The study was conducted using three data collection procedures, an Oxford Placement Test, a Grammaticality Judgment Task, and a Production Task. The results revealed that causativization errors with non-alternating unaccusatives were common errors among Iranian English Majors. Level of language proficiency was a significant factor in the learners’ performance at both comprehension and production levels. There was a statistical significant correlation between the participants’ performances in the causativization and passivization errors with non-alternating verbs.The obtained results made it clear that language learners encounter serious problems in the acquisition of the verbs, and that more exposure to language input, explicit teaching of the verbs structures, and practice in different contexts can improve the situation.
https://tesl.shirazu.ac.ir/article_3587_1e3ce4ab93c9d4a0941901975593b39c.pdf
2015-10-01
1
28
10.22099/jtls.2015.3587
alternating unaccusatives
causativization
non-alternating unaccusatives
overpassivization
Akbar
Bagherian Poor
akabbasi@gmail.com
1
Vali-e- Asr University
LEAD_AUTHOR
Fateme
Hosseini
fhosseinif@yahoo.com
2
Vali-Asr University
AUTHOR
GholamReza
Rohani
rrohani@gmail.com
3
Vali-Asr University
AUTHOR
Aldosari, S. (2007). The Acquisition of English unaccusative verbs by Arabic Native Speakers. ProQuest. Retrieved fromhttp://www.proquest.com
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Marcotte, J.-P. (2005). Causative alternation errors in child language acquisition. Unpublished PhD dissertation, Stanford University.
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71
ORIGINAL_ARTICLE
AN INVESTIGATION INTO ESAP NEEDS OF IRANIAN BA STUDENTS OF LAW
English for Specific Academic Purposes (ESAP) uses the results of needs analysis for curriculum development and materials production. ESAP courses should be based on students’ academic needs. Consequently, the present study investigated the English language needs of Iranian undergraduate students of Law. Participants included 218 undergraduate students, 33 graduate students, and 10 content teachers of Law (for short, content teachers) from three universities in Karaj, Iran. Data were collected quantitatively, using researcher-made questionnaires. IBM SPSS (version 22) was used to analyze the data. Statistical tests including Mann Whitney U and Kruskall Wallis were used to analyze the data. The results of questionnaire analyses showed that “general vocabulary”, “technical vocabulary”, and “using general bilingual English-to-Persian dictionaries” were regarded as the most important target needs, and “grammar”, “pronunciation”, and “guessing the meaning of the words from suffixes and prefixes” were perceived as the present needs of BA students. The results of data analyses revealed statistically significant differences among the responses of BA students, MA students, and content teachers regarding target needs. Follow-up post hoc analyses showed that the differences lay between BA students and content teachers as well as between MA students and content teachers. Further analysis of data showed statistically significant differences of present needs between BA students and content teachers. The findings of this study suggest that the development of ESAP courses for BA students of law should draw on more general English of BA students of law, enabling them to develop reading skills to fully understand legal academic English texts.
https://tesl.shirazu.ac.ir/article_3584_f306e1c828af476a52bffe4a8d6b07cc.pdf
2015-10-01
29
59
10.22099/jtls.2015.3584
ESAP
Needs analysis
present needs
target needs
Rajab
Esfandiari
rbesfandiari@gmail.com
1
Imam Khomeini International University
LEAD_AUTHOR
Atai, M. R., & Mohamadzadeh, A. (2007). A needs analysis of graduate ESAP students of Humanities: A triangulated perspective. Proceeding of the sixth international AELFE conference; Teaching and Learning ESP; Learning the boundaries. IFCAL, LISBOA.
1
Atai, M. R., & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39(1), 30–43.
2
Atai, M. R., & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on track? RELC Journal, 42(3), 1-19.
3
Basturkmen, H. (2010). Developing courses in English for specific purposes. Basingstoke, UK: Palgrave Macmillan.
4
Basturkmen, H. L. (2013). Needs analysis and syllabus design for LSP. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4209-4217). West Sussex: Wiley- Blackwell.
