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On the Contribution of Iranian EFL Teachers' Sense of Plausibility to Language Teaching Pedagogy
Fahime Farjami,
Hanieh Davatgari Asl,
Ali Rezaee Javidan
Issue:
Volume 2, Issue 3-1, June 2014
Pages:
1-11
Received:
28 April 2014
Accepted:
12 May 2014
Published:
14 June 2014
Abstract: The present study was conducted to investigate the impact of the teachers' sense of plausibility on their classroom practices. The participants were 42 male and female high school English teachers and some of their students. To fulfill the purpose of the study, a 60-item teacher's sense of plausibility questionnaire was administered to the teachers and a 29 item questionnaire was administered to their students to determine the effect of the teacher's sense of plausibility on the classroom performances. The analysis of data was done through Pearson Correlation and the parametric independent t-test analyses. The findings indicated that there is a close relationship between the teacher's sense of plausibility and his/her teaching performances. With respect to these findings, it could be concluded that the students whose teachers had a higher sense of plausibility had better language performances than those students whose teachers had a lower sense of plausibility which is worth considering.
Abstract: The present study was conducted to investigate the impact of the teachers' sense of plausibility on their classroom practices. The participants were 42 male and female high school English teachers and some of their students. To fulfill the purpose of the study, a 60-item teacher's sense of plausibility questionnaire was administered to the teachers...
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Applications of Robot Assisted Language Learning (RALL) in Language Learning and Teaching
Nader Assadi Aidinlou,
Minoo Alemi,
Fahime Farjami,
Muhammad Makhdoumi
Issue:
Volume 2, Issue 3-1, June 2014
Pages:
12-20
Received:
28 April 2014
Accepted:
12 May 2014
Published:
14 June 2014
Abstract: This study covers a complete overview of the theoretical rationale of application of robots, other instructional inter faces like CALL, MALL, m-learning, r-learning, different types of robots, their instructional roles , their educational activities, the related researches, findings, and challenges of robotic assisted language learning . Since robotic revolution, many investigators in different countries have attempted to utilize robots to enhance education. As many people in the world have personal computers (PCs), in the following years, Personal Robots (PR) may become the next tool for every one’s life. Robots not only have the attributes of CALL/MALL, but also are able for independent movements, voice/visual recognition and environmental interactions, non-verbal communication, collaboration with native speakers, diagnosing pronunciation, video conferencing with native speakers, native speaker tutoring, adaptability, sensing, repeatability, intelligence, mobility and human appearance. Robot- aided learning (r- learning) services can be described as interactive and instructional activities which can be interacted and performed between robots and learners in both virtual and real worlds.
Abstract: This study covers a complete overview of the theoretical rationale of application of robots, other instructional inter faces like CALL, MALL, m-learning, r-learning, different types of robots, their instructional roles , their educational activities, the related researches, findings, and challenges of robotic assisted language learning . Since robo...
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Iranian High School Students’ Beliefs about Language Learners: A Qualitative Study
Nader Assadi Aidinlou,
Fahime Farjami,
Ali Rezaee Javidan
Issue:
Volume 2, Issue 3-1, June 2014
Pages:
21-31
Received:
28 April 2014
Accepted:
12 May 2014
Published:
14 June 2014
Abstract: This study aims at examining the metaphors created by two groups of language learners in Iranian high schools (43 males and 43 females) in Famenin. Learners were required to write the metaphors which truly conceptualized their perceptions of the English educational system in Iran. Their metaphors were categorized based on the taxonomy developed by the scholars in the field (Martinez, 2001). The results highlighted remarkable points which the most important one is that; in Iran, still, most of learners work based on the principles of the behaviorists, these findings are compatible with those of Pishghadam and Mirzaee (2008) and Pishghadam et al. (2011) which asserted that Iran’s educational system is still under the influence of modernist, behaviorist and positivist views of learning.
Abstract: This study aims at examining the metaphors created by two groups of language learners in Iranian high schools (43 males and 43 females) in Famenin. Learners were required to write the metaphors which truly conceptualized their perceptions of the English educational system in Iran. Their metaphors were categorized based on the taxonomy developed by ...
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Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory
Hanieh Davatgari Asl,
Fahime Farjami,
Muhammad Makhdoumi
Issue:
Volume 2, Issue 3-1, June 2014
Pages:
32-41
Received:
28 April 2014
Accepted:
12 May 2014
Published:
14 June 2014
Abstract: Chaos/complexity theory first appeared in studies of the natural sciences like physics and mathematics over 50 years ago. This up to date theory has been used in different fields to study complex systems, including social studies particularly the study of language and second language acquisition. Language learning in an instructional context is complex, chaotic, dynamic, open, nonlinear, self- organizing, adaptive, sensitive to initial conditions and creates fractals, strange attractors and feedback. In this study the present researcher has thought of applying chaos/complexity features into teaching second language class. The aim of this study is to familiarize English teachers with chaos/ complex theory and have a greater awareness of this up to date theory of pedagogy. At least forty theories of SLA have been proposed, but none of them gives a complete explanation of this complete process. Complexity theory takes into account all factors and may offer a sound language teaching model. In a training session, the researcher introduced the features of chaos/complexity theory in SLA to English teachers and also provided some practical educational implications to use into their teaching practice. Finally teachers’ feedback and attitudes were analyzed through content analysis and grounded theory to see whether their feedback and opinions are positive or negative. Chaos theory produces a multidimensional classroom that students and facilities interact. The language class context is exactly mirrored by 15 features, which emphasized the elements in natural system. And finally, students will learn how to learn, how to live pleasantly and will be empowered by English language.
Abstract: Chaos/complexity theory first appeared in studies of the natural sciences like physics and mathematics over 50 years ago. This up to date theory has been used in different fields to study complex systems, including social studies particularly the study of language and second language acquisition. Language learning in an instructional context is com...
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Applicability of Steiner Hermeneutic Motion in Coleman Barks’ Translation of Rumi
Zahra Amiri,
Seyed Mahdi Araghi,
Fahime Farjami
Issue:
Volume 2, Issue 3-1, June 2014
Pages:
42-45
Received:
28 April 2014
Accepted:
12 May 2014
Published:
14 June 2014
Abstract: This article aims to study the applicability of Steiner hermeneutic motions in Colman Barks translation of Essential Rumi. At first, it introduces hermeneutic motions suggested by George Steiner which include initiative trust, aggression, embodiment and restitution; then studies Coleman Barks ’Translation of Rumi according to Steiner’ s hermeneutic motion. This article shows that Barks ‘translation is applicable in Steiner’ hermeneutic motion. He could pass the first three motions but he fails in the fourth motion and did not meet the fidelity principle in his work. The author suggests that it is better to call his work as aversion but not atranslation.
Abstract: This article aims to study the applicability of Steiner hermeneutic motions in Colman Barks translation of Essential Rumi. At first, it introduces hermeneutic motions suggested by George Steiner which include initiative trust, aggression, embodiment and restitution; then studies Coleman Barks ’Translation of Rumi according to Steiner’ s hermeneuti...
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