On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners
Seyyed Ayatollah
Razmjoo
Shiraz University
author
Mohammad Ali
Izadpanah
Shiraz University
author
text
article
2012
eng
The present study investigated any probable relationship between theidentity processing styles and L2 literacy of advanced Persian EFL learners. Theparticipants included 160 (female = 109, male = 51) advanced EFL Iranian learners.The instruments used included a simulation of the TOEFL iBT test, measuring theparticipants’ L2 literacy-related proficiency, reading, and writing, and the identitystyle inventory (ISI-4), measuring the learners’ identity styles. The results indicatedthat identity processing style plays a role in L2 literacy-related proficiency. A smallpositive relationship among the informational processing style and L2 literacy andL2 writing was found, whereas normative style weakly and negatively correlatedwith these components, and none seem to be able to significantly predict the successor failure of an individual in terms of overall L2 literacy. With respect to theseresults, this study proffers integration of identity survey to the EFL educationalsystems in order to help educators and instructors teach L2 literacy-relatedproficiency more effectively.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
2
22
https://rals.scu.ac.ir/article_10389_ead044db0ab308bd3ece8d8dee3d5735.pdf
Qualitative and Quantitative Examination of Text Type Readabilities: A Comparative Analysis
Esmaeel
Abdollahzadeh
Iran University of Science and Technology
author
Fateme
Zolfaghari
Iran University of Science and Technology
author
text
article
2012
eng
This study compared 2 main approaches to readability assessment. Thequantitative approach applied idea density based on part of speech tagging andcompared 3 sets of text types (i.e., narrative, expository, and argumentative) withrespect to their ease of reading. The qualitative approach was done throughdeveloping questionnaires measuring intermediate EFL learners’ perceptions oncontent, motivation, quality of language, and format of the same text types. Thequantitative results indicated significant differences between narrative andargumentative as well as between narrative and expository text types in terms ofidea density. In other words, argumentative and expository texts were more readablethan narrative ones. Significantly, higher perceived readability for argumentativeand lower perceived easiness of expository texts were reported by the participants.It was found that the argumentative texts are more readable than their narrativecounterparts. This finding was supported by both qualitative and quantitativeapproaches to readability assessment. The results indicate that there needs to be areconsideration of different readability approaches in the selection of texts for theirintended readers. Implications for writing instruction and research on readabilitywill be discussed.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
23
48
https://rals.scu.ac.ir/article_10390_a6cbdf1d839d2790d00f5ba4076212ac.pdf
Consciousness-Raising Through Written Corrective Feedback: The Case of Marked Third Person -s
Javad
Gholami
Urmia University
author
Ehsan
Narimani
Urmia University
author
text
article
2012
eng
This study examined and compared the effects of consciousness-raisingwritten corrective feedback in 2 newly-developed levels in terms of marked thirdperson -s acquisition. Nine elementary level intact classes, including 191 malelanguage learners within the age range of 11-14 at Iran Language Institute, weretaken as the participants. Relying on the participants’ placement test results,previous term scores, and a pretest to measure their knowledge of marked thirdperson -s, 62 participants in 3 groups were selected to take part in this study. Then,they were assigned into 2 experimental groups treated differently through (a) writtenpronoun prompt and (b) visually enhanced reformulation for the first 20 min of 6consecutive sessions over 1 month. No feedback was given to the control group.Two parallel pretest and immediate posttest were used as the instruments. Thefindings based on ANCOVA, and the t tests showed that the written- pronounpromptgroup outperformed the visually enhanced reformulation one.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
49
66
https://rals.scu.ac.ir/article_10391_1bc9d2af9d09d743cf7e3f5a7d42b4b4.pdf
Investigating the Efficiency of Two Writing Strategies Among Iranian EFL Learners: Translated Writing vs. Reading to Write
Bashir
Jam
Shahrekord University
author
Leyla
Shahin
Isfahan University of Medical Sciences
author
text
article
2012
eng
