ORIGINAL_ARTICLE
The Use of Lexical Bundles in Native and Non-native Post-graduate Writing: The Case of Applied Linguistics MA Theses
Connor et al. (2008) mention “specifying textual requirements of genres” (p.12) as one of the reasons which have motivated researchers in the analysis of writing. Members of each genre should be able to produce and retrieve these textual requirements appropriately to be considered communicatively proficient. One of the textual requirements of genres is regularities of specific forms and content. Lexical bundles are one of the features which play significant role in building genres’ regularities. Many researchers have tried to define academic writing with resort to the lexical bundles employed in it. Advanced and high intermediate L2 students’ pieces of writing and also post-graduate writing have been analyzed in different aspects. However, the important element in the analysis of post-graduate writing has always been the differences between genres across disciplines. In other words, in investigating lexical bundles in different genres, researchers have not focused on the issue of “nativity of the writer. To be exact, they consider native and non-native writing to share the same features. By considering this gap in lexical bundles studies, the present paper is an attempt to explore the nature of lexical bundles in native and non-native post-graduate students’ writing. In order to do so, a corpus of about one-million words from Iranian students’ applied linguistics theses is compared with a corpus of the same size from native English students’ applied linguistics theses. The results show significant differences in the frequency of lexical bundles used by native and Iranian students and also in structural and functional patterns used.
https://elt.tabrizu.ac.ir/article_589_6b070539cc38d257d53f1aa2aa574360.pdf
2013-10-23
1
29
lexical bundles
academic writing
L2 writing
Corpus analysis
Zahra
Amirian
amirian_z@yahoo.com
1
University of İsfahan
AUTHOR
Somayeh
Ketabi
2
University of İsfahan
AUTHOR
Hamed
Eshaghi
3
University of Tehran
LEAD_AUTHOR
Ädel, A. and Erman, B. (2012).Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31, 84-91.
1
Altenberg, B. (1998). On the phraseology of spoken English. In J. D' Arcy (Ed.), Proceedings of the Fifth Nordic Association for English studies Conference. University of Iceland, Reykjavi, Iceland.
2
Anthony, L. (2007). Antconc 3.2.1: Freeware corpus analysis toolkit. [on-line]. Available: http://www.antlab.sci.waseda.ac.jp/
3
Biber, D, & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26, 263-286.
4
Biber, D, Conrad, S &Cortes, V. (2004). If you look at …: lexical bundles in university teaching and textbooks. Applied Linguistics, 25, 371–405.
5
Biber, D, Johansson, S, Leech, G, Conrad S, & Finegan, E. (1999 ). Longman grammar of spoken and written English. Harlow: Pearson.
6
Chen, Y.-H., and Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning and Technology, 14(2), 30-49.
7
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 397–423.
8
Cortes, V. (2006). Teaching lexical bundles in the disciplines: An example form a writing intensive history class. Linguistics and Education, 17, 391-406.
9
Firth, J. R. (1964). Papers in linguistics. London and New York: Oxford University Press.
10
Howarth (1998). The phraseology of learner's academic writing. In A. Cowie (Ed.), Phraseology (pp.161-186). Oxford: Claredon Press.
11
Hyland, K. (2008a).As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27, 4-21.
12
Hyland, K. (2008b).Academic clusters: text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18, 41-62.
13
Jalali, H., Eslami Rasesh, A., and Tavangar, M. (2008). Lexical bundles and interdisciplinary variation: the case of applied linguistics. Iranian Journal of Language Studies, 2(4), 447-484.
14
Wray, A., & Perkins, R. M. (2000). The functions of formulaic language: An integrated model. Language and Communication, 20, 1-28
15
Schmitt, N., and Carter, R. (2004). Formulaic sequences in action. In N. Schmitt, Formulaic sequencies (pp.1-22). Amsterdam: John Benjamins.
16
Wray, A., and Perkins, R. M. (2000). The functions of formulaic language: An integrated model. Language and Communication, 20, 1-28.
17
18
ORIGINAL_ARTICLE
Pragmatics Effect on English Writing Ability among High School Students
The purpose of this study is to find a practical solution for improving writing skill among Iranian high school learners of EFL. The main question was whether pragmatics had any priority over traditional methods in improving writing or not. Forty high school students were selected on the basis of their performance in PET (2009). In addition the following instruments were also used in this quasi-experimental research: California Standard Test (2008), Writing Discourse Completion Task, and Discourse Self-Assessment Task. The special treatment of the experimental group on the role of pragmatics lasted for about ten weeks, while the control group received only the traditional instruction on writing. The results show that there is a meaningful relationship between the pragmatic competency and the improvement of the EFL learners' writing skill. Paired t-test was utilized for analyzing the data. The study concludes that the teachers can use insights from pragmatics to teach writing skill appropriately and by improving writing skill through pragmatics, EFL learners will be able to communicate in a more appropriate way.
