توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Effectiveness of ZPD – Wise Explicit Implicit Expert Peers and Co – Equals Scaffolding in ILP Development
نویسنده(ها): ،
اطلاعات انتشار: Vol.۱۴ - No.۱ - March ۲۰۱۱، سال
تعداد صفحات: ۲۸

۲Emotional Intelligence and SLA The Case of Interlanguage Pragmatic Competence
نویسنده(ها):
اطلاعات انتشار: Vol.۱۶ - No.۱ - March ۲۰۱۳، سال
تعداد صفحات: ۲۴
The development of different sub–competences of second\foreign language isaffected by a variety of cognitive, personal, and social factors (Ellis, 1994). As forpersonal factors, a wide range of emotional variables have been incorporated intosecond language acquisition (SLA) studies; however, emotional intelligence (EQ)is relatively new to this domain (Pishghadam, 2009). Given that EQ seems to affectEFL learners' interlanguage pragmatic competence (ILP) development due to theface–threatening nature of some of the speech acts involved and in an attempt toexplore the nature of the tentative interrelationship, the researcher administered theBar–On EQ–i (1996) questionnaire as an EQ measure, two ILP competence tests,and a TOEFL test to 52 Iranian EFL majors. The analyses results did not reveal anysignificant correlation between EQ, ILP competence and general Englishproficiency despite the evident strong correlation between the ILP and generalEnglish proficiency. Furthermore, the results did not feature EQ as an effectivepredictor of EFL learners' general English proficiency and ILP competencedevelopment level. The findings imply that EQ as a seemingly construct irrelevantfactor to EFL learners' both foreign language proficiency and ILP developmentmight not be rightly considered as an effective personal variable in EFLeducational contexts.Emotional intelligence; Foreign language proficiency; InterlanguagePragmatic (ILP) competence; EFL; Iran

۳The Interface between Linguistic and Pragmatic Competence The Case of Disagreement Scolding Requests and Complaints
اطلاعات انتشار: No. ۱۰ - Autumn & Winter ۲۰۱۲، سال
تعداد صفحات: ۲۶

۴The Effect of Mnemonic Key Word Method on Vocabulary Learning and Long Term Retention
نویسنده(ها): ،
اطلاعات انتشار: Autumn&Winter ۲۰۱۳ - Number ۱۲، سال
تعداد صفحات: ۱۵
Most of the studies on the key word method of second\foreign language vocabulary learning have been based on the evidence from laboratory experiments and have primarily involved the use of English key words to learn the vocabularies of other languages. Furthermore، comparatively quite limited number of such studies is done in authentic classroom contexts. The present study inquired into the effect of using mnemonic key word method of vocabulary instruction on the learning and retention of vocabulary over long term in a normal EFL classroom context.Fifty5th grade primary school students were selected and randomly assigned into experimental and control groups. The experimental group received vocabulary instruction using mnemonic key word method and the control group received classic memorization based instruction of the same vocabulary items. The two groups took three posttests a day، two weeks، and a month after the last treatment session. A MANOVA analysis was run on the data and the results indicated that subjects in the key word group outperformed the memorization group at a significant level in both their learning and retention of the newly learnt vocabularies. The results of the study underscore the efficacy of the establishment of mental links and images for the vocabulary learning and retention of novice and beginning level EFL learners. It further implies that mnemonic devices like key word method should be given prompt attention by both EFL material developers and practitioners as a potentially effective strategy for vocabulary teaching، learning and long term retention at the early stages of second or foreign language development.

۵Early Phonological and Lexical Development of a Farsi Speaking Child: A Longitudinal Case Study
اطلاعات انتشار: Volume ۳، Spring ۲۰۱۰ - Number ۶، سال
تعداد صفحات: ۳۱
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