توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Role of Culture on Iranian EFL Learners' Writing Argumentative Performance
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۱۴
This study aimed to investigate the effects of Critical Cultural Awareness (CCA) on two related variables: students' argumentative writing skills and students' attitude towards target culture. The second purpose of this study was to measure the degree of relationship between attitude towards target culture and writing argumentative essay skills. So, 60 upper–intermediate participants who aged between 15 and 24 were recruited and divided into 2 groups of experimental and control group. While the control group received writing instruction in a traditional way, without any focus on cultural similarity and difference, experimental group received a treatment in which the main focus was on teaching CCA. Two instruments were used to gather data from the two groups before and after receiving treatment: attitude towards target culture questionnaire and writing argumentative essay exam. The findings revealed that while teaching CCA does not influence attitude towards target culture very significantly, it results in higher argumentative writing skills among upper–intermediate students. Moreover, the findings indicated that there is a relationship between attitude towards target culture and writing argumentative essay skills. These findings have pedagogical implications for course designers and material developers<\div>

۲The Factor Structure of a Written English Proficiency Test: A Structural Equation Modeling Approach
اطلاعات انتشار: Iranian Journal of Applied Language Studies، سوم،شماره۲، ۲۰۱۱، سال
تعداد صفحات: ۲۴
The present study examined the factor structure of the University of Tehran English Proficiency Test (UTEPT) that aims to examine test takers’ knowledge of grammar, vocabulary, and reading comprehension. A Structural Equation Modelling (SEM) approach was used to analyse the responses of participants (N= 850) to a 2010 version of the test. A higher–order model was postulated to test if the underlying factor structure, obtained in a data–driven manner, corresponds with the proposed structure of the test. The results revealed an appropriate model fit with the data, pointing to the fact that the three sections of UTEPT, i.e., structure, vocabulary, and reading, and their sub–components, except for the restatement section of reading, are good indicators of written language proficiency as assessed by the UTEPT. It was also found that the three sections assess distinctive constructs. The findings suggest that UTEPT is a valid measure of the written language proficiency of Ph.D. applicants to University of Tehran.
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