https://elt.tabrizu.ac.ir/article_590_277e3b1177dd6add86786126b2e839b0.pdf
2013-10-23
31
52
Pragmatics
writing
traditional methods
product
process
İsmaiel
Faghih
1
Tehran East Branch, İslamic Azad University
AUTHOR
MohammadJavad
Ansari
2
M.A. in TEFL
LEAD_AUTHOR
Baker, E.A. &Hengeveld, K. (2012). Linguistics. West Sussex: Wiley-Blackwell
1
Bardovi-Harlig, K. (2002). Pragmatics and Second Language Acquisition.In R.B. Kaplan (Ed.), The oxford Handbook of Applied Linguistics (pp. 182-192). Oxford: Oxford University Press.
2
Brown. D. H. (2001). Teaching by Principles: An InteractiveApproach to languagePedagogy (2nd edition). Longman: Pearson education Company.
3
Brown, D.J. (2001). Pragmatics Tests. In K.R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching,(pp. 301-325). Cambridge: Cambridge University Press.
4
Ferreira, M.M. & Lantolf, P.J. (2008). A Concept-based Approach to Teaching Witing through Genre Analysis. In J.P. Lantolf& M.E.Poehner (Eds.), Sociocultural Theory and the Teaching of Second languages. (pp. 285-312). London: Equinox
5
Gass, M.S. &Selinker, L. (2008).Second Language acquisition (3rd edition). New York: Routledge:
6
Harmer, J. (2001).The Practice of English Language Teaching. Edinburgh: Longman.
7
Hedgcock, J.S. (2005). Taking Stock of Research and Pedagogy in Second Language Learning. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 317- 334). New Jersey: Lawrence Erlbum Association.
8
Hudson, R. A. (1996). Sociolinguistics. Cambridge: Cambridge University Press.
9
Kasper, G. & Rover, C. (2005). Pragmatics in Second Language Learning. In E. Hinkel (Ed.), Handbook of Research in SecondLanguage Teaching and Learning (pp. 597- 613). New Jersey: Lawrence Erlbum Association.
10
Lantolf, J.P. & Thorne, L.S. (2006).Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press
11
Leki, I. (2002). Pragmatics and Second Language Acquisition.In R.B. Kaplan (Ed.), The oxford Handbook of Applied Linguistics (pp. 182- 192). Oxford: Oxford University Press.
12
McDonough, S. (2002).Applied linguistics in language education. London: Arnold
13
The new Oxford dictionary of English. (1998). Oxford: Oxford University Press.
14
Paulson, Ch. B., & Bruder M. N. (1976). Teaching English as a Second Language: Techniques and Procedures. Massachusetts: Winthrop Publishers, Inc.
15
Reppen, A. (2002). A Genre-based Approach to Content Writing Instruction. In J.C. Richards & W.A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 3321-327). Cambridge: Cambridge University press.
16
Richards, J. C., Platt, J., & Platt, H. (1992). Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman.
17
Rivers, W. M. (1981). Teaching Foreign-Language Skills (2nd edition). Chicago: The University of Chicago Press.
18
Rose, K.R. & Kasper, G. (2001). Pragmatics in Language Teaching. Cambridge, Cambridge University Press.
19
Silva, T., & Matsuda, P. K. (2002).Writing. In N. Schmitt (Ed.), AnIntroduction to Applied Linguistics (pp.251-266).London: Arnold.
20
21
ORIGINAL_ARTICLE
Connection between Emotional Intelligence and Coherence in EFL Writing
This research is an investigation of the relationship between the emotional intelligence of a group of Iranian English language learners and the coherence of the essays they produced. A 40-item TOEFL-type test of English proficiency including items on grammar, vocabulary, reading comprehension with the Cronbach’s alpha reliability of .742, was planned to identify the proficient candidates who could produce substantive and meaningful texts. Moreover, a 33-item inventory of Schutte Emotional Intelligence Scale and a task of essay writing on a specific topic were administered. From 110 candidates who took the test, questionnaire and the task, 79 subjects completely submitted them. Forty-five students managed to score above 23 out of 40 on the proficiency test; therefore, their emotional profiles and essays were further analyzed. For objective assessment of the coherence of the essays, Bamberg’s (1984) Holistic Coherence Scale was used with five points ranging from ‘fully coherent’ (4) to ‘unscorable’ (0). The Spearman’s rho test was used in investigating the association between the coherence of the essays and the emotional intelligence of their writers. Flying in the face of the researchers’ expectation, an insignificant relationship was observed.
https://elt.tabrizu.ac.ir/article_591_5aeb5d65e75ed4d4ff004922a3ea19a3.pdf
2013-10-23
53
72
Coherence
Emotional Intelligence
Schutte Emotional Intelligence Scale
writing
Bamberg’s Holistic Coherence Scale
Hadi
Farjami
zzmhadi@yahoo.com
1
Semnan University
AUTHOR
AmirHossein
Eghbali
2
M.A. in TEFL
LEAD_AUTHOR
Bailey, S. (2003). Academic writing: A practical guide for students. London, New York: Routledge Falmer.
