It rings a bell or breeds contempt?: activating background knowledge and reading recall

The present study examined the possible effects of activating background knowledge on reading recall of 20 Iranian EFL learners by giving the experimental participants a text from Persian literature, a culturally-familiar source, and contrasting their key points recall with those of another group of learners who did not know the text origin. Findings revealed that the participants who did not know the source of the text did significantly better than the experimental group who were given the source and the context. While a small-scale study, this study may suggest that using culture-based reading materials may not always help the learners' reading performance. In addition, the activation of background knowledge may result in overreliance on prior knowledge resources and trigger affective barriers such as lack of interest which may be to the detriment of readers' recall

The effect of semantic clustering on the acquisition of quantitative and qualitative knowledge of vocabulary

The present study explored the effects of semantic clustering on the acquisition of vocabulary knowledge. Two methods of vocabulary presentation (and instruction) were taken into account: a) Semantically-related presentation (SRP) which was based on the idea of presenting words in semantic clusters; and b) Semantically-unrelated presentation (SUP) which referred to presenting target words in unrelated sets. The results showed that the learners in the SRP class significantly outperformed their peers in the SUP class in both quantitative and qualitative measures of vocabulary knowledge.In-depth analysis of participants' score variations across levels of vocabulary knowledge also revealed that the SRP method of vocabulary presentation was probably a better facilitator in the learners' progress from a basic familiarity with the target words, to vocabulary knowledge at both reception and production level.The findings of the study are fully discussed and its pedagogical implications for language teachers are drawn upon

Efectos de la manipulación de la complejidad de la tarea en el uso de episodios lingüísticos durante la interacción entre el alumnado

The present study explored the effects of task complexity on the occurrence of language-related episodes during learner-learner interaction of 40 EFL students. Task complexity was manipulated using two factors: (1) reasoning demands; and (2) number of elements. Participants performed four tasks of two types (picture narration and picture difference). The study bore mixed results; while in some versions of the tasks, complexity and the occurrence of LREs positively correlated, this pattern did not hold true for all the tasks and proficiency levels. Moreover, the observed increase was mostly in the number of lexical LREs than that of grammatical ones.El presente estudio exploró los efectos de la complejidad de la tarea en el uso de episodios relacionados con el lenguaje en la interacción alumno-alumno de 40 estudiantes de inglés como lengua extranjera. La complejidad de la tarea fue manipulada mediante dos factores: (1) exigencia de razonamiento, y (2) el número de elementos. Los participantes realizaron cuatro tareas de dos tipos (la narración de imagen y la diferencia de imagen). El estudio dio resultados mixtos, mientras que en algunas versiones de las tareas, la complejidad y la aparición de LRE mostró una correlación positiva, este patrón no es válido para todas las tareas y niveles de competencia. Por otra parte, el aumento observado fue en su mayoría en el número de LRE léxica y no en los elementos gramaticales

Teaching word stress patterns of English using a musically-simulated technique

The correct placement of word-level stress is a main concern in EFL speech intelligibility training. It is particularly important for EFL learners who have a drastically different stress system in their L1 (e.g. Persian). These learners usually misplace the primary stress in their L2 which subsequently may interrupt the flow of communication and leads to unintelligibility. Therefore, the present study explored the effect of musically-simulated patterns, as a new teaching technique, on the learning of word stress patterns of English. Musically-simulated patterns were defined in the context of the study as impressionistic patterns which were acoustically similar to word stress patterns of English. 30 Iranian EFL elementary learners at a language institute participated in the study. The new technique was used to teach four stress patterns of two- and three-syllable English words. The results of the posttest indicated that the participants in the experimental group (who listened to musically-simulated patterns) obtained significantly higher scores. Moreover, two-syllable words appeared to be more positively influenced by these musical patterns. It is suggested that L1 negative transfer and the inherent cognitive complexity of the stress patterns may contribute to the varying effect of these musical patterns. Finally, the possible applications of using this technique at both levels of material development and classroom practice are discussed

