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۱Jokes effect on learning a second language
نویسنده(ها): ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۱۰
Learning a second language requires a positive” classroom atmosphere. This study presents joking” as an effective tool in creating the affective second language classroom, and in learning a second language students views tell favoritism towards using joking in learning a second language (80%) reported that jokes help them pay more attention during class time, and (71%) pointed out that jokes helps learning difficult material. Evidence in this research confirms, consistently with past studies, that the use of joking” in ESL classrooms reduces tension, improves classroom climate, increases student–teacher rapport, and even facilitates learning. More specifically, students reported greater enjoyment of the learning process when joking is used. This research argues that joking” has a positive effect on the language teaching setting in increasing motivation and success thereafter. Along with encouragement and praise, joking” ought to be used by language teachers to make their classrooms more inviting and conducive to learning.<\div>

۲Effects of Motivation on the Use of Language Learning different Strategies by Iranian EFL University Students
اطلاعات انتشار: دومین کنفرانس بین المللی پژوهش در علوم و تکنولوژی، سال
تعداد صفحات: ۱۳
This study explored the effects of attitude, motivation, and years of study on the use of language learning strategies by Iranian EFL university students. The participants of the study consisted of 126 freshmen and seniors majoring in English Translation and Teaching English at Qom Islamic Azad University. Two instruments were used to gather the needed data: A 50–item Likert–type strategy questionnaire and a Likert–type background questionnaire to elicit data on attitude, motivation, and years of study. Analysis of the results revealed that the subjects of the study reported to employing metacognitive, social, affective, and compensation strategies more frequently than memory and cognitive strategies. Also in this study, attitude proved to influence the use of Language Learning Strategies (LLSs) significantly. That is, learners with positive attitude used LLSs more frequently than those with negative attitude. Regarding the factor of motivation, integratively–motivated students employed more strategies than instrumentally–oriented ones. Furthermore, seniors showed greater use of LLSs than freshmen<\div>
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