Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach
3
27
EN
Elham
Sadri
Sheikhbahaee University, Isfahan
elhamsadri@shbu.ac.ir
Mohammad
Tahririan
Sheikh Bahaei University, Isfahan
hassantahririan@gmail.com
10.22055/rals.2018.13403
<span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">The present study compared the impact of teacher-provided and peer-provided oral <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">assistance in the acquisition of English <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>wh</em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">-question forms. Participants were 90 <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">female Iranian EFL learners who constituted the 3 groups of the study: teacherassisted, peer-assisted, and a control group. Participants in the experimental groups <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">received assistance either from the teacher or a peer during task-based performances <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">to make <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>wh</em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">-questions, whereas those in the control group performed the same tasks <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">with no assistance. The study took a mixed-methods design. Results from the <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">quantitative pre/posttest analysis showed that both teacher-assisted and peer-assisted <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">groups significantly improved in receptive and productive knowledge of the L2 <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">forms compared to the control group, but no significant difference was observed <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">between the 2 groups' degree of language development. Results of the qualitative <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">microgenetic analysis revealed that the peer-assisted group outperformed the <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">teacher-assisted group at the first 2 time points of the experiment. The finding that <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">peer-provided assistance was effective with equal or greater benefits as compared to <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">the teacher-assisted group calls into question the traditional belief that L2 learners <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">are incapable of assisting peers in EFL classrooms.</span></span></span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /><br class="Apple-interchange-newline" /></span></span></span></span></span>
Assisted Performance,Teacher-Provided Assistance,Peer-Provided Assistance,Sociocultural Theory,L2 Development
https://rals.scu.ac.ir/article_13403.html
https://rals.scu.ac.ir/article_13403_8fcd455b7ff2733d350f8806b159a1e6.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
A Comparative Study of Generic Structure of Applied Linguistics and Chemistry Research Articles: The Case of Discussions
28
56
EN
Hassan
Soodmand Afshar
0000-0003-1070-0249
Department of English Language, Faculty of Humanities, Bu-Ali Sina University,
Hamedan, Iran
hassansoodmand@gmail.com
Mehdi
Doosti
Department of English Language, Faculty of Humanities, Bu-Ali Sina University,
Hamedan, Iran
mehdidoosti2008@gmail.com
Hossein
Movassagh
Department of English Language, Faculty of Humanities, Bu-Ali Sina university, Hamedan, Iran
hussein_movassagh@yahoo.com
10.22055/rals.2018.13404
<span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">This genre-based study investigated the cross-disciplinary variations in the rhetorical <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">structure of the Discussion sections of 104 applied linguistics and chemistry <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">research articles (RAs), drawing upon Basturkmen’s (2009, 2012) framework and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">and Lim (2012). To this end, in addition to collecting quantitative data and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">conducting frequency and chi-square analyses, a number of semistructured <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">interviews were also conducted with some distinguished chemistry scholars and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">applied linguistics experts to triangulate the data and get a fuller understanding of <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">the quantitative results. Results of the chi-square analyses revealed significant <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">variations in the way the authors in the 2 disciplines employed moves, steps, and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">substeps to realize the purpose of the Discussion sections. Findings might prove <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">fruitful for postgraduate students and novice researchers in chemistry and applied <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">linguistics to help them write more effective Discussion section in their research <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">articles.</span></span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span>
Applied Linguistics,Chemistry,Genre analysis,Discussion,Move structure,Research Articles (RAs)
https://rals.scu.ac.ir/article_13404.html
https://rals.scu.ac.ir/article_13404_c20a1edec9275063b04f25a156089d79.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
Mixed Effects of Input Enhancement, Explicit Instruction, Corrective Feedback, and Pushed Output in an Input-Output Mapping Practice
57
82
EN
Gholam
Ali
Kalanzadeh
Department of TEFL and English Literature, Payame Noor University, Iran
gkalanzadeh@yahoo.com
Manoochehr
Jafarigohar
0000-0001-6892-3248
Department of TEFL and English Literature, Payame Noor University, Iran
jafarigohar2007@yahoo.com
Behzad
Ghonsooly
Department of Applied Linguistics, Ferdowsi University of Mashhad, Iran
ghonsooly@um.ac.ir
Hassan
Soleimani
5Department of TEFL and English Literature, Payame Noor University, Iran
arshia.soleimani@gmail.com
10.22055/rals.2018.13405
This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (<em>n</em> = 22), explicit instruction + pushed output + explicit corrective feedback group (<em>n</em> = 25), visual input enhancement + pushed output + implicit corrective feedback group (<em>n </em>= 17), and visual input enhancement + enriched input group (<em>n</em> = 19). Design was a pretest, immediate posttest, and delayed posttest type. To assess the participants’ intake of the targeted structures, 3 tests were developed. One-way ANOVA and a series of post-hoc Scheffe tests were performed on the results. Taken together, the results indicated that all the combined procedures had both positive and lasting effects on the noticing and subsequent intake of the discourse markers (conjunctive adverbs) at issue. Results, further, revealed that the effects of the mixed procedures on the rate and durability of intake of the targeted forms was differential.