1
Bailey, S. (2006). Academic writing: A handbook for international students. London: Routledge.
2
Bamberg, B. (1984). Assessing coherence: A reanalysis of essays written for the national assessment of educational progress. Research in the Teaching of English, 18, 3: 305-319.
3
Bar-On, R. (2006). The Bar-On model of emotional social intelligence (ESI). Psichothema, 18, 13-25.
4
Bialystok, E. (2006). The impact of bilingualism on language and literacy developmwent. In T.K. Bhatia and W.C. Ritchie, The Handbook of bilingualism, pp. 577-601. Oxford: Blackwell.
5
Broukal, M., & Nolan-Woods, E. (1991). NTS's preparation for the TOEFL. Chicago: National Textbook Company.
6
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–51.
7
Gear, J. (1993). Cambridge preparation for the TOEFL test. New York: Cambridge University Press.
8
Goleman, D. (1995). Emotinal Intelligence. New York: Bantam Books.
9
Goleman, D. (2011). Emotional intelligence and language acquisition. Retrieved January 17, 2012, from http://www.danielgoleman.info.
10
Halliday M. A. K . & Hasan, R. (1976). Cohesion in English. London: Longman.
11
Hawkey, K. (2006). Emotional intelligence and mentoring in pre-service teacher education: A literature review. Mentoring and Tutoring, 14(2), 131-147.
12
Johnson, K. & Johnson, H. (1999). Encyclopedic dictionary of applied linguistics. Massachusets: Blackwell Publishers.
13
Mathews, G., Zeidner, M. & Roberts, R. (2002). Emotional intelligence: Science and myth. Cambridge, Mass: MIT.
14
Mortiboys, A. (2005). Teaching with emotional intelligence. London: Routledge.
15
Pérez, J. C., Petrides, K. V., & Furnham, A. (2005). Measuring trait emotional intelligence. In R. Schulze and R. D. Roberts (Eds.), International Handbook of Emotional Intelligence (pp. 123-143). Cambridge, MA: Hogrefe & Huber.
16
Phillips, D. (1995). Longman practice tests for the TOEFL. New York: Longman Publishing.
17
Pilus, Z. (1996). Coherence and students' errorsweaving the threads of discourse. English Teaching Forum, 34(3), 44-54.
18
Richards, J, C., Miller, S, K. (2008). Doing academic writing in education; connecting the personal and the professional. London: Lawrence Erlbaum.
19
Schutte, N,. Malouff, M, J. & Bhullar, N. (2009). The assessing emotions scale. In D. H. Con Stough, Assessing emotional intelligence: Theory, research, and applications (pp. 119-135). New York: Springer.
20
Smidt, S. (2009). Introducing Vygotsky: A guide for practitioners and students in early years education. NewYork: Routledge.
21
Sparrow, T. & Knight, A. (2006). Applied EI: The importance of attitudes in developing emotional intelligence. San Francisco: Jossey-Bass.
22
Stein, S. J. & E Book, H. (2006). The EQ edge : Emotional intelligence and your success. Mississauga: John Wiley.
23
Surma, A. (2005). Public and professional writing: Ethics, imagination and rhetoric. New York: Palgrave Mcmillan.
24
Swales, J, M. & Feak, C, B. (1994). Academic writing for graduate student: Essential tasks and skills. Michigan: The University of Michigan Press.
25
Van Dijk, T.A. (1977), Text and context: Eexplorations in the semantics and pragmatics of discourse. London: Longman.
26
Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
27
Yeung, R. (2009). Emotional intelligence: The new rules. London: Marshal Cavendish.
28
29
ORIGINAL_ARTICLE
The Effect of Using Word Clouds on EFL Students’ Long- Term Vocabulary Retention
Vocabulary is an important component in all four skills of language. Issue of vocabulary retention has great importance to EFL teachers in instructional contexts because they always observe students forget the words which are taught to them after a short period of time. The current study investigates whether the use of an interactive web-based tool referred to as ‘Wordsift’ can result in a significant improvement in long-term vocabulary retention of EFL students. 60 participants were selected to take part in the study.The participants’ age ranged from 17 to 24. They were taught 100 words in six contextualized texts. The main experiment consisted of twelve sessions, which were followed by an additional meeting designed to check the treatment effect on the long-term vocabulary retention. The results of T-test and ANOVA analyses indicated that word cloud (Wordsift) does have positive significant effect on EFL learners’ long-term vocabulary retention.
https://elt.tabrizu.ac.ir/article_592_8d0a1e91aa8ef061e5537bce308b92d1.pdf
2013-10-23
73
106
concept map
Long- term Retention
Vocabulary
Word Clouds
Wordsift
MohammadHadi
Mahmoudi
1
Bu-Ali Sina University
AUTHOR
Taj Bİbi
Talang
2
M.A. in TEFL
LEAD_AUTHOR
Anderson. J. N. (2008). Active skills for reading: book 3. Canada: Thomson Heinle.
