Applied Research on English Language

Religious Teachers' Perceptions of Their Religious Identity: A Case of Iranian English Language Teachers

Zia Tajeddin; Zari Saeedi; Mohammad Javad Mohammadi

Volume 10, Issue 2 , April 2021, , Pages 61-88

https://doi.org/10.22108/are.2021.126698.1674

Abstract

Teacher identity has turned out to be of great importance in teacher pedagogical practice. A number of factors are implicated in shaping and reshaping teachers' identity. Despite numerous ... Read More

Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices

Zia Tajeddin; Samaneh Eslamdoost

Volume 8, Issue 2 , April 2019, , Pages 267-286

https://doi.org/10.22108/are.2018.112979.1361

Abstract

The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status ... Read More

Interface between Linguistic Noticing and Fossilization of Grammatical, Lexical, and Cohesive Features among Advanced EFL Learners

Zia Tajeddin; Maryam Sadat Tabatabaeian

Volume 6, Issue 1 , January 2017, , Pages 23-42

https://doi.org/10.22108/are.2017.21324

Abstract

Fossilization has become the focus of many L2 studies since its introduction in 1972 as many learners fail to achieve native-speaker competence. Researchers have tried to unravel the ... Read More Fossilization has become the focus of many L2 studies since its introduction in 1972 as many learners fail to achieve native-speaker competence. Researchers have tried to unravel the causes of fossilization, among which noticing has been claimed to be of great importance. This study aimed to explore the effect of noticing on fossilization. To achieve this aim, a mixed-methods approach was utilized. Sixty advanced L1 Persian learners of English studying in Iran were chosen to perform two written and three spoken tasks twice. Qualitative data included the content analysis of the participants’ performance on the written and spoken tasks while the quantitative data included percentages of noticed errors and recurrent erroneous forms. The errors observed in both performances were counted and classified. Three main categories named Grammatical Errors, Lexical Errors, and Cohesive Errors were identified. The observed errors were further classified into 36 subcategories. When learners’ ability in noticing their errors was investigated, it was found that they could notice 37.4% of the 3,796 fossilized forms they had produced. Most of the errors observed were categorized in the category of grammatical errors. Noticing affected the number of errors produced. It can be concluded that becoming aware of ones fossilized forms, one will produce fewer fossilized forms. The results of the current study have implications for English language teachers and learners. By being informed of the errors learners make while learning a language and how their noticing affects fossilization, teachers can improve their teaching practice which in turn enhances learning. ارتباط بین توجه زبانی و فسیلشدگی جنبه های دستوری، واژگانی، و پیوستگی زبانی در زبان آموزان انگلیسی سطح پیشرفته از سال 1972 که فسیلشدگی معرفی شد، مطالعات بسیاری در حیطه یادگیری زبان دوم به این مقوله پرداخته شد تا علل ناکامی زبان آموزان در یادگیری کامل زبان