توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱Teacher’s Role in Affective Affirmation of Students in English Learning Classes
نویسنده(ها):
اطلاعات انتشار: اولین همایش ملی زبان انگلیسی، ادبیات و ترجمه در آموزش و پرورش، سال
تعداد صفحات: ۹
Foreign language teaching should be aimed at establishing meaningful communication in theclassroom and first requirement towards this end is an affective affirmation of the student. Thesignificance of the affective variables lies in the impact on how we teach second languages.Furthermore, the English teachers play crucial role in increasing students’ interest andinvolvement in the tasks in English classes as he\she is a source of inspiration and the mainspringfor the motives which induce in students the desire to enrich their own minds, thus putting themon the track to effective learning. This study investigates through a literature survey the effect ofaffective variables–including personality factors such as motivation, anxiety, self–esteem, risktaking,inhibition and empathy on learners’ learning rate, and the teacher’s role in dealing witheach in e–learning classes. As a result, it is found that all of the affective variables are interwovenand cannot be considered independently. Also, the affective affirmation of the learner can highlyhelp his success in English language learning. English teachers should, therefore, pay moreattention to personality factors of learners and shouldn’t ignore the importance of each in Englishclasses. Some suggestions are put forth for teachers for performing in English learning classes.<\div>

۲Testing Approaches and Psycholinguistic Processes in Input Modification Studies: A Critical Review
نویسنده(ها): ،
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۲۱
Language testing and language teaching are closely interrelated, each influencing the other. Language testing has followed the trends in language teaching, which have, in turn, influenced by theories in linguistics and psychology. The psycholinguistic processes, therefore, in which psychological and linguistic principles are considered as the underlying theoretical assumptions of test construction receive a great importance. On the other hand, input modification studies, including simplification, elaboration, and enhancement, aim to investigate the effect of the types of input modification on enhancing the learners’ comprehension rate. The present study, therefore, intends to critically review testing and assessment approaches and the psycholinguistic processes the input modification studies. This study first overviews the trends of language testing from the beginning to present, and then reviews critically testing and assessment techniques and the psycholinguistic processes employed in some of the most salient studies conducted in the field of input modification. The results of this review showed that language testing in input modification studies mainly goes around discreet–point and integrative testing and does not occur in a natural realistic environment, although there are few exceptions in this regard. These exceptions include debates, thinking aloud, and free recalling the context, which are communicatively oriented. Findings also indicated that among the psychological processes employed in these studies the predominant process was comprehension\production.<\div>
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