5
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6
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7
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8
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9
Brown, J. D. (1995). The elements of language curriculum. Boston: Heinle & Heinle.
10
Chambers, F. (1980). A re-evaluation of needs analysis. English for Specific Purposes, 1(1), 25-33.
11
Chia, H. U., Johnson, R., Chia, H.L. & Olive, F. (1998). English for College Students in Taiwan: A study of Perceptions of English Needs in a Medical Context. English for Specific Purposes, 18(2), 107-119.
12
Cowling, J. D. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes, 26(4), 426–442.
13
Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
14
Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The Handbook of English for specific purposes (pp. 325-347). West Sussex: Wiley-Blackwell.
15
Gea-Valor, M-L., Rey-Rocha, J., & Moreno, A. L. (2014). Publishing research in the international context: An analysis of Spanish scholars' academic writing needs in the social sciences. English for Specific Purposes, 36(1), 47–59.
16
Gollin-Kies, S. (2014). Methods reported in ESP research articles: A comparative survey of two leading journals. English for Specific Purposes, 36(4), 27-34.
17
Hamp-Lyons, L. (2001). English for Academic Purposes. In R. Cater & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp.121-130). Cambridge: Cambridge University Press.
18
Hejazi, S.Y. (2013). Assessment of academic English needs of Iranian postgraduate psychology students (Unpublished master’s thesis). Tarbiat Moallem University, Tehran.
19
Huhta, M., Vogt, K., Johnson, E., Tulkki, K. (Eds.). (2013). Needs Analysis for Language Course Design: A Holistic Approach to ESP. Cambridge: Cambridge University Press.
20
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred Approach. Cambridge: Cambridge University Press.
21
Hyland, K. (2006). English for Academic Purposes. London: Routledge.
22
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23
Kaewpet, C. (2009). Communication needs of Thai civil engineering students. English for Specific Purposes, 28(4), 266–278.
24
Khanjani, A. (2005). A needs analysis of the ESAP programs for Science students of Guilan University (Unpublished master's thesis). Kharazmi University, Tehran.
25
Liu, J. Y., & Chang, Y. J., & Yang, F. Y., & Sun, Y. C. (2011). Is what I need what I want? Reconceptualizing collage students' needs in English courses for general and specific/academic purposes. Journal of English for Academic Purposes, 10(4), 271-280.
26
Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge: Cambridge University Press.
27
Long, M. H. (2015). Analyzing target discourse. In M. H. Long (Ed.), Second language acquisition and task-based language teaching (pp. 169-204). Oxford: Wiley-Blackwell.
28
Mazdayasna, G., & Tahririan, N.H. (2008). Developing a profile of the ESP needs of Iranian students: the case of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277-289.
29
McDonough, J. (1998). English for specific purposes (ESP). In K. Johnson, & H. Johnson (Eds.), Encyclopedic dictionary of applied linguistics. United Kingdom: Blackwell.
30
Paltridge, B., & Starfield, S. (2013). Introduction. In B. Paltridge & S. Starfield (Eds.), The Handbook of English for specific purposes (pp. 1-4). United Kingdom: Wiley-Blackwell.
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Serafini, E. J., Lake, J. B., & Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40(3), 11-26.
35
Shahini, G. M., & Riazi, A. M. (2001). A needs assessment for English language courses at Shiraz University. Indian Journal of Applied Linguistics, 27(1), 147-155.
36
Shoja, L. (2008). Analysis of target and present academic English needs of Iranian undergraduate students of computer Engineering (Unpublished master’s thesis). Tarbiat Moallem University, Tehran.
37
Spence, P., & Liu, G-Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97-109.