1
Beck, I. L., Mc Keown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
2
Chastain, K.)1988).Developing second language skills: theory and practice (3rd ed.). Orlando: Harcourt Brace Jovanovich.
3
Coady, J. (1995). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning, (pp. 3-23). Norwood, NJ: Ablex Publishing.
4
Cohen, D. A., & Weaver, J. S. (2005). Styles and strategies-based instruction: A teachers’ guide. University of Minnesota CARLA Working Paper Series A rewritten version of Paper #7 Center for Advanced Research on Language. Computing Research, 29(3), 297-313.
5
De Caricco, J. (2001). Vocabulary learning and teaching. In M. Celce- Murcia, (Ed.), Teaching English as a second or foreign language, (pp.285-299). Boston, MA: Heinle & Heinle.
6
Dubois, M., & Vial, I. (2000). Multimedia design: The effects of relating multimodal information. Journal of Computer Assisted Learning, 16(2), 157-165.
7
Fowler, W. S., & Coe, N. (1976). English language tests. London: Butler & Tanner LTD.
8
Farkas, D. (2009). Wordsift: A tool for developing academic vocabulary in science. California: Science Teachers Association California Classroom Science, 21(2).
9
Grace, C. A. (2000). Gender differences: vocabulary retention and access to translations for beginning language learners in CALL. The Modern Language Journal, 84(2), 214–224.
10
Hakuta, k.(2011). Wordsift: Supporting instruction and learning through technology in San Francisco. The Senior Urban Education Research Fellowship Series Volume IV, The Council of the Great City Schools: Washington, D.C.
11
Hakuta, K., Wientjes, G., Roman, D., & Thompson, K. (2011). Web technology enriches academic vocabulary development for ELLs. Heini Marja Järvinen (Ed.), Handbook of language in content instruction. Finland: University of Turku.
12
Halvey, M. & Keane, M. T. (2007). An Assessment of Tag Presentation Techniques poster presentation at WWW 2007, 2007
13
Hatch, E., & Brown, C. (1995).Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
14
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P.J. Arnaud & H. Bejoint (Eds.), Vocabulary an applied linguistics (pp. 113-125). London: Macmillan.
15
Kasahara, K. (2010). Are two words better than one for intentional vocabulary learning? Annual Review of English Language Education in Japan 21 (1), 91-100.
16
Konopak, B. C., Sheard, C., Longman, D., Lyman, B., Slaton, E., Atkinson, R., & Thames, D.(1987). Incidental versus intentional word learning from context. Reading Psychology, 8(1), 7-21.
17
Krueger, E. L., & Salthouse, A .T. (2010). Differences in acquisition, not retention, largely contribute to sex differences in multitrial word recall performance. Personality and Individual Differences, 49(1), 768–772.
18
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
19
Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. IRAL, 24 (1), 69-75.
20
Leeke, P., & Shaw, P. (2000).Learners’ independent records of vocabulary. System, 28(2), 271-289.
21
Levine, A., & Reves, T. ( 1990). Does the method of vocabulary presentation make a difference? Tesl Canada Journal! Revue TESL Du Canada, 8(1),37-51.
22
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
23
Mayer, R. E. (2003). Elements of a science of E-learning. Journal of Educational Computing Research, 29(3), 297-313.
24
Min,.H.T., & Min,.W.S.(2008). The impact of supplemental reading on vocabulary acquisition and retention with EFL learners in Taiwan. Journal of National Taiwan Normal University: Humanities & Social Sciences, 53(1), 83-115.
25
Nagy, W., & Herman, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown& M. E. Curtis (Eds.), The nature of vocabulary acquisition, (pp. 19-35). Hillsdale, NJ: Lawrence Erlbaum.
26
Nam, J. (2010). Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal/Revue TESL Du Canada, 28 (1), 127-135.
27
Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
28
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canadian Journal, 7(2), 9-30.
29
Oxford, R.L., & Scarcella, R.C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231-243.
30
Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart & Wilston.
31
Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
32
Richards J. C. & Rodgers, T. S. (2003). Approaches and methods in language teaching.(2nd ed.). Cambridge: Cambridge University Press.
33
Richards, J.C., & Schmidt, R. (2003). Dictionary of language teaching and applied linguistics.(3rded). New York: Longman.
34
Shahivand, Z., & Pazhakh, A. (2012). The effects of test facets on the construct validity of the tests in Iranian EFL students. Higher Education of Social Science, 2(1), 16-20.
35
Sokmen, J. A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt and M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy, (pp. 237-257). Cambridge: Cambridge University Press.
