English language learning
Mohammad Hadi Mahmoodi; Hamidreza Sheykholmoluki
Abstract
This study explored the competition between semantic and morphosyntactic processing in L1 and L2. In addition, the relationship between working memory capacity (WMC) and L2 semantic-morphosyntactic processing was scrutinized. To this purpose, 73 Persian learners of English as a Foreign Language (EFL) ...
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This study explored the competition between semantic and morphosyntactic processing in L1 and L2. In addition, the relationship between working memory capacity (WMC) and L2 semantic-morphosyntactic processing was scrutinized. To this purpose, 73 Persian learners of English as a Foreign Language (EFL) participated in an offline grammaticality judgment test (GJT), an L1 as well as an L2 semantically-primed test, and a WMC test. The results showed that L1 morphosyntactic processing was not affected by semantic priming. But, L2 morphosyntactic parsing decisions, irrespective of the participants’ WMC, was significantly influenced by semantic priming, indicating that L2 morphosyntactic knowledge in learners' interlanguage system might be shaky and subject to communicative aspects of input. Additionally, the findings revealed a significant relationship between the participants' WMC and their L2 semantic/morphosyntactic processing. The findings of the study provide some implications for foreign language teachers with regard to teaching morphosyntactic aspects of language and correcting morphosyntactic errors.
Elahe Saedpanah; Mohammad Hadi Mahmoodi
Abstract
AbstractThe present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) ...
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AbstractThe present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) filled out Facione and Facione’s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’s (2003) Writing Strategy Questionnaire (WSQ), Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. Multiple correlation analyses revealed a significant positive relationship between L2 writing performance and writing strategy use; and L2 writing performance and critical thinking. Results also revealed a significant negative relationship between L2 writing performance and L2 writing anxiety. Furthermore, it was found that L2 writing anxiety was a stronger predictor of L2 writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 writing performance and L2 writing anxiety. These results emphasize the inclusion of pre-planned writing sessions for Iranian EFL learners which can help foster critical thinking skills and writing strategy use, reduce L2 writing anxiety and hopefully, improve their L2 writing ability. Key words: Critical thinking, EFL learners, L2 writing anxiety, L2 writing performance, writing strategy use.
Mohammad Hadi Mahmoodi; Maliheh Dehghannezhad
Volume 7, Issue 16 , December 2015, , Pages 55-84
Abstract
The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, ...
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The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL).The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels. However, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking. The results of the present study might give insight to EFL teachers so as to make them aware of the higher order thinking skills required for a successful application of language learning strategies in foreign language learning context. The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL).The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels. However, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking. The results of the present study might give insight to EFL teachers so as to make them aware of the higher order thinking skills required for a successful application of language learning strategies in foreign language learning context.
Mohammad Ahmadi safa; Mohammad Hadi Mahmoodi
Volume 4, Issue 10 , March 2013, , Pages 1-26
Abstract
Second language learners often develop grammatical competence in the absence of concomitant pragmatic competence (Kasper & Roever, 2005) and the exact nature of the relationship between the two competences is still indistinct and in need of inquiries ( Bardovi-Harlig, 1999; Khatib & ...
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Second language learners often develop grammatical competence in the absence of concomitant pragmatic competence (Kasper & Roever, 2005) and the exact nature of the relationship between the two competences is still indistinct and in need of inquiries ( Bardovi-Harlig, 1999; Khatib & Ahmadisafa, 2011). This study is a partial attempt to address the lacuna and aims to see if any relationship can be found between English as a Foreign Language (EFL) learners’ lexico-grammatical and interlanguage pragmatic competences and if such a relationship is found, whether the gender variable affects it or not. A group of 110 male/female senior university EFL students took a standardized lexico-grammatical proficiency test and a researcher made and validated multiple choice pragmatic discourse completion task test including four speech acts of disagreement, scolding, request and complaint at four levels of formality and familiarity. The results indicate that there is a positive correlation between the learners' lexico-grammatical and pragmatic competences. Furthermore, the correlation is stronger for female EFL learners than the male participants though the pragmatic competence level of the male and female participants was not significantly different. The results imply that grammatical competence is not in itself sufficient for the EFL learners' pragmatic competence but it can definitely constrain the development of interlanguage pragmatic competence
