The Effect of Bubble Cards on Word Stress Errors and Retention of EFL Learners: A Comparison of Turkish and Farsi Native Speakers

The present study recommends an influential teaching English sentence stress technique based on Bubble Cards for instructing sentence stress sufficiently. Males and females have been chosen randomly and homogeneously as Turkish and Farsi groups. A production-test was made from 40 sentences to force the participants read aloud the sentences obviously and their sounds were recorded for evaluating. The test has been implemented as pre-, post-, and delay pot-test. For evaluating its reliability in advance, it was piloted on a small group of participants. The aim of the second delayed test was to subject whether Bubble Cards had more influence on the learners’ sentence stress retentions and mightsave their sentence stress memorizing for a longer period of time. The satisfactory outcomes of the study approvedthe encouragement of Bubble Cards for studding sentence stress and retention of Farsi group better than the Turkish grou

A Textbook Evaluation of Speech Acts and Language Functions in High School English Textbooks (I, II AndIII) and Interchange Series, Books I, II, And III

Although English textbooks are considered as a key component in English language teaching programs, they have been criticized for not offering classroom learner’s adequate opportunity for learning authentic language (Vellenga, 2004). This is because, instead of making use of language samples that native speakers actually produce, many textbooks have drawn on native speakers’ intuition about language use, which might not always be reliable. This study investigated the use of speech acts presented in Iranian high School English Textbooks I, II, and III and New Interchange series (I, II, III) which are quite popular in Iranian language schools and institutions. For this purpose, speech acts in the conversations were analyzed to see how they were presented through Searle’s (1976) speech act model. There were 1100 different speech acts used in New Interchange series while there were only 275 speech acts used in high school textbooks. The language functions in the two mentioned series were also compared, there were a variety of language functions used in the New Interchange series while in the high school English textbooks they were presented unequally and some of them recurred throughout the books which followed no specific pattern. Since high school English textbooks in Iran are not communicatively oriented, the researcher concluded that these books cannot develop the pragmatic competence in the language learners or students. Finally, some recommendations were offered for the textbook designers and language teachers in dealing with the speech acts in high school English textbooks

The Effect of Thematic Clustering on Enhancing Monolingual and Bilingual EFL Learners’ Vocabulary Acquisition

The present study intended to compare the effect of thematic clustering on learning English vocabulary among monolingual and bilingual EFL learners. It examined if the use of meaningful context or thematic grouping facilitates vocabulary learning. It was also transmitted to spread knowledge on their effectiveness in helping more bilinguals or monolinguals. The study consisted of 166 intermediate female EFL learners from two branches of Tehran institutes in Bandar Abbas, 74 bilingual Arabic EFL learners and 92 monolingual EFL learners. Before starting the main study, a pilot test was carried out to assess the feasibility and usefulness of data collection methods and the procedures. Each group of bilingual and monolingual were divided into two groups in which one group studied thematic clustering and another group was regarded as control group. A one - way Analysis of Variance (ANOVA) statistical test was used to analyze the quantitative data collected. The results showed that thematic clustering of English vocabulary can play a significant role in enhancing both monolingual and bilingual EFL learners’ vocabulary acquisition. Finally, bilinguals had better performance when they learned new words, based on thematic clustering, in comparison to monolinguals. The result of this study can help language educators and administrators to decide about the most effective vocabulary instruction programs to improve second language vocabulary learning

The Relationship between Teachers' and Students' Preferences about Different Classroom Activities among EFL Learners in National Iran Oil Company(NIOC) in Iran

The trend towards bilingual education has been a big focus in many places around the world Communicative language teaching, which stresses preparing students with communicative competence needed for real-life purposes, is replacing traditional audio-lingual teaching methods. Some organizations and institutes are implementing educational reforms to advance toward globalization. At the present time, English is taught in many organizations such as National Iran Oil Company in order to promote his/her staff to higher level of English proficiency. The purpose of this study was to examine Iranian teachers' and students' preferences regarding implementing different types of classroom activities in adult EFL classrooms in NIOC in Iran. The selected sample consists of 59 students and 25 teachers. The questionnaire selected for this study includes 41 items, categorized as communicative versus non-communicative activities, speech based versus text-based activities, feedback, grammar, participation modes, and web-based activities. Significantly, the results indicated that teachers prefer to implement communicative activities related to speech-based areas to help promote oral proficiency in the English language, and to utilize cooperative learning to build up students' writing skills. However, some students displayed negative attitudes when asked to participate in some of the activities. In conclusion, the analysis of the data from teachers and students indicated a considerable mismatch between students' and teachers' preferences for some of both communicative and non-communicative activities. In addition, the results pose for educators and administrators in NIOC include what teachers and administrators can do to minimize the potential mismatch in teachers' and students' preference and beliefs on language learning activities. The result of the study can contribute to future modifications of syllabus/curriculum design, and teaching decision-making process in NIOC teaching centers

The Relationship between Teachers' and Students' Preferences about Different Classroom Activities among EFL Learners in National Iran Oil Company(NIOC) in Iran