36
Wilkins, D. A. (1972).Linguistics in language teaching. London: Edward Arnold, 111.
37
Mehrpour, S., & Rahimi, M. (2010). The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners. Elsevier, 38(1), 292-300.
38
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction, In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition, Cambridge: Cambridge University Press.
39
ORIGINAL_ARTICLE
Toward an Analysis of the Bond between Emotional Intelligence and Self-Efficacy among EFL Teachers
This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed that EFL teachers’ EI was significantly and positively correlated with their self-efficacy, and it could also account for a considerable amount of variance in teachers’ self-efficacy. Another line of the results showed significant differences in the teachers’ EI and self-efficacy with respect to the demographics- marital status and years of teaching experience. Implications are discussed
https://elt.tabrizu.ac.ir/article_593_7119c4287878e9e2594d29f88eb51313.pdf
2013-10-23
107
125
Emotional Intelligence
Self-efficacy
EFL teachers
Habibollah
Mashhadi
1
Zabol University, İran
LEAD_AUTHOR
Anderson, L. (2004). Increasing teacher effectiveness (2nd edition), UNESCO International.
1
Institute for Educational Planning. [Retrieved 1 Nov 2012] http://unesdoc.unesco.org/images/0013/001376/137629e.pdf.
2
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development 11 (2), 203–219.
3
Bandura, A. (Ed) (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
4
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freedman & Co.
5
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-I): Technical Manual. Toronto: Multi-Health Systems.
6
Bar-On, R. (2000). Emotional and social intelligence. Insights from the emotional quotient.
7
Inventory (EQ-I). In: Bar-On, R., Parker, J.D. (Eds.), The Handbook of Emotional Intelligence, (pp. 363–388). Jossey-Bass, SanFrancisco.
8
Bar-On, R. (2007). The conceptual aspects of the Bar-On model (the theory).RetrievedJun17, 2012, from
9
http://www.reuvenbaron.org/bar-on-model/conceptualaspects.php.
10
Brackett, M.A. & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovey- Caruso Emotional Intelligence Test (MS-CEIT). Psicothema, 18, 34-41.
11
Chan, D.W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences 36, 1781–1795.
12
Ciarrochi, J., Chan, A. Y. C., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and Individual Differences, 31, 1105–1119.
13
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8 (1), 1-44.
14
Dembo, M. & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
15
Emmer, E. T. & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755-765.
16
Gencer, A.S., Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23 (5), 664–675.
17
Gibbs, C. (2002). Effective teaching: exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England, September. http://www.leeds.ac.uk/educol/documents/00002390.htm
18
Gibson, S. & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
19
Gohm, L. C, Corser, C. G., & Dalsky, J. D. (2005). Emotional intelligence under stress: Useful, unnecessary, or irrelevant? Personality and Individual Differences, 39, 1017-1028.
20
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York:Bantam Books.
21
Gottman, J. M.; Katz, L. F. & Hooven, C. (1997). Metaemotion: How Families Communicate Emotionally. Mahwah, NJ: Erlbaum.
22
Hopkins, M. M., & Bilimoria, D. (2008). Social and emotional competencies predicting success for male and female executives. Journal of Management Development, 27 (1), 13–35.
23
House, J. S., Landis, K. R., & Umberson, D. (1988). Social relationships and health. Science, 241, 540–545.
24
Hughes, P., Abbott-Chapman, J. & Williamson, J. (2001) teaching Competencies in the classroom: Deconstructing teacher experiences. Education Research and Perspectives, 28, 1-24.
25
Iordanoglou, D. (2007). The teacher as leader: the relationship between emotional intelligence leadership effectiveness, commitment and satisfaction. Journal of Leadership Studies 1 (3), 57–66.
26
Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality and the perceived quality of social relationships Personality and Individual Differences, 35, 641-658.
27
Matthews, G., Emo., A. K., Funke, G., Zeidner, M., Roberts, R. D., Costa, P. T., & Schulze, R.
28
(2006). Emotional intelligence, personality, and task-induced stress. Journal of Experimental Psychology: Applied, 12 (2), 96-107.
29
Mortiboys, A., 2005. Teaching with Emotional Intelligence: A Step-by-Step Guide for Higher and Further Education Professionals. Routledge, London.
30
Pajares, M.F., 1992. Teachers’ beliefs and educational research: clearing up a messy construct. Review of Educational Research 62 (3), 307–332.
31
Pajares (2002). Self-efficacy beliefs in academic contexts: An outline. Retrieved Jun 8, 2012, from http://des.emory.edu/mfp/efftalk.html.
32
Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual Differences, 41 (7), 1329-1336.
33
Parker, J. D., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: examining the transition from high school to university. Personality and Individual Differences, 36, 163-172.