A cross-sectional analysis of teacher-initiated verbal humor and ludic language play in an English as a foreign language (EFL) context

Although research on second language (L2) humor and language play is burgeoning, most previous studies have addressed language learners. Thus, L2 teachers in general and EFL teachers in particular have comparatively received much less attention in the literature. The present research, to my knowledge, is the first study in the Iranian context and one of the few studies in an (Asian) EFL setting that examines both qualitatively and quantitatively teacher-initiated verbal humor and ludic language play across proficiencies. In this study, within an ethnographic research design, the video-recorded talk-in-interaction of 12 Iranian EFL teachers were scrutinized to discern how they employed linguistic devices to create humorous language play in various forms and for different purposes. Additionally, the teacher participants’ self-reports of humor use as individuals and their follow-up interview responses were taken into account in further analysis and discussion of the findings. Among other things, it was found that learners’ L2 proficiency could contribute to the extent and type of teacher humor. Moreover, such humor might be employed (and “extended”) to pursue (pro)social, affective and/or managerial objectives. In this paper, considering the participants’ attitudes and concerns regarding humor use, suggestions for successful implementation of teacher humor were also put forward

Iranian EFL Learners' Self-concepts and Beliefs as Language Learners

ABSTRACT The present study expolred English as a foreign language (EFL) learners' self-concepts and beliefs as language learners. Through a mixed-methods research design and using descriptive statistics, 146 Iranian adult EFL learners were investigated on different dimensions of their self-concepts as language learners. In addition, their objectives as language learners were investigated to discern how their perceptions and beliefs could be related to the learning goals they aimed at. The findings revealed that the participants probably had some hindering feelings which negatively meddled with their linguistic performance. As a result, it might be the case that the inability of a learner to answer a question was not due to his/her lack of knowledge or inability to acquire the language but it was an aftermath of his/her feelings. Concerning the relation between EFL learners' beliefs and their learning objectives, the findings indicated that communicative, occupational and academic objectives for male participants and communicative, cultural and academic objectives for female participants were the three most important learning goals they had. Therefore, it seems quite reasonable to alter the teaching methods in a way that English students learn English in a more communicative, cooperative environment. Hence, the activities which are carried out in pairs or groups are preferable. Such learning environment may also serve as a solution to the learners' affective barriers and their perception of language class as a boring place

It Rings a Bell or Breeds Contempt? Activating Background Knowledge and Reading Recall

ABSTRACT. The present study examined the possible effects of activating background knowledge on reading recall of 20 Iranian EFL learners by giving the experimental participants a text from Persian literature, a culturally-familiar source, and contrasting their key points recall with those of another group of learners who did not know the text origin. Findings revealed that the participants who did not know the source of the text did significantly better than the experimental group who were given the source and the context. While a small-scale study, this study may suggest that using culture-based reading materials may not always help the learners' reading performance. In addition, the activation of background knowledge may result in overreliance on prior knowledge resources and trigger affective barriers such as lack of interest which may be to the detriment of readers' recall

