توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱How are Learners’ Willingness to Communicate and Their Oral Language Proficiency Related in an EFL Context?
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۸
Willingness to communicate (WTC),which is defined as the intention to communicate given a choice, continues to establish itself as a determining construct in bringing about success or failure in language learning (Dӧrnyei, 2005, Peng & Woodrow, 2010). The majority of studies done on the issue are oriented towards ESL contexts. The paucity of studies in EFL contexts caused us to investigate whether WTC and language learners’ oral proficiency were related in an Iranian context. To this end, 70 male and female language learners,as the participants of the study, who werelearning English as a foreign language at a private institute at intermediate level were randomly selected. The WTC questionnaire was given to the participants and a standard speaking test was administered. Also, individual semi–structured interviews with some of the participants were used to obtain supportive data. The results of a correlational analysis revealed that there was a positive and noticeable relationship between learners’ WTC and their oral proficiency. The possible reasons for the correlation are discussed with regard to different motivational, contextual, and attitudinal factors.<\div>

۲Applicability of Peer–Dynamic Assessment in Crowded English Classes
نویسنده(ها): ، ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۱۰
One of the criticisms leveled against Dynamic Assessment (DA), with a robust theoretical foundation rooted in Zone of Proximal Development (ZPD), has been its applicability in populated classes. The present paper aimed to explore the potentiality of Peer–Dynamic Assessment (Peer–DA), as a novel approach to DA, to ameliorate this concern. In order to achieve the goal, 15 third–grade female Iranian high school students, aged 15–17, were assigned into trios groups. After having been instructed to know how to apply DA procedures in their groups during three sessions, they worked on ten reading texts during ten one–hour sessions held twice a week. When the participants were trying to comprehend the texts and learn the embedded vocabulary within the texts, their interactions were meticulously audio–recorded. Next, a number of episodes were selected, transcribed, and microgenetically analyzed. It was revealed that not only does Peer–DA have the potentiality for diagnosing developing abilities but it also can improve the abilities in a much more efficient way. More importantly, it was demonstrated that if the principles and procedures of peer–DA be taught to L2 learners, they can be utilized by learners in large classes to facilitate language learning processes. The implications of the present study were discussed from a sociocultural perspective for ESL\EFL teachers and learners as well.<\div>
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