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40
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41
ORIGINAL_ARTICLE
DE-MOTIVATORS, BURNOUT AND LANGUAGE ACHIEVEMENT IN AN IRANIAN EFL CONTEXT
The present study probed 250 English as foreign language (EFL) learners' de-motivation by investigating its role in students' burnout, i.e., a state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding or stressful. It also sought to examine the indirect impact of de-motivation and direct impact of burnout on language achievement among Iranian English learners. To do so, a two-phase study was designed. The first phase comprised an array of different steps to validate the Persian version of the 'de-motivation scale' designed by Sakai and Kichuki (2009). It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. In the second phase, the researchers utilized the validated questionnaire along with the student version of Maslach Burnout Inventory (Schaufeli et al., 2002) to explore the relationship among students' de-motivation, their burnout, and achievement. The latter scale measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of 'demotivation scale'. The findings of the second phase yielded via structural equation modeling (SEM) revealed that students' de-motivation positively predicted students' burnout with 'class materials' and 'lack of interest' having the highest influence. Burnout in turn was found to negatively influence language achievement.
https://tesl.shirazu.ac.ir/article_3585_7e9d4c84eccdc96062e02c362b69f140.pdf
2015-10-01
61
85
10.22099/jtls.2015.3585
burnout
confirmatory factor analysis
de-motivation
language achievement
Structural Equation Modeling
Afsaneh
Ghanizadeh
ghanizadeafsane@yahoo.com
1
Imam Reza International University
LEAD_AUTHOR
Safoura
Jahedizadeh
jahedi.s1310@gmail.com
2
Imam Reza International University, Mashhad
AUTHOR
Arai, K. (2004). What ‘demotivates’ language learners? Qualitative study on de-motivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12, 39–47.
1
Chambers, G.N. (1999). Motivating Language Learners (No. 12). Clevedon: Multilingual Matters.
2
Consequences for children. Albany: State University of New York Press.
3
Covington, M. V. (1998). The will to learn: A guide for motivating young people. Cambridge: Cambridge University Press.
4
Dörnyei, Z. (2001). Teaching and researching motivation. London: Harlow.
5
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
6
Dworkin, A. G. (1987). Teacher burnout in the public schools: Structural causes and Consequences for Children. Albany, NY: State University of New York Press.
7
Falout, J. (2012). Coping with de-motivation: EFL learners' re-motivation processes. The Electronic Journal for English as a Second Language, 16(3), 1-29.
8
Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher 28, 3–9.
9
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37, 403–417.
10
Fynchina, F. (2012). Academic procrastination and GPA in junior and senior students of the American university of Central Asia. A research submitted to the Psychology Department of American University of Central Asia. Garrett, D. K., & McDaniel, A. M. (2001). A new look at nurse burnout: the effects of environmental uncertainty and social climate. Journal of Nursing Administration, 31 (2), 91-6.
11
Ghanizadeh, A., & Ghonsooly, B. (2014). A tripartite model of EFL teacher attributions, burnout, and self-regulation: Toward the prospects of effective teaching. Educational Research for Policy and Practice, 13, 145–166. DOI.:10.1007/s10671-013-9155-3
12
Ghanizadeh, A., & Jahedizadeh, S. (2015). Teacher burnout: A review of sources and ramifications. British Journal of Education, Society, and Behavioural Sciences, 6(1), 24-39. Ghanizadeh, A., & Jahedizadeh, S. (2016). Context-specific dynamics of demotivators in foreign language education. International Journal of Research Studies in Language Learning, 5 (2), 87-96. DOI: 10.5861/ijrsll.2015.1279
13
Ghanizadeh, A., & Rostami, S. (2015). A Dörnyei-inspired study on second language motivation: a cross-comparison analysis in public and private contexts. Psychological Studies, 60 (3), 292–301, DOI: 10.1007/s12646-015-0328-4.
14
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10 (2), 139-150. DOI: 10.1080/22040552.2015.1113847.
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Gorham, J., & Christophel, D. M. (1992). Students' perceptions of teacher behaviours as motivating and de-motivating factors in college class. Communication Quarterly, 40, 239-252.
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Gorham, J., & Millette, D. (1997). A comparative of analysis of teacher and student perceptions of sources of motivation and de-motivation in college classes. Communication Education, 46, 245-261.
17
Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies 107, 119–136.
18
Ikeno, O. (2002). Motivating and demotivating factors in foreign language learning: A preliminary investigation. Ehime University Journal of English Education Research 2, 1–19.
