Perceptions of Iranian Learners and Teachers on the Uniqueness of EFL Teachers

Azadeh Nematzadeh,

Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran

 

The present study pursued the purpose of identifying some of the unique and effective characteristics of English as a Foreign Language (EFL) teachers as perceived by Iranian EFL learners and teachers. To this end, 40 Iranian EFL teachers and 120 EFL learners voluntarily participated in this study. Data were collected by means of a questionnaire and so the teachers` and the learners` answers on different unique characteristics of EFL teachers were analyzed in order to compare the similarities and differences and their perceptual matches and mismatches. The findings have provided evidence that there are specific characteristics of EFL teachers that distinguish them and their work from their counterparts in other teaching domains. This study sheds more light on the language teacher education and can help teachers to gain a better understanding of how EFL teachers are, and provide more explanations about the uniqueness of EFL teachers.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Revitalizing Second/Foreign Language Learning Proficiencies through Problem–Based Learning

Neda Ashraafi,

Department of Foreign Languages, Shahreza Branch, Islamic Azad University, Iran

 

Applying the most important techniques such as higher-order thinking, problem-solving or self-directed learning are of the most important issues which would be taken into account seriously in this modern era. PBL is absolutely an impressive way worth trying out specially in pedagogical settings. Working in a PBL setting and encountering the material that is deeply raised from actual context may push learners towards cooperating in learning process creatively. The main aim of this study was to investigate the effects of PBL tasks on learners’ achievements. In order to conduct this study, 100 English language learners were chosen randomly and were categorized into two experimental and control groups. the experimental group was acquainted with PBL aspects and was taught using PBL method. Under PBL environment learners were required to analyze a given problem and struggle to solve them as efficiently as possible. At the end of semester both two groups were assigned to different tasks which were in fact in the shape of different problematic situations. As it was expected the experimental group coped with those dilemma much more satisfactorily than the other group. Actually, it make positive effects in acquiring language skills in learners and could revitalize educational environment in creating meaningful and authentic communication central to the learning process.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

EFL Teachers' Knowledge of Basic Language Constructs

Forough Jannati Jahromi, Dr. Fatemeh Nemati & Mohammad Reza Shamsaddini,

Persian Gulf University, Iran

 

Teacher knowledge assessment is a critical factor in predicting and preventing students' failure in their first stages of becoming literate. The aim of the present study was to explore EFL teachers' knowledge of basic language constructs which is an underrepresented topic in EFL context and has been particularly neglected in the research on the EFL context of Iran. To collect the data, an adapted version of Basic Language Constructs Survey was administered to thirty phonics teachers (mean age: 25.5) from five English institutions in Shiraz. The survey consisted of knowledge and ability items in three areas: phonics, phonological, and phonemic awareness. The results revealed that phonics teachers' overall performance on basic language construct items were below an acceptable standard, with the highest score being 23 out of a possible 35 on the questionnaire. The participants' major weakness was found in phonics questions, although they showed limited knowledge in the other two areas as well. The results of this study suggest that phonics teachers need to be more knowledgeable in early reading instruction as their instruction will affect the academic life of their students and their further achievements. The findings can benefit educational stakeholders' decisions in the process of teacher selection and preparation programs.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Interpersonal Communication: Multi-Authenticity Model in Iranian EFL Classrooms

Anahid Bahrami,

Department of Foreign Languages, Kerman Branch, Islamic Azad University, Iran

 

EFL learners have a low-level communication ability as many learners are still not provided with the opportunities to use language for genuine communication in the classroom and receive insufficient language input due to the foreign environment. Thus this experimental study reports on a 2-month classroom investigation, exploring the Multi- Authentic Materials (aural, visual & printed) to develop Iranian learners' interpersonal communication in English. 60 intermediate females after taking the placement test were randomly assigned to four groups, one control group receiving non-authentic material designed by the teacher based on the course book subject and three experimental groups receiving M-authentic materials besides the textbook. The researcher used the aural materials like news and podcasts in aural authentic class, the visual materials like magazines or newspapers pictures and mute video clips in the second class, and printed materials like newspapers and websites in the third class. Interpersonal communication was operationalized with Steinwachs (2010) interpersonal questionnaire. The results revealed that using M-authentic materials increased the EFL learners' interpersonal communication moderately in the post-test. And among the M-authentic materials visual was the most and aural the least effective one.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

The Impact of Prospective Translators’ Educational Background and Gender on their Perceptions about the Importance of Translators’ Familiarity with Target Cultural Attributes

Amir Banan Pour, Zahra Rastegar Haghighi Shirazi(Corresponding Author)

Department of Foreign Languages, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

 

Language is a phenomenon and a factor that links different cultures and a way of expressing feelings and ideas that people try to convey. Translation plays an important role in transferring cultural concepts between two or more languages. Therefore, translation is one of the essential, fundamental, and adequate ways in transferring culture. However, translators’ perceptions about the importance of their familiarity with target cultural attributes matters as well. This paper mainly aimed to investigate the effect of translators’ educational background on their perceptions about the importance of their familiarity with target cultural attributes. To achieve such a goal, one hundred university students majoring in English translation at Shiraz and Marvdasht Azad University filled out The Importance of Cultural Value questionnaire. The participants of the study came from different educational backgrounds (freshmen, senior and M.A. students). The results showed that translators’ educational background had a high and significant effect on the perceptions about importance of translators’ familiarity with target cultural attributes. Findings indicated that two factors of social organizations and customs and traditions were significantly affected by translators’ educational background. Results also indicated that there was not a statistically significant difference between male and female translators' perceptions about the importance of familiarity with target cultural attributes. Based on the results, several implications are derived from the study and suggestions are made for future studies.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

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