34
Penrose, A., Perry, C., Bell, I., 2007. Emotional intelligence and teacher self-efficacy: the contribution of teacher status and length of experience. Issues in Educational Research 17 (1), 107–126
35
Ross, J. A. (1994). Beliefs that make a difference. The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies.
36
Samouei, R. (2003). Emotional intelligence test (Bar-On‟s EQ-I). Tehran: Sina Research Center of Behavioral Sciences.(In Persian)
37
Schutte, N.S. et al., 1998. Development and validation of a measure of emotional intelligence. Personality and Individual Differences 25,167–177.
38
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
39
Simon, R.W. (2002). Revisiting the relationships among gender, marital status and mental health. American Journal of Sociology, 4, 1065-1096.
40
Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15 (4), 327-358.
41
Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.
42
Tschannen-Moran, A. & Woolfolk-Hoy, W.K. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17 (7), 783–805.
43
Wong, C.-S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243–274.
44
ORIGINAL_ARTICLE
A Dynamical System Approach to Research in Second Language Acquisition
Epistemologically speaking, second language acquisition research (SLAR) might be reconsidered from a complex dynamical system view with interconnected aspects in the ecosystem of language acquisition. The present paper attempts to introduce the tenets of complex system theory and its application in SLAR. It has been suggested that the present dominant traditions in language acquisition research are too simplistic to delve into the nature of language acquisition. The belief is that the Newtonian conceptualization of SLA research cannot be comprehensive to deal with the complexities of language acquisition research. So the suggested definition for SLA research in the present paper is a complex dynamical nonlinear open adaptive system of inquiry to find probable solutions to problems.
https://elt.tabrizu.ac.ir/article_594_8f6965428b275205dfacfae6c91492ba.pdf
2013-10-23
127
143
second language acquisition research
complex system theory
dynamical
emergent
reductive
Hassan
Soleimani
arshia.soleimani@gmail.com
1
Payam Noor University
AUTHOR
Mohammad
Alavi
smalavi@ut.ac.ir
2
University of Tehran
LEAD_AUTHOR
Bates, E. & Thelen, E. (2003). Connectionism and dynamic systems: Are they really different? Development Science, 6, 4, 378-391.
1
Brown, J. D. (1988). Understanding research in second language. Cambridge, UK: Cambridge University Press.
2
Cameron, L. (2003). Metaphor in educational discourse. London: Continuum.
3
Cummins, R. (1983). The Nature of psychological explanation. Cambridge MA: The MIT Press.
4
De Bot, K. (2008). Introduction: Second language development as a dynamic process. The Modern Language Journal, 92, 166-178.
5
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic system theory approach to second language acquisition, Bilingualism: Language and Cognition, 10, 1, 7-21.
6
De Bot, K., Lowie, W., Thorne, S. L., & Verspoor, M. (2013). Dynamic system theory as a theory of second language development. In M. Mayo, M. Gutierrez-Mangado, and M. Adrian (Eds.), Contemporary approaches to second language acquisition (pp. 199-220). Amsterdam: John Benjamins.
7
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
8
Gell-Mann, M. (1994). The quark and the jaguar: Adventures in the simple and the complex. New York: W.H. Freeman & Co.
9
Gleick, J. (1987). Chaos: Making a new science. New York: Viking-Penguin.
10
Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Færch & G. Kasper (eds.), Introspection in second language research (pp. 54–81). Clevedon, UK: Multilingual Matters.
11
Harrington, M. (2002). Cognitive perspectives on second language acquisition. In R. B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics (pp. 124-140). New York: Oxford University Press.
12
Holland, J. H. (1995). Hidden order: How adaptation builds complexity. Massachusetts: Helix Books.
13
Hornberger, N. (2002). Multilingual language geopolitics and the continua of a biliteracy: An echological approach. Language Policy, 1, 27–51.
14
Jordan, G. (2004). Theory construction in second language acquisition. Philadelphia: John Benjamins Publishing Company.
15
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistic, 18, 141-165.
16
Larsen-Freeman, D. & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
17
Larsen-Freeman, D. & Cameron, L. (2008). Research methodology on language development from a complex system perspective, Modern Language Journal, 92,2, 200-213.
18
Larsen-Freeman, D. & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
19
Lindley, (1997). Quantum mechanics get real. Science News, 151, 9. Available at:
20
http://www.questia.com/library/1G1-19217901/quantum-mechanics-gets-real.
21
Littlewood, W. (2004). Second language learning. In C. Elder and A. Davies (Eds.) The handbook of applied linguistics, Oxford: Balckwell.
22
Mackey, A. & Gass, S. (2005). Second language acquisition research: Methodology and design. Routledge Publishing Company.
23
Plaza-Pust, C. (2008). Dynamic systems theory and Universal Grammar: Holding a turbulent mirror to development in grammars, The Modern Language Journal, 92, 2, 250-269.