19
Jayoung, L., Puig, A., Kim, Y. B., Shin, H., Lee, J. H., & Lee, S. M. (2010). Academic Burnout Profiles in Korean Adolescents. Stress and Health, 26, 404–416.
20
Jennett, H. K., Harris, S.L., & Mesibov G.B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33 (6), 583- 593.
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Khan, P., & Iqbal, M. (2012). Overcrowded classroom: a serious problem for teachers. Educational Technology, 49, 10162-10165.
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Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. Japan Association for Language Teaching Journal, 31(2), 183-204.
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Lee, J., & Lee, C. H. (2011). Demotivating factors in learning English for elementary school students. Primary English Education, 17(1), 327-356.
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Maslach, C., Jackson, S. E., & Leiter, M.P. (1996). Maslach burnout inventory manual (3rd Ed.). Palo Alto, CA: Consulting Psychologist Press.
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Nikodijević, A., Labrović, J. A., & Đoković, A. (2012). Academic Burnout Among Students at Faculty of Organizational Sciences. Journal for Theory and Practice Management, 64–53.
27
Oxford, R. L. (1998). The unravelling tapestry: Teacher and course characteristics associated with de-motivation in the language classroom. De-motivation in foreign language learning. Paper presented at the TESOL 98 Congress. Seattle, USA.
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29
Sahragard, R. & Alimorad, Z. (2013). Demotivating factors affecting Iranian high school students' English learning. In M. Cortazzi & L. Jin, Researching cultures of learning (pp.308-327). (Eds.). Basingstoke: Palgrave Mcmillan.
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Sahragard, R. & Ansaripour, E. (2014). Demotivating and Remotivating Factors among MA Students of TEFL: An Iranian Case. International Journal of Society, Culture & Language, 2(1), 85-105.
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Williams, M., Burden, R. L., & Lanvers, U. (2002). French is the language of love and stuff: student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 504-528.
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39
ORIGINAL_ARTICLE
THE EFFECT OF COGNITIVE FUNCTION OF METAPHORS ON TEACHING ECONOMIC TERMS TO IRANIAN ECONOMIC MAJORS IN ESP COURSES
The purpose of this study was to investigate the effect of two strategies of explicit teaching of economic terms on learners' vocabulary learning and retention. In the first explicit strategy, known as 'etymological elaboration', the focus was on presenting conceptual metaphors through 'identify-the-source' tasks, that is, providing the learners with the source domains underlying the metaphors, i.e., the literal meaning of the concepts. In the second explicit method, using 'identify-the-meaning' tasks, the metaphors were instructed by means of the context-based definitions. To be sure if there is any effect for the explicit teaching of metaphors or not, a third group was selected to function as the control group. In this group, the economic texts were taught in the traditional way, that is, by translating the texts into the learners' first language, i.e., Persian. The participants were three intact groups of university students majoring in Economics at Isfahan University, Isfahan, Iran. The results of the study demonstrated that the learners in Experimental Group 1 outperformed those in Experimental Group 2 and Control Group in vocabulary and retention tests. The study concluded that making students acquainted with the literal meaning of the conceptual metaphors, i.e., their underlying source domains will help them in learning and retention of technical economic terms.
https://tesl.shirazu.ac.ir/article_3586_cbd743f56440209a7762a722f75ba3ca.pdf
2015-10-01
87
107
10.22099/jtls.2015.3586
conceptual metaphors
contextual definitions
etymological elaboration
Adeleh
Heidari
adelehheidari@gmail.com
1
University of Isfahan
AUTHOR
Azizollah
Dabaghi
dabaghi@fgn.ui.ac.ir
2
University of Isfahan
LEAD_AUTHOR
Hossein
Barati
h.barati@gmail.com
3
University of Isfahan
AUTHOR
Boers, F. (2000a). Metaphor awareness and vocabulary retention. Applied Linguistics, 21, 553–571.
