Beliefs and Practices of EFL Instructors in Teaching Pronunciation

Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson

Beliefs and Practices of EFL Instructors in Teaching Pronunciation

Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson

Measuring the performance of FCM versus PSO for fuzzy clustering problems

Clustering cellular manufacturing plays an important role in many industrial engineering problems. This paper investigates the performance of two methods of heuristic and metaheuristics fuzzy clustering. The proposed method investigates heuristic well-known FCM and particle swarm optimization (PSO) on some well-known benchmarks. We use two criteria of J(P) as well as Xie-Beni to compare the results. Three parameters of PSO method is tuned using design of experiment and then the results of PSO are compared versus FCM method in terms of two mentioned criteria. The proposed models are run for each instance 10 different times and, using ANOVA test, the means of two methods are compared. While the results of ANOVA do not indicate any meaningful difference between PSO and FCM in terms of J(P), we have found some meaningful differences between PSO and FCM in terms of Xie-Beni criterion. In other words, PSO performs better than FCM in terms of Xie-Beni

A High Thrust Force Spoke-Type Linear Permanent Magnet Vernier Machine with Reduced Thrust Force Ripple

Linear permanent magnet vernier machines (LP-MVMs) have become prevalent in direct-drive applications, such as wave energy harvesting systems and traction applications, owing to their distinctive merit of providing high thrust force at low speeds. In this paper, a novel structure of a double-sided spoke-type LPMVM is proposed, which takes advantage of the magnetic gearing effect. The proposed double-sided linear machine exploits spoke-type permanent magnets (PMs) and one of the stators is displaced as half of the stator tooth pitch to obtain the flux-focusing effect. The thrust force ripple of the proposed spoke-type LPMVM can be decreased by adjusting the stator end-teeth and mitigating the detrimental impact of the longitudinal effect. The proposed LPMVM with adjusted end-teeth offers a noteworthy potential in terms of high thrust force density, increased power factor, and reduced thrust force ripple, which makes it a suitable candidate for various direct-drive applications. The proposed LPMVM is compared with a conventional surface-mounted LPMVM and a spoke-type LP-MVM without adjusting end-teeth to verify the superiority of the new structure. Also, transient and steady-state thermal analyses of the proposed LPMVM are conducted to confirm its thermal stability. A two-dimensional finite element analysis (2D-FEA) is adopted to prove the outstanding characteristics of the proposed double-sided spoke-type linear vernier structure