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Pragmatic instruction has received momentous attention in Second
Language Acquisition (SLA) over the last decades. In order to
scrutinize the effectiveness of L2 instruction, meta-analyses are
warranted; nonetheless, meta-analyses have been largely neglected,
despite the fact that they provide a systematic explanation of the
findings from the previous studies. Since meta-analysis is
flourishing by leaps and bounds in each and every field, pragmatic
studies are not the exception, and among miscellaneous constructs
and units of analysis in pragmatics, the speech acts of request,
apology, and refusal are investigated in this book. To bridge this
gap, this book mainly presents the variables which can moderate the
effectiveness of L2 instruction such as age, gender, proficiency,
outcome measures, psycholinguistic features, research design, and
treatment types. The first chapter of the book outlines the
theoretical underpinnings of the study, accentuating the importance
of conducting meta-analysis in this field of study. The second
chapter elaborates on the empirical studies and a thorough review
of the relevant research. The third chapter deals with the design
of the study in which the inclusion and exclusion criteria, effect
size calculation, coding of the variables, and reliability have
been outlined while chapter four presents the obtained outcomes and
results of the study. The last chapter describes the final remarks
of the study, the limitations, implications, and the directions for
future research in the field of pragmatics instruction.Â
This book argues that, in line with the tenets of positive
psychology in SLA and the rhetorical/relational goal theory,
positive teacher-student interpersonal relationships are deemed to
be of great significance for empowering students to accomplish
favorable academic outcomes and to successfully learn a
second/foreign language (L2), whether at its affective, behavioral,
or cognitive levels. Therefore, understanding the role of teacher
interpersonal behaviors and their effect on students' learning
gains in the domain of SLA is of utmost importance, particularly as
this line of research is at its nascent stage of development, and,
as a result, available empirical evidence is still inconclusive. To
address this issue, drawing on the mixed methods design, this book
mainly aims to, first, empirically scrutinize the role of "5Cs"
positive teacher interpersonal variables (i.e., care, clarity,
closeness, confirmation, and credibility) in L2 students'
affective, behavioral, and cognitive learning outcomes through the
mediation of student-perceived learner empowerment in the L2
context of Iran. Second, it is intended to show how L2 teacher
educators, teachers, and materials developers, among other key
educational stakeholders, can facilitate the provision of
interpersonally rich language learning environments with the
ultimate goal of enhancing students' L2 learning.
Vocabulary knowledge is deemed by both first-language and
second-language researchers to be of great significance in language
competence, and learning sufficient amount of vocabulary knowledge
seems to play an indispensable role in EFL and ESL contexts, so new
ways of enhancing this process should be sought. One of these ways
is the overwhelming and innovative Mobile Assisted Language
Learning (MALL) technologies which have inspired students, teachers
and researchers; therefore, the present book has a great
potentiality to contribute to TEFL not only from the theoretical
perspectives but also from the pedagogical vantage points. Its
significance can be predicated on the assumption that with a
limited amount of in-class teaching time, it sounds crucial to look
for other ways which conveniently provide language learners with
substantial language learning experience, and since there is a
little empirical research on learning vocabulary via
text-messaging, its contribution and significance can be of great
use.
English Reading for EFL Students is a textbook developed for
non-native speakers of English.In this book motivating reading
passages serve as springboards for reading skills development,
idiomatic expressions and quotations, vocabulary building,
grammatical analysis and practice, and thought-provoking
discussions. Key features: Reading skill instruction, Provocative
topics, Idiomatic expressions & quotations, Vocabulary
logs& vocabulary building skills, and Grammar focus
Topic-based Listening & Speaking is a coursebook for
intermediate to upper- intermediate levels and designed to promote
the oral language skills of English language enthusiasts from all
walks of life including academic and institutional circles. The
book which is accompanied by an audio CD which is accessible by
cliking on the following link (http: //sharif.edu/ alemi/LSM.html),
capitalizes on a collection of audio clips extracted from high-
profile TV networks through the mediation of various tasks designed
in a hierarchy of three main sections (Previewing, Viewing and
Postviewing). It aims to inspire and engage learners in genuine,
context-embedded communication with topics that are of high
interest, authenticity, and informativeness to learners of all
tastes. Abundant pair and group work activities, vocabulary
practices and discussion-provoking questions accompany the clips
with due attention to both form and content. The clips have been
selected from various genres and will expose learners to a valuable
mother lode of language input coupled with tasks that will elicit
learner output or production in the target language as well.
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