The trend towards bilingual education has been a big focus in many places around the world Communicative language teaching, which stresses preparing students with communicative competence needed for real-life purposes, is replacing traditional audio-lingual teaching methods. Some organizations and institutes are implementing educational reforms to advance toward globalization. At the present time, English is taught in many organizations such as National Iran Oil Company in order to promote his/her staff to higher level of English proficiency. The purpose of this study was to examine Iranian teachers' and students' preferences regarding implementing different types of classroom activities in adult EFL classrooms in NIOC in Iran. The selected sample consists of 59 students and 25 teachers. The questionnaire selected for this study includes 41 items, categorized as communicative versus non-communicative activities, speech based versus text-based activities, feedback, grammar, participation modes, and web-based activities. Significantly, the results indicated that teachers prefer to implement communicative activities related to speech-based areas to help promote oral proficiency in the English language, and to utilize cooperative learning to build up students' writing skills. However, some students displayed negative attitudes when asked to participate in some of the activities. In conclusion, the analysis of the data from teachers and students indicated a considerable mismatch between students' and teachers' preferences for some of both communicative and non-communicative activities. In addition, the results pose for educators and administrators in NIOC include what teachers and administrators can do to minimize the potential mismatch in teachers' and students' preference and beliefs on language learning activities. The result of the study can contribute to future modifications of syllabus/curriculum design, and teaching decision-making process in NIOC teaching centers

The Effect of Vocabulary Strategy Training among Autonomous and Non-Autonomous Learners in Iranian EFL Context

Vocabulary has been regarded as a fundamental element of learning English as a Foreign Language (FL). However, the present situation suggests that students in this context are not learning vocabulary at a feasible pace that will help them develop sufficient competency for handling academic studies at tertiary level of education. The present study aims at looking at the effect of Iranian EFL learners’ vocabulary strategy training on the retention of vocabulary and to study this effect among autonomous and non-autonomous learners. Eighty students from four intact classes in Gogan were selected for the purpose of this study. Each intact class was randomly selected as an experimental group and a control group. After the pretest was given to the participants, they were taught by three types of vocabulary instruction including word parts, elaboration technique, context clues or guessing meaning from context. The findings revealed that experimental group made progress over time, that is, the students from this group attained an increase in scores from pretest to posttest. Further, there was a significant difference between autonomous and non-autonomous learners in posttest in experimental group. The results of this study raise more questions and point out the need for the implementation of autonomy in relation to vocabulary achievement.

The Effect of Thematic Clustering on Enhancing Monolingual and Bilingual EFL Learners’ Vocabulary Acquisition

The present study intended to compare the effect of thematic clustering on learning English vocabulary among monolingual and bilingual EFL learners. It examined if the use of meaningful context or thematic grouping facilitates vocabulary learning. It was also transmitted to spread knowledge on their effectiveness in helping more bilinguals or monolinguals. The study consisted of 166 intermediate female EFL learners from two branches of Tehran institutes in Bandar Abbas, 74 bilingual Arabic EFL learners and 92 monolingual EFL learners. Before starting the main study, a pilot test was carried out to assess the feasibility and usefulness of data collection methods and the procedures. Each group of bilingual and monolingual were divided into two groups in which one group studied thematic clustering and another group was regarded as control group. A one - way Analysis of Variance (ANOVA) statistical test was used to analyze the quantitative data collected. The results showed that thematic clustering of English vocabulary can play a significant role in enhancing both monolingual and bilingual EFL learners’ vocabulary acquisition. Finally, bilinguals had better performance when they learned new words, based on thematic clustering, in comparison to monolinguals. The result of this study can help language educators and administrators to decide about the most effective vocabulary instruction programs to improve second language vocabulary learning

The Effect of Thematic Clustering on Enhancing Monolingual and Bilingual EFL Learners’ Vocabulary Acquisition

The present study intended to compare the effect of thematic clustering on learning English vocabulary among monolingual and bilingual EFL learners. It examined if the use of meaningful context or thematic grouping facilitates vocabulary learning. It was also transmitted to spread knowledge on their effectiveness in helping more bilinguals or monolinguals. The study consisted of 166 intermediate female EFL learners from two branches of Tehran institutes in Bandar Abbas, 74 bilingual Arabic EFL learners and 92 monolingual EFL learners. Before starting the main study, a pilot test was carried out to assess the feasibility and usefulness of data collection methods and the procedures. Each group of bilingual and monolingual were divided into two groups in which one group studied thematic clustering and another group was regarded as control group. A one - way Analysis of Variance (ANOVA) statistical test was used to analyze the quantitative data collected. The results showed that thematic clustering of English vocabulary can play a significant role in enhancing both monolingual and bilingual EFL learners’ vocabulary acquisition. Finally, bilinguals had better performance when they learned new words, based on thematic clustering, in comparison to monolinguals. The result of this study can help language educators and administrators to decide about the most effective vocabulary instruction programs to improve second language vocabulary learning