The Effect of Grammar Analysis Tasks in Flipped Classrooms on the Acquisition of Past Progressive Tense among Iranian EFL Learners

Samaneh Gholampour & Donya Mehrabi,

Science and Research Branch, Islamic Azad University, Iran

Atkins (2000) believes that the importance of teaching grammar dates back to the early days of teaching languages. He mentions that in the recent years grammar teaching methods have varied greatly. Moreover, flipped classrooms are gaining importance in recent years. “As curriculum requirements grow, instructors are pressured to make more efficient use of class time. In the flipped classroom, students can get the most out of class time by spending it on practical application, not on inactive lecture” (Cole, as cited in Garza, 2014, p. 8). In this regard, the researcher taught learners how to analyze sentences regarding their meaning/use, provide possible contexts, and describe the forms. Thus, the purpose of the present study was to investigate the effect of grammar analysis tasks in flipped classrooms on the acquisition of past progressive tense of Iranian EFL learners. To this end, 120 learners were homogenized using a pet and were divided into two groups. All the students took the pretest of grammar. During six sessions of treatment, learners in experimental group were taught using grammar analysis tasks, and in control group the rules explicitly were given to the learners. Then, they took the posttest of grammar. The results revealed that the learners in experimental group outperformed their counterparts in control group.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Raising of Subject and its Association with Phase Theory in Persian and Kurdish

Mojgan Osmani, Saeed Rafsanjani Nejad, Dr. Mohammad Dabir Moghaddam & Arsalan Golfam,

Tarbiat Modares University, Allameh Tabataba'i University, Allameh Tabataba'i University &    Tarbiat Modares University, Iran

In this paper, the movement of the subject from the embedded clause to the matrix clause is studied in terms of Phase Theory. Chomsky (2001) argued that the verbs having full propositional structure are phases, while verbs which do not have a full propositional structure are not phases. This paper reviewed the literature and argues that the movement of the subject from the embedded clause to the matrix clause having two-place or three-place predicate happens through the specifier of the vP of the matrix clause on the grounds that the moved subject, undergoing A-bar movement, receives ‘ra’ or ‘bo’ from the verb of the matrix clause, then it can go to a functional node. The moved subject is licensed to appear in the matrix clause with ‘ra’ in Persian and with ‘bo’ in Kurdish and it can only receive these functional markers in the specifier of the vP of the matrix clause. In line with Chomsky (200), the appearance of ‘ra’ and ‘bo’ with the moved subject in Persian and Kurdish respectively shows that the ‘vP’ of two place predicates and three-place predicates are phases.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

Investigating the Impact of Scaffolded Instruction on Metacognitive Knowledge in EFL Learners' IELTS Writing Task1

Rokhsareh Kakvand, Somayeh Nourazar & Dr. Elham Mohammadi,

University of Zanjan, Iran

Metacognition is the ability of one's mental consciousness process. Research has showed metacognitive learners tend to be the most successful learners. They take conscious steps to understand what they are doing. The present study is an attempt to examine the influence of scaffolded instruction on metacognition and the performance of Iranian EFL learners on IELTS writing task 1. To this aim, eighty intermediate students including both genders of males and females were selected. The participants were randomly divided into two groups: Forty students with twenty-five female and fifteen male students formed the control group, and the other forty students with twenty-two female and eighteen male students formed the experimental group. To get a benchmark of the participants' writing skill in the current study, ELTS writing task 1 was administered as the pre-test. Then, Metacognitive Awareness Writing Questionnaire (MAWQ) was distributed among the students to get an understanding of their initial metacognitive awareness of writing. For four weeks and each week 6 hours, the learners received scaffolded metacognitive instruction. The purpose was to promote the metacognitive awareness of students for writing essays through explicit instruction and scaffolded techniques. Lastly, another IELTS writing task 1 was assigned as the post-test to measure the students gain as a result of taking part in the instruction on writing metacognitive strategies. In order to check the effectiveness of instruction the aforementioned questionnaire was administered for the second time. The results of paired-sample t-test indicated that increasing participants' awareness of metacognitive strategies leads to the improvement of their writing scores on the post-test.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Impact of Teachers vs. Peers' made Corrections and the Explicit Instruction of DMs on Iranian EFL Learners' Writing Scores

Mahdy Dayyani & Dr. Shokouh Rashvand Semiyari,

West Tehran Branch, Islamic Azad University, Iran

This study investigated the effects of two independent variables including Discourse Markers’ (DMs) instruction as well as teacher and peers’ corrections on the Iranian intermediate EFL learners’ writing scores. The participants of the study were 60 EFL male learners. To examine the impacts of explicit instruction of DMs, the participants were divided into two groups of 30. The researcher as the EFL teacher taught the key DMs including consequences, reasons, additions and contrastives to the experimental group, while no DMs were taught to the control group. Independent sample t-test results showed a significant difference in EFL learners’ post-test writing scores in two groups. In fact, the experimental group (M = 2.40, SD = 4.35) outperformed the control group (M = 0.47, SD = 1.70) due to DMs’ use.  Also an independent sample t-test was applied to compare the teacher’s and peers’ ratings in 3 writing tasks. These writings were scored analytically according to Jacobs et al. (1981) scale. The results showed a significant difference between two groups’ ratings; peers had given higher ratings (M = 85.63, SD = 10) than what the teacher had given (M = 80.71, SD = 7.97). The conclusions of this study revealed that: 1) cooperative learning activities could improve the writing skills in EFL classes, and 2) All of the components of an acceptable piece of writing, that is, content, organization, vocabulary, language use, and mechanics could be enhanced through cooperative learning activities. The pedagogical implications and suggestions for further research were also proposed.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

A Discourse Analysis of American Political Articles Pertinent to Iran’s Atomic Issue Published Before and After the Geneva Accord (A CDA Approach)

Mojtaba Bazvand,

Chabahar Maritime and Marine University, Iran

Van Dijk (1993) believes that critical discourse analysis (CDA) seeks to find and reveal the role of discourse in producing power, abusing it, and finally creating the inequality which is seen as “negative effect of power”. This study aimed to investigate the effect of Geneva Accord on representation of Iranian and Western social actors involved in Iran’s atomic issue in five famous American newspapers based on one main category of Van Leeuwen model,  inclusion, and its four morpho-syntactic categories of activation, passivation, personalization, and impersonalization. The results of the study showed that there was a shift in ways through which social actors were represented. However this shift was not deep and significant, the reasons behind any use of these strategies is not random but very intentional revealing too many creeping ideas. These ideas are not seen, and even felt, by the readers leading them to some specific and politically needed ideologies.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

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