English language learning
Farahman Farrokhi; Aylar Fallah Vazirabad
Abstract
Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional ...
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Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.
Farahman Farrokhi; Sepideh Ghandkaran shotorban
Volume 6, Issue 13 , September 2014, , Pages 57-70
Abstract
Halliday’s Systemic Functional Linguistics (SFL) has stood the test of time as a model of text analysis. The present literature contains a plethora of studies that while taking the ‘clause’ as a unit of analysis have put into investigation the metafunctions in research articles of a ...
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Halliday’s Systemic Functional Linguistics (SFL) has stood the test of time as a model of text analysis. The present literature contains a plethora of studies that while taking the ‘clause’ as a unit of analysis have put into investigation the metafunctions in research articles of a single field of study or those of various fields in comparison. Although ‘clause complex’ is another unit of SF analysis, by far there has been only one study on research articles where it was the unit of analysis (Sellami Baklouti, 2011). Therefore, the purpose of this study was to put into analysis the ‘taxis’, ‘expansion’ and ‘projection’ deployed in Applied Linguistics research article abstracts (RAAs) by native (N) and non-native (NN) writers. To this end, 20 Applied Linguistics RAAs (10 by N English writers and 10 by NN English writers on the sub-fields of Discourse Analysis and Language Assessment) were analyzed according to Halliday & Matthiessen’s (2013) ‘clause complex’ framework. The results indicated that there is a significant difference in the use of ‘projection’ by Ns and NNs, while the distribution of ‘taxis’ and ‘expansion’ is the same. The findings also showed what types of ‘taxis’, ‘expansion’ and ‘projection’ were deployed by Ns and NNs.
Farahman Farrokhi; Fattaneh Abbasi Talabari
Volume 2, Issue 222 , December 2010, , Pages 29-47
Abstract
Language teachers usually face issues regarding the most effective methods of teaching. Teaching language to nonnative speakers of English involves certain problems and challenges at all levels of instruction. Due to the unsatisfactory results of focus on forms and focus on meaning instructions and their ...
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Language teachers usually face issues regarding the most effective methods of teaching. Teaching language to nonnative speakers of English involves certain problems and challenges at all levels of instruction. Due to the unsatisfactory results of focus on forms and focus on meaning instructions and their inevitable inadequacies, focus on form instruction along with its multiple techniques are regarded as a better candidate for classroom instruction. Focus on form instruction does not only pay attention to the importance of the communicative language teaching, but it also maintains the value of occasional and overt study of L2 grammatical forms. It is considered a more promising pedagogical choice than focus on forms and focus on meaning because of its communicatively need-oriented attention to form and its saliency in the language acquisition process. Focus on form may be essential to push learners beyond communicatively effective language toward target-like second language ability. It may also be part of a more efficient language learning experience in that it can speed up natural acquisition processes.