24
Reichardt, C. & Cook, T. (1979). Beyond qualitative versus quantitative methods. In T. Cook & C. Reichardt (eds.), Qualitative and quantitative methods in education research. Beverly Hills, CA: Sage.
25
Sardar, Z. & Abrams, I. (1999). Introducing chaos. Cambridge: Icon Books, Ltd.
26
Stewart, I. (2002). Does God play dice? The mathematics of chaos. Wiley-Blackwell.
27
Thelen, E., & Smith, L. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
28
Van Geert.(2008).The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92, 179–199.
29
Van Lier, L. (1997). Approaches to observation in classroom research: Observation from an ecological perspective. TESOL Quarterly, 31,4, 783-787.
30
Van Lier, L. (1988). The classroom and the language learner: Ethnography and second language classroom research. London: Longman.
31
Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (ed), Sociocultural theory and second language learning. Oxford: Oxford University Press.
32
Van Lier, L. (2004): The ecology and semiotics of language learning. A sociocultural perspective. Boston: Kluwer Academic.
33
Verspoor, M., Lowie, W., & van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92, 214–231.
34
Waldrop, M, M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon and Schuster.
35
Watson-Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal, 88(3), 331-350.
36
Weisler, S. & Milekic, S. (2000). Theory of language. Massachusetts Institute of Technology Press.
37
38
ORIGINAL_ARTICLE
The Effect of Topic Bias on the Writing Proficiency of Extrovert/Introvert EFL Learners
This study was intended to find out any possible effect of topic bias on the writing proficiency of Iranian extrovert/introvert EFL learners at high/low writing proficiency levels. One hundred participants chosen from among 150 adult language learners on the basis of their personality type (extrovert/introvert) and writing proficiency (high/low) took part in this study. They were arranged into four groups according to their writing proficiency and personality type. They were asked to write on three different topics (one unbiased, one extroversion-biased, and one introversion-biased) and fill out Eysenck Personality Questionnaire for adults (EPQ, Eysenck & Eysenck, 1975). The writings were scored by two raters according to Bailey and Brown's (1984) composition grading scale. The data gathered was analyzed using two-way ANOVA. The final results of the analysis revealed the significant difference between the scores of different groups of participants on all topics – unbiased or biased toward either of the two personality types in favor of introverts but one.
https://elt.tabrizu.ac.ir/article_595_9d37a7f2947c824a3d15ed0b238239db.pdf
2013-10-23
145
171
Elaheh
Sotoudehnama
esotoude@alzahra.ac.ir
1
Alzahra University
AUTHOR
Fatemeh
Moini
2
Alzahra University
LEAD_AUTHOR
Abbott, T. (2001). Social and personality development. London: Routledge.
1
Babaeekhu, M. (1995). The effect of personality traits on EFL proficiency. Unpublished MA Thesis, University of Tehran, Iran.
2
Balaee, K. (2004). The effect of extroversion and language proficiency level on the use of emotion words in the oral production of Iranian EFL learners. Unpublished MA Thesis, TarbiatModarres University, Tehran, Iran.
3
Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.). New York: Longman.
4
Burger, J. M. (1993). Personality. Pacific Grove, CA: Brooks-Cole.
5
Cambridge ESOL. (2005). Cambridge IELTS 4 student's book: Examination papers from the university of Cambridge local examinations syndicate. Cambridge: Cambridge University Press.
6
Chastain, K. (1975). Affective and ability factors in second language acquisition.Language Learning, 25,153-161.
7
Daryabary, R. (2004). The effect of introversion/extroversion personality factor on writing performance of Iranian EFL learners. Unpublished MA Thesis, Allameh Tabatabaei University, Tehran, Iran.
8
Dewaele, J. M., &Furnham, A. (1999). Extroversion: The unsolved variable in applied linguistics research. Language Learning, 49, 509-544.
9
Dimler, M., Goldstein, L. Kohlberger, B., & Kim-Prieto, C. (2007).Introversion.In R. Baumeister& K. Vohs (Eds.), Encyclopedia of social psychology (pp. 503-504). Thousand Oaks: Sage.
10
Evans, S., & Green C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6, 3-17.
11
Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Thomas Publishing.
12
Eysenck, H. J. (1981). General features of the model. In H. J. Eysenck (Ed.), A model for personality (pp. 1-27). Berlin: Springer-Verlag.
13
Eysenck, H. J. (1986). The validity of assessment by indices of factor comparison.Journal of Cross-Cultural Psychology, 17, 506-515.
14
Eysenck, H. J. (1999). Dimensions of personality. London: Routledge.
15
Eysenck, H. J., &Eysenck, S.B.G. (1975).Manual of the Eysenck Personality Questionnaire (junior & adult). London: Hodder& Stoughton.
16
Farhady, H., Ja`farpur, A., & Birjandi, P. (2004). Testing language skills: From theory to practice. Tehran, Iran: SAMT.
