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Soleimani, Hassan
- An Investigation of the Role of Explicit and Implicit Instruction in Second Language Acquisition: A Case of English Embedded Question
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PDF Views:199
Authors
Affiliations
1 Department of Foreign Languages and Literature, Payame Noor University, Iran, PO box 19395-4697, Tehran, IR
1 Department of Foreign Languages and Literature, Payame Noor University, Iran, PO box 19395-4697, Tehran, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 3 (2015), Pagination: 98-108Abstract
The present study examined the facilitative effects of three types of input-based (explicit and implicit) instruction on the intake and acquisition of the English embedded questions. The participants were 105 Iranian EFL learners from four intact classes who were randomly assigned to three treatment groups of processing instruction (PI), consciousnessraising tasks (C-R), textual input enhancement (TE), and one control group (CO). A quasi-experimental design with a pretest-treatment-posttest (immediate and delayed) sequence was used. Assessment consisted of a grammar knowledge test which included interpretation and production tasks at sentence level and a timed grammaticality judgment test. The results of data analysis indicated that all treatment groups performed significantly better than the control group on the interpretation tests over time and the treatments were also effective in improving the intake of the target structure measured through grammaticality judgment test. Moreover, all types of instruction were effective in improving the learners' production tests except the TE. Since PI was superior to other groups in all of the tests one reasonable pedagogical implication is that explicit instruction is a more effective technique in helping EFL learners to acquire target grammatical forms.Keywords
Consciousness-Raising Tasks, Processing Instruction, Sentence Location Principle, Textual Input Enhancement.Full Text
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- Complexity Theory and CALL Curriculum in Foreign Language Learning
Abstract Views :105 |
PDF Views:91
Authors
Affiliations
1 Department of Applied Linguistics, Payame Noor University, Tehran, POB: 19395-4697, IR
2 Payame Noor University, Tehran, IR
1 Department of Applied Linguistics, Payame Noor University, Tehran, POB: 19395-4697, IR
2 Payame Noor University, Tehran, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 3, No 3 (2014), Pagination: 19-25Abstract
Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/Second Language (EFL/ESL) this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.Keywords
Second/Foreign Language Curriculum, Call, Complexity Theory.Full Text
- The Role of Language Glossing in a Rooted Theory: The Involvement Load Hypothesis
Abstract Views :145 |
PDF Views:118
Authors
Affiliations
1 Department of Applied Linguistics, Payame Noor University, PO box 19395-3697 Tehran, IR
2 Payame Noor University, PO box 19395-3697 Tehran, IN
1 Department of Applied Linguistics, Payame Noor University, PO box 19395-3697 Tehran, IR
2 Payame Noor University, PO box 19395-3697 Tehran, IN
Source
International Journal of Applied Linguistics and English Literature, Vol 3, No 4 (2014), Pagination: 6-13Abstract
This study builds on the innovative construct of task-induced involvement. It investigates different first and second language glossing in "involvement load hypothesis". In order to do our study, 66 learners from two different English institutes were classified into two major high and low proficient groups based on Nelson Proficiency Test. Among them 22 low proficient students were randomly assigned to two different subgroups in order to complete two different types of tasks with different language glossing. The behaviors of the two groups in the immediate and delayed posttests did not confirm the predictions of involvement load hypothesis. Although the second task had a higher involvement index, no sign of superiority was observed in its performance. The study suggests that the predictions of involvement load hypothesis need to be more finely grained especially when the tasks have different language glossing.Keywords
Involvement Load Hypothesis, Task-Induced Involvement, Involvement Index, L2 Glossing, L1 Glossing, Retention, Evaluation.Full Text
- Vocabulary Acquisition and Task Effectiveness in Involvement Load Hypothesis: A Case in Iran
Abstract Views :179 |
PDF Views:154
Authors
Affiliations
1 Department of Applied Linguistics, Payame Noor University, Tehran, IR
2 Payame Noor University, Tehran, IR
1 Department of Applied Linguistics, Payame Noor University, Tehran, IR
2 Payame Noor University, Tehran, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 5 (2015), Pagination: 198-205Abstract
Involvement load hypothesis as a cognitive construct states that tasks with higher involvements yield better results in vocabulary retention. This comparison group designed study examined the immediate and delayed effects of tasks with different involvements in involvement load hypothesis (Laufer & Hulstijn, 2001). Applying a version of Nelson Proficiency Test as a homogenizing exclusion criterion, 33 low proficiency Iranian EFL learners were randomly assigned to three experimental groups: blank-filling, sentence making, and reading comprehension. The results of ANOVA and Kruskal-Wallis tests supported task-induced involvement in immediate posttest since the sentence making task (M=5.72) yielded better results in comparison with the other two blank-filling (M=5.45) and reading comprehension (M=3.18) tasks. Nevertheless, sentence making and blank-filling tasks of which the involvements were somehow similar did not yield significant superiority to each other. It is inferred that tasks with nearer involvements yield somehow similar results in vocabulary acquisition.Keywords
Task-induced Involvement, Immediate Effect, Delayed Effect, Vocabulary Retention, Evaluation.Full Text