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Sabet, Masoud Khalili
- L2 Acquisition of Complement Clauses by Persian Learners of English
Abstract Views :148 |
PDF Views:252
Authors
Affiliations
1 University of Guilan, IR
2 Pardis Branch of University of Guilan, Rasht, IR
1 University of Guilan, IR
2 Pardis Branch of University of Guilan, Rasht, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 1 (2015), Pagination: 26-40Abstract
This research concentrates on the acquisition of complement clauses within Universal Grammar framework which theoretically plays the strongest linguistic role in second language acquisition research in recent years. This study aims to investigate how Persian learners of English at three levels of proficiency acquire complement clauses. In fact, this study reports the results of the learners' responses to GJT and specifically investigates the six linguistic variables associated with complement Clauses: using complement in finite/ non-finite clauses, small-clauses, exceptional-clauses, that-trace effect in clauses and subcategorization of two verbs (i. e. want and let). The responses were given by 50 Persian learners of English divided into three proficiency levels: Elementary, Intermediate and Advanced. The statistical analyses of the data revealed that, by increasing the participants' level of proficiency their judgment of grammatical and ungrammatical items was improved whereas the differences between groups were also significant. The results can indicate that the development of their complement acquisition is generally systematic. In addition, by carrying out syntactic analyses of the sentences that the participants produced, we conclude that, as UG predicted, Persian learners do not use any wild grammar at any level of their L2 acquisition. The above findings are generally in harmony with the view that L2 learners somehow attain the unconscious knowledge that goes beyond what they receive as L2 input. Finally, our findings may have implications for language teaching by deepening our understanding of the nature of L2 acquisition.Keywords
Second Language Acquisition, Complements, Clauses, Developmental stages, Systematicity, Universal Grammar, Fundamental Different Hypothesis (FDH).Full Text
References
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- The Effect of Focus Strategies on ADHD Students' English Vocabulary Learning in Junior High School
Abstract Views :170 |
PDF Views:209
Authors
Affiliations
1 Dept. of English Language and Literature, University of Guilan, Rasht, IR
2 International Campus, University of Guilan, Rasht, IR
3 Shahed University of Tehran, University of Guilan, Rasht, IR
1 Dept. of English Language and Literature, University of Guilan, Rasht, IR
2 International Campus, University of Guilan, Rasht, IR
3 Shahed University of Tehran, University of Guilan, Rasht, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 1 (2015), Pagination: 125-136Abstract
"Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood. ADHD is also among the most prevalent chronic health conditions affecting school-aged children" (American Academy of Pediatrics, 2000). Too many young girls are not getting the help they need because of hidden symptoms and late diagnosis. The purpose of this study is to determine the effect of focus strategies on vocabulary learning of ADHD students at two junior high schools. To this end, eight female ADHD and eight normal students from two public schools were assigned to the both control group and the experimental one. The quantitative data was gathered from each student and was analyzed through 2-way analysis of variance (ANOVA) in a factorial arrangement with two repetitions. An orthogonal test was used to compare the strategies that were used in the control group (word list) and the experimental group (key word method, concentration, making sentences and fold overs). The instrument of this study contained a questionnaire sent to the parents and English teachers, an interview with a psychologist, a pre-test and a post-test. The results indicated that the four focus strategies in the experimental group increased the vocabulary learning in ADHD students for the short term retention and this increase was significant in the first focus strategy (key word method) and mostly the last one (fold overs) in the normal and ADHD students. The mean scores of control group were lower than the treatment group both in the normal and ADHD students. The results of delayed post-test revealed that although focus strategies improved the scores of the normal students compared to the ADHD students, this difference was not significant.Keywords
ADHD, Focus Strategies, Key Word Method, Fold Overs, Attention, Two-Way ANOVA.Full Text
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- The Effect of Portfolio Assessment on Learning Idioms in Writing
Abstract Views :135 |
PDF Views:106
Authors
Affiliations
1 Department of English Language, University of Guilan, Rasht, IR
1 Department of English Language, University of Guilan, Rasht, IR
Source
International Journal of Education and Literacy Studies, Vol 2, No 2 (2014), Pagination: 53-57Abstract
The present study sought to investigate the effect of portfolio assessment on idiom competence of Iranian EFL learners. For the purpose of this study, 30 students from upper-intermediate level of English proficiency took part in this study. They were chosen through convenience sampling from a language institute in Rasht, Iran. They were randomly divided into experimental and control groups. A TOEFL test and a test of idioms were given to the students to ensure their homogeneity in terms of language proficiency and knowledge of idioms, respectively. The experimental group was intended to create a portfolio and put their writing samples, in which idioms were used, in the portfolio. They were involved in the process of self-and-peer assessment. The teacher also provided them with feedback and comments. However, the control group received a kind of traditional instruction. In other words, the control group used the idioms in their writing without receiving any comments and delivered it to their teacher to be scored. The treatment lasted for 10 sessions and a post-test was administered in the end. Independent samples t-tests were used to analyze the data gathered from the pretests and the posttest. The findings indicated that there was a statistically significant difference between the two groups in terms of idioms and portfolio was found to be able to improve students' knowledge of idioms. The results of this study have some implications for teaching and learning idioms.Keywords
Portfolio Assessment, Idiom, EFL, Self-and-Peer Assessment.Full Text
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