The effect of exposure frequency on incidental vocabulary acquisition

This study explored the effect of incidental vocabulary exposure on receptive and productive vocabulary knowledge, acquisition and retention among 90 Iranian EFL learners. The research focused on how exposure frequency or the number of encounters with the target words in reading passages affected different aspects of vocabulary knowledge such as receptive and productive knowledge of orthography, parts of speech, associations and meaning. In general, the findings (based on ANOVA and its non-parametric version, Kruskal-Wallis whenever normality requirement was not met) indicated that incidental exposure to second language (L2) words through reading passages might be conducive to vocabulary acquisition and retention. Particularly, it was revealed that as the number of encounters to L2 target words increased, the learners were more successful in acquiring different aspects of vocabulary knowledge. In this regard, the effect of exposure frequency was significant in both the immediate and delayed post-test for all aspects of vocabulary knowledge when the amount of exposure increased from one encounter to seven. Nevertheless, the analyses of the scores obtained from the seven subtests suggested that the effect of exposure frequency may vary for different aspects of vocabulary knowledge. Moreover, there was no marked distinction between receptive and productive aspects of vocabulary knowledge. However, the scores on the semantic subtests revealed that increasing the number of exposure frequency could mostly affect the receptive knowledge of meaning and form as well as productive knowledge of associations. These aspects were also more vulnerable with the passing of time. It is recommended that English teachers put incidental vocabulary acquisition within the perspective of a longitudinal, intensive and systematic vocabulary recycling where the learners' knowledge of vocabulary is reinforced and accumulated over time. Moreover, English teachers may make use of form-focused or explicit instruction to compensate for any lack of time or their learners' need for more incidental exposure to L2 vocabulary

The Effects of Manipulating Task Complexity on the Occurrence of Language-related Episodes during Learner-learner Interaction

ABSTRACT: The present study explored the effects of task complexity on the occurrence of language-related episodes during learner-learner interaction of 40 EFL students. Task complexity was manipulated using two factors: (1) reasoning demands; and (2) number of elements. Participants performed four tasks of two types (picture narration and picture difference). The study bore mixed results; while in some versions of the tasks, complexity and the occurrence of LREs positively correlated, this pattern did not hold true for all the tasks and proficiency levels. Moreover, the observed increase was mostly in the number of lexical LREs than that of grammatical ones. Keywords: Task complexity, learner-learner interaction, EFL learners, Languagerelated episodes Efectos de la manipulación de la complejidad de la tarea en el uso de episodios lingüísticos durante la interacción entre el alumnado RESUMEN: El presente estudio exploró los efectos de la complejidad de la tarea en el uso de episodios relacionados con el lenguaje en la interacción alumno-alumno de 40 estudiantes de inglés como lengua extranjera. La complejidad de la tarea fue manipulada mediante dos factores: (1) exigencia de razonamiento, y (2) el número de elementos. Los participantes realizaron cuatro tareas de dos tipos (la narración de imagen y la diferencia de imagen). El estudio dio resultados mixtos, mientras que en algunas versiones de las tareas, la complejidad y la aparición de LRE mostró una correlación positiva, este patrón no es válido para todas las tareas y niveles de competencia. Por otra parte, el aumento observado fue en su mayoría en el número de LRE léxica y no en los elementos gramaticales. Palabras clave: La complejidad de tareas, la interacción alumno-alumno, los estudiantes de inglés como lengua extranjera, los episodios relacionados con la lengu

The Effects of Manipulating Task Complexity on the Occurrence of Languagerelated Episodes during Learner-learner Interaction

The present study explored the effects of task complexity on the occurrence of language-related episodes during learner-learner interaction of 40 EFL students. Task complexity was manipulated using two factors: (1) reasoning demands; and (2) number of elements. Participants performed four tasks of two types (picture narration and picture difference). The study bore mixed results; while in some versions of the tasks, complexity and the occurrence of LREs positively correlated, this pattern did not hold true for all the tasks and proficiency levels. Moreover, the observed increase was mostly in the number of lexical LREs than that of grammatical ones.El presente estudio exploró los efectos de la complejidad de la tarea en el uso de episodios relacionados con el lenguaje en la interacción alumno-alumno de 40 estudiantes de inglés como lengua extranjera. La complejidad de la tarea fue manipulada mediante dos factores: (1) exigencia de razonamiento, y (2) el número de elementos. Los participantes realizaron cuatro tareas de dos tipos (la narración de imagen y la diferencia de imagen). El estudio dio resultados mixtos, mientras que en algunas versiones de las tareas, la complejidad y la aparición de LRE mostró una correlación positiva, este patrón no es válido para todas las tareas y niveles de competencia. Por otra parte, el aumento observado fue en su mayoría en el número de LRE léxica y no en los elementos gramaticales