Form-focused instruction (FFI),explicit instruction (EI),visual input enhancement (VIE),Pushed Output (PO),Explicit Corrective Feedback (ECF),implicit corrective feedback (ICF)
https://rals.scu.ac.ir/article_13405.html
https://rals.scu.ac.ir/article_13405_46b2339a0159beac56453a720a64e37a.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
Metadiscourse Features in Medical Research Articles: Subdisciplinary and Paradigmatic Influences in English and Persian
83
104
EN
MohammadReza
Mozayan
Shahid Sadoughi University of Medical Sciences, Yazd, Iran
mozayan38@yahoo.com
Hamid
Allami
Department of English Language and Literature, Yazd University, Yazd, Iran
hamid_allami@yahoo.com
Ali Mohammad
Fazilatfar
0000-0001-6092-4633
Department of English Language and Literature, Yazd University, Yazd, Iran
afazilatfar@yahoo.com
10.22055/rals.2018.13406
Disciplinary studies on metadiscourse in academic texts have come a rather long way (since the 1980s) to afford an awareness of the ways authors strive to signal their insights into their materials as well as their audience. However, few comprehensive corpus-based studies to date have provided a starting point for shaping our understanding of subdisciplinary and paradigmatic diversities within medical contexts in different cultures/languages. For this purpose, 160 research articles (RAs) were picked out from certain databases on medical physics (80) and nursing (80), each group of which was, then, stratified into quantitative (40) and qualitative papers (40) written in English and Persian, and their metadiscourse tokens were compared in terms of type and frequency on the basis of Hyland's (2005) taxonomy. Results indicated a rather cogent homogeneity between the native English writers (NEWs) and Iranian Persian writers (IPWs) in crafting nursing quantitative and qualitative RAs.
Medical Physics,Nursing,Quantitative Research,qualitative research,English Natives,Persian Natives
https://rals.scu.ac.ir/article_13406.html
https://rals.scu.ac.ir/article_13406_4d65ab74ff06536a0db5366d2342ad80.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
On the Validation of a Preliminary Model of Reading Strategy Using SEM: Evidence From Iranian ELT Postgraduate Students
105
126
EN
Fazlolah
Samimi
Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran
fazl.samimi67@gmail.com
Rahman
Sahragard
0000-0002-6615-9466
Department of English Language and Literature, Shiraz University, Shiraz, Iran
rahman.sahragard@gmail.com
10.22055/rals.2018.13407
The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, that is, 6 factors and 32 categories, a 6-hypothetical factor and a 33-item questionnaire were considered in the design of the ELT discipline-specific questionnaire. The questionnaire was piloted with 180 ELT postgraduate learners, and its reliability and the related validities were checked. Finally, the 25-item questionnaire of ELT reading strategies was distributed to 322 ELT postgraduate students. Then, the initial structure of the model was tested using CFA to come up with a final model of ELT reading strategy questionnaire. Results substantiated the initial structure of EFA with 6 factors and 25 items. Consequently, the proposed model of reading strategies can be negotiated with teacher educators. Results can make teacher educators aware of the marginalized voices of ELT postgraduate students. As a result, teacher educators might teach those strategies, when necessary, to student teachers.
validation,Preliminary Model,Reading Strategy
https://rals.scu.ac.ir/article_13407.html
https://rals.scu.ac.ir/article_13407_87a566acd5a06659c84b1b756f095191.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
Metaphorical Conceptualization of SPORT Through TERRITORY as a Vehicle
127
147
EN
Rahim
Najjari
Department of English Language and Literature, Urmia University, Urmia, Iran
mirana32@yahoo.com
Mohammad
Mohammadi
Department of English Language and Literature, Urmia University, Urmia, Iran
mohammadi680@yahoo.co.uk
10.22055/rals.2018.13408
WAR as a vehicle and Sport Is War as a conceptual metaphor (CM) seem inadequate to account metaphorically for SPORT. To cater for an inclusive vehicle/CM, we selected WIN and LOSS lexicon from the news coverage of Brazil’s football team loss to Germany and tested them through the Corpus of Contemporary American English. Then, the data were studied through the 3 stages of metaphor research. In the identification stage, the metaphorical use of the WIN and LOSS lexicon was determined through metaphor identification procedure. In the interpretation stage, the metaphors were revealed to be recontextualized from discourses like war, earthquakes, floods, landslides, and the like. Then, on the basis of a generic source for such discourses, TERRITORY as a vehicle and A Sport Field Is a Territory as a CM were proposed. Finally, in the explanation stage, the ideological implications of the proposed vehicle/CM were argued on the discourse reproduction of Brazil’s problems.
Recontextualization,Conceptual Metaphor (CM),Vehicle,Ideology,Territory,War
https://rals.scu.ac.ir/article_13408.html
https://rals.scu.ac.ir/article_13408_554d69fcfd3d85d824aafc62bd2703c8.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
9
1
2018
04
01
Reflective Teaching in ELT: Obstacles and Coping Strategies
148
169
EN
Leila
Tajik
English Department, Faculty of Languages and Literature, Alzahra University, Tehran, Iran
tajik_l@alzahra.ac.ir
Kobra
Ranjbar
English Department, Bandar Abbas Branch, Islamic Azad University
kobraranjbar93@gmail.com
10.22055/rals.2018.13409
The present study aimed to document the constraints and limits in applying reflective teaching principles in ELT settings in Iran from the teachers’ perspective along with solutions and coping strategies to help remove the obstacles. 60 teachers teaching general English at 6 language institutes were selected through convenience sampling. First, the teacher participants filled out a reflectivity questionnaire. 49 were found to be reflective, from among which 25 participated in the semistructured interviews. Inductive analysis procedure resulted in the identification of 3 broad categories of obstacles of reflective teaching including institutional problems, self-directional problems, and problems with reflective teaching principles. In addition, for each category, solutions were offered by the teachers. Findings have implications for policymakers, administrators, and supervisors of language institutes, ELT teachers, and teacher educators to help foster reflectivity.
Reflective Teaching,ELT, Obstacles,Coping Strategies
https://rals.scu.ac.ir/article_13409.html
https://rals.scu.ac.ir/article_13409_3cd7792a45b893f8543679c576f4ad18.pdf