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8
Boers, F., & Lindstromberg, S. (2006). Cognitive linguistic applications in second or foreign language instruction: Rationale, proposals, and evaluation. In G. Kristiansen, M. Achard, R. Dirven, & F. J. R. de Mendoza Ibánez (Eds.), Cognitive linguistics: Current applications and future perspectives (pp. 305–355). New York: De Gruyter.
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Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
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71
ORIGINAL_ARTICLE
STANCE AND ENGAGEMENT DISCOURSE MARKERS IN JOURNAL’S “AUTHOR GUIDELINES”
Over the past decade, there has been an increasing interest in the study of interactional metadiscourse markers in different contexts. However, not much research has been conducted about the discourse of journal author guidelines, especially the use of meta-discourse markers in this genre. Therefore, this corpus-based study had three main aims: 1) to delve deep into the types, frequencies and functions of stance and engagement markers based on Fu’s (2012) interactional metadiscourse taxonomy, 2) to compare the distribution of stance and engagement features in journal author guidelines and 3) to investigate whether there is a significant difference between macro/micro interactional metadiscourse markers in journal author guidelines. A corpus of 280 author guidelines produced by seven leading international academic publishers in eight academic sub-disciplines in the humanities and social sciences was compiled and analyzed. The results of the analysis showed that engagement features (reader-oriented) enjoyed higher frequency of use in journal author guidelines. Moreover, the difference between the frequency of stance and engagement features was statistically significant. Furthermore, differences reported between macro and micro interactional metadiscourse were statistically significant. The extensive use of macro interactional metadiscourse markers indicated a high degree of interactionality of journal author guidelines. The present study gives us considerable insight into the dialogic nature of a totally neglected academic genre.
https://tesl.shirazu.ac.ir/article_3583_0e8e01fda1185d831cb6a0b9ab8d2a7b.pdf
2015-10-01
109
140
10.22099/jtls.2015.3583
author guideline
engagement
interactionalmetadiscourse
macro-interactional metadiscourse
micro-interactional metadiscourse
stance
raouf
moini
raoufmoini@yahoo.com
1
University of Kashan
LEAD_AUTHOR
Malihe
Salami
salami_ms86@yahoo.com
2
University of Kashan
AUTHOR
Algi, S. (2012). Hedges and boosters in L1 and L2 argumentative paragraphs: Implications for teaching L2 academic writing. Published MA thesis, Middle East Technical University.
1
Ansarin, A. A., & Tarlani-Aliabdi, H. (2011). Reader engagement in English and Persian applied linguistics articles. English Language Teaching, 4(4), 154-164.
2
Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. London: Longman.
3
Biber, D., Condrad, S., Reppen, R., Byrd, P., & Helt, M. (2002). Speaking and writing in the university: A multi-dimensional comparison. TESOL Quarterly, 36, 9-48.
4
Blagojević, S. (2009). Expressing attitudes in academic research articles written by English and Serbian authors. Linguistics and Literature, 7(1), 63-73.
5
Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: CUP.
6
Coates, J. (1983). The semantics of the modal auxiliaries. Beckenham: Croom Helm.
7
Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: The universities. Discourse Studies, 4(2), 133-168.
8
Fu, X. (2012).The use of interactional metadiscourse in job postings. Discourse Studies, 14(4), 399-417.
9
Giannoni, D. S. (2008). Popularizing features in English journal editorials. English for Specific Purposes, 27, 212-232.
10
Gillaerts, P., & Van de Velde, F. (2010). Interactional metadiscourse in research article abstracts. Journal of English for Academic Purposes, 9, 128-139.
11
Grabe, W., & Kaplan, R. (2000).A modern history of written discourse analysis. Journal of Second Language Writing, 1, 191-223.
12
Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
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14
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15
Hyland, K. (2001a). Bringing in the reader: Addressee features in academic articles. Written Communication, 18(4), 549-574.
16
Hyland, K. (2001b). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes, 20(3), 207-226.
17
Hyland, K. (2002a). Directives: Power and engagement in academic writing. Applied Linguistics, 23(2), 215-239.
18
Hyland, K. (2002b). What do they mean? Questions in academic writing. Text, 22(4), 529-557.