17
Hayashi, C. (2005). Scaffolding the academic writing process: A focus on developing ideas. Paper presented at Lifelong Learning: Proceedings of the 4th Annual JALT Pan–SIG Conference. Tokyo, Japan. Retrieved June 8, 2008 from http://www.jalt.org/pansig/2005/HTML/Hayashi.htm
18
Heaton, J. B. (1988). Writing English language tests. New York: Longman.
19
IELTS. (2005). Cambridge: Cambridge University Press.
20
Jahanbazi, M. (2007). The relationship between introversion and extroversion and EFL writing of Iranian learners. Unpublished MA Thesis, University of Tehran, Iran.
21
Karanci, A., Dirik, G., & Yorulmaz, O. (2007). Reliability and validity studies of Turkish translation of Eysenck Personality Questionnaire Revised-Abbreviated. Türk psikiyatri dergisi (Turkish journal of psychiatry), 18, 254-261. Retrieved June 8, 2008 from
22
http://www.find-health-articles.com/rec_pub_17853980-reliability-validity-studies-turkish-translation-eysenck-personality.html
23
Keivani, A. (2001). The relationship between extroversion/introversion and use of communication strategies in speaking. Unpublished MA Thesis, University of Alzahra, Tehran, Iran.
24
Kennedy, B. L. (1994).The role of topic and the reading/writing connection. Teaching English as a Second or Foreign Language, 1, 1-16.
25
Kiany,G.R.( 1998). English proficiency and academic achievement in relation to extraversion: A preliminary study. International Journal of Applied Linguistics, 8, 113-130.
26
Kim Dung, P. T. (2004). A study on teacher's written feedback on the writings by the second-year students at the English Department, College of Foreign Languages, Vietnam National University, Hanoi. Unpublished MA Thesis, Vietnam National University, Vietnam.
27
Lee, C., Kim, K., SeokSeo, Y., & Chung, C. K. (2007).The relations between personality and language use. The Journal of General Psychology, 134, 405-413.
28
Lucas, R. E. (2007). Extraversion.In R. Baumeister& K. Vohs (Eds.), Encyclopedia of social psychology (pp. 334-335). Thousand Oaks: Sage.
29
Marefat, F. (2006). Student writing, personality type of the student and the rater: Any interrelationship? The Reading Matrix, 6, 116-124.
30
Morrone-Strupinsky, J. V., & Lane, R. D. (2007).Parsing positive emotion in relation to agentic and affiliative components of extroversion. Personality and Individual Differences, 42, 1267-1278.
31
O'Donnell, H. (1984). The effect of topic on writing performance. English Education, 16, 243-249.
32
Pajuhesh, P. (1994). The role of extroversion/introversion in EFL reading comprehension. Unpublished MA Thesis, University of Tehran, Iran.
33
Phillips, D. (1996). Longman preparation course for the TOEFL test. New York: Longman.
34
Rossier, J. (1976), Extroversion-introversion as a significant variable in the learning of oral English as a second language. Unpublished doctoral dissertation, University of Southern California, Los Angeles.
35
Rothen, S., Vandeleur, C. L., Lustenberger, Y., Jeanprêtre, N., Ayer, E., Sisbane F., Fornerod D., Chouchena, O., Gamma, F., Halfon, O., Ferrero, F., &Preisig, M. (2008).Validation of the French version of the EPQ–Junior. Personality and Individual Differences, 44, 464-474.
36
Shahini, A. (2006). The relationship between introversion/extroversion and EFL learners’ oral proficiency. Unpublished MA Thesis, University of Tehran, Iran.
37
Smart, J. C., Elton, C. F., & Burnett, C. W. (1970). Underachievers and Overachievers in Intermediate French. Modern Language Journal, 54, 415-420.
38
Strong, M. (1983).Social styles and the second language acquisition of Spanish-speaking kindergartners. TESOL Quarterly, 17, 242-258.
39
Suter, R. W. (1977). Predictors of accuracy in second language learning. Language Learning, 26, 233-253.
40
Thorne, A., Korobov N., & Morgan E. M., (2007).Channeling Identity: A Study of Storytelling in Conversations between Introverted and Extraverted Friends. Journal of Research in Personality 41, 1008–1031.
41
Validi, M. (1997).On the relevancy of extroversion/introversion to EFL learners’ use of communication strategies in writing. Unpublished MA Thesis, Tarbiat Modarres University, Tehran, Iran.
42
Venugopalan, M. (2000).The relationship between extroversion/introversion and university-level ESL student language proficiency. Unpublished doctoral dissertation, University of Kansas, Lawrence.
43
Wang, H., & Wang, R. (2004). Personal types of physical students and their EFL. Sino-US English Teaching, 1, 73-76.
44
Wilson, G. D. (1981). Personality and social Behaviour. In H. J. Eysenck (Ed), A model for personality (pp.210-239). Berlin: Springer-Verlag.
45
46