English language teaching
Sura Mohamed Kamkam; Mahmoud Afrouz; ضرغام قبانچی; Manijeh Youhanaee
Abstract
Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom ...
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Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L2 has attracted interest in L2 research and how to accelerate L2 learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L2 learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L2 WTC. The data obtained from 112learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related toWTC.
English language learning
Jabal Hasan; Manijeh Youhanaee; Zargham Ghabanchi
Abstract
This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by intermediate EFL learners in the narrative genre. To do so, 30 intermediate EFL learners took part in the study. The participants were asked to translate three narrative ...
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This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by intermediate EFL learners in the narrative genre. To do so, 30 intermediate EFL learners took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The data obtained from translation narratives were compared with a standard translation for each text. Results indicated that EFL leaners produce shorter passages in the target language than in the source language; however, they used significantly more ties than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of EFL learners.