19
Hyland, K. (2004). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13, 133-151.
20
Hyland, K. (2005a). Metadiscourse: Exploring writing in interaction. London: Continuum.
21
Hyland, K. (2005b). Stance and engagement: a model of interaction in academic discourse. Discourse Studies, 7, 173-192.
22
Hyland, K. (2005c). Representing readers in writing: Student and expert practices. Linguistics and Education, 16, 363-377.
23
Hyland, K. (2008a). Disciplinary voices: Interaction in research writing. English Text Construction, 1 (1), 5-22.
24
Hyland, K. (2008b). Persuasion, interaction and the construction of knowledge: representing self and others in research writing. International Journal of English Studies, 8(2), 8-18.
25
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26
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29
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30
Marković, J. (2013). Engagement markers in introductory textbooks. Communication and culture online, 5(4), 36-51.
31
McGrath, L. & Kuteeva, M. (2012). Stance and engagement in pure mathematics research articles: Linking discourse features to disciplinary practices. English for Specific Purposes, 31(3), 161-173.
32
Miller, C. R. (1984). Genre as social interaction. Quarterly Journal of Speech, 70, 151-167.
33
Palmer, F. (1986).Mood and Modality. London: Cambridge University Press.
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35
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Swales, J. M., Ahmad, U., Chang, Yu-Y., Chavez, D., Dressen, D., & Seymour, S. (1998). Consider this: The role of imperatives in scholarly writing. Applied Linguistics, 19(1), 97-121.
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39
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40
ORIGINAL_ARTICLE
INSTRUCTORS’ AND LEARNERS’ QUESTIONING: A CASE OF EFL CLASSROOM DISCOURSE IN IRAN
The present study was an attempt to examine how questioning was treated by EFL instructors and learners at a private language center in Yasouj, Iran. This study also intended to explore the types of questions posed by the EFL instructors and learners in different course levels and to scrutinize the extent to which the instructors’ classroom behaviors were geared towards enhancing the learners’ capacity to raise English questions. To accomplish such objectives, classes, from the same institute and with different levels were selected to be carefully observed. The researchers utilized a checklist of question types along with observation field notes to obtain a numeric summary and an in-depth description of the participants’ intended behaviors in the classrooms. The analysis of the numeric data through descriptive statistics and one way ANOVA along with content analysis of the observational data indicated that the instructors teaching in classes with lower proficiency levels practiced questioning more substantially and, unlike their peers teaching in higher levels, mainly resorted to display questions to achieve their pedagogical objectives. Seldom did the learners, regardless of their proficiency levels, venture to phrase English questions, and often appeared anxious and resorted to their first language when they were to pose questions. Further, the instructors’ classroom behaviors hardly intended to enhance the learners’ capacity in asking English questions. This study bears the implications of the findings for language instructors and learners in the context of EFL teaching and learning.
https://tesl.shirazu.ac.ir/article_3617_c49b3b7715ff5a544ecb48b9bcd02cb4.pdf
2015-10-01
141
164
10.22099/jtls.2015.3617
classroom interaction
referential questions
display questions
instructors’ questions
learners’ questions
questioning ability
Reza
Rezvani
rezvanireza@gmail.com
1
Yasouj University
LEAD_AUTHOR
Ali
Sayyadi
alisayadi1989@gmail.com
2
Yasouj University
AUTHOR
Almeida, P. A. (2012). Can I ask a question? The importance of classroom questioning. Procedia: Social and Behavioral Sciences, 31(1), 634-638.
1
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Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Rinehart and Winston.
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Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods. Needham Heights: Allyn & Bacon.
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6
Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20, 77-59.
7
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
8
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9
David, F. (2007). Teacher questioning behavior and ESL classroom interaction. Humanity and Social Sciences Journal, 2(2), 127-131.
10
Edwards, A. D., & Westgate, D. (1994). Investigating classroom talk. London: Falmer Press.
11
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Dashwood, A. (2005). Alternative to questioning: Teacher role in classroom discussion. Asian EFL Journal, 7(4), 144-165.
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Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. London: Polity Press.
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