This study explored the effects of 2 different types of strategies—translatedwriting vs. reading to write—in the writings of some of Iranian EFL learners inEsfahan Payamenoor University. The results showed no significant differences inthe students’ writings (in the 2 experimental groups and 1 control group) for thepretest topic. With respect to the posttest, the results, however, indicated that theexperimental groups who received treatment managed to write better in comparisonto the control group who did not receive any treatment. Moreover, it was found thatthe experimental group who received treatment via the translated strategy managedto write better than the group who received treatment via the reading to writestrategy. Also, the t test results for the components of students’ writings showed thatboth structure and content in the writings of the translation group improved morethan the reading to write group. Moreover, the reading to write group showed betterperformance in the organization of their writings.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
67
81
https://rals.scu.ac.ir/article_10392_9881f7fddf53565d42995cb8fe1a8045.pdf
Evaluating Passages 1 and First Certificate Textbooks: A Discourse Perspective
Ali
Roohani
Shahrekord University
author
Nooshin
Tanbakooei
Shahrekord University
author
text
article
2012
eng
Adopting the critical discourse analysis framework, in general, andFairclough’s (1989) critical text analysis, in particular, the current study aims atexamining 3 aspects of meaning, namely social relations, subject positions, andcontents in the conversation as well as vocabulary and grammar parts of Passages 1(an American textbook) and First Certificate (a British textbook) to find out whetherthere would be any discernable differences between these 2 instructional textbooks.To evaluate the textbooks, content analysis was employed. The results revealed thatthe primary emphasis of both ELT textbooks was on the cooperative learning.Additionally, in both textbooks, social relations were mostly equal, andconversations often took place between a male and a female with equal social statusand power. Regarding subject positions, the data analysis showed that Passages 1favored friends social relation, whereas TV reporting was the dominant socialrelation in First Certificate. Besides, Passages 1 mostly focused on uncontroversialissues, whereas First Certificate concentrated on controversial and market-orientedtopics more than Passages 1. After all, both these textbooks tended to represent thediscourse and culture of Western countries, which can exert specific ideologies onlanguage learners.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
82
106
https://rals.scu.ac.ir/article_10393_427168053461f3de44c5aa8b64da82c3.pdf
Language Learning Strategy Use and Instruction for the Iranian Junior High School EFL Learners: A Mixed Methods Approach
Alireza
Ahmadi
Shiraz University
author
Saba
Mahmoodi
Shiraz University
author
text
article
2012
eng
In order to confirm the effectiveness of language learning strategies in theIranian context in junior high schools, this study was designed to examine thepatterns of strategy use, the effects of strategy instruction on the students’ strategyuse, and the relationship between the participants’ strategy use and their Englishachievement. To achieve this objective, 57 junior high school participants studyingin 2 intact classes of the same school took part in the study. Each class wasrandomly assigned to either the control or experimental groups. The experimentalgroup received instruction on using strategies which were related to vocabulary andgrammar and were considered to be appropriate for their level. Due to practicalityreasons only 6 strategies were selected form Oxford’s taxonomy (1990). Gunning’sChildren’s SILL (1997, adapted from Oxford, 1990) was applied before and afterstrategy instruction. An EFL teacher-made achievement test was also conductedafter the treatment. The results revealed that affective category was the most usedcategory by the learners, followed by metacognitive, compensatory, memory, andsocial categories. Also, the cognitive category was the least used category. Thedifference between the control and experimental groups in terms of strategy useappeared to be significant, indicating the effectiveness of strategy instruction. Theresults also showed a significant positive relationship between the participants’strategy use and achievement.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
107
134
https://rals.scu.ac.ir/article_10394_d75e9d3ab59bb788a7b2981ce08b2ff8.pdf
Janus-Faced Madness in Bessie Head’s A Question of Power
Sayyed Rahim
Moosavinia
Shahid Chamran University of Ahvaz
author
Seyyede Maryam
Hosseini
Shahid Chamran University of Ahvaz
author
text
article
2012
eng
This paper is an attempt to discuss the concept of madness and its differentcauses and functions in Bessie Head’s semiautobiographical novel A Question ofPower. It aims to explore the multifaceted insanity of Elizabeth the exiled coloredprotagonist in terms of different theories. We will see how once a devastatingtrauma turns out to be a habilitating schizophrenia. Head challenges the readers’normalized responses with this controversial concept (i.e. madness) and throws anew light on the capability of apparently silenced and insane people. Withstandingthe long preserved devastating epistemology of the institutionalizing power, sheclarifies that one can avoid being inside a power archive through insanity likeShakespearean fool.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
3
v.
2
no.
2012
135
150
https://rals.scu.ac.ir/article_10395_c2578ad331a05704d4160b607f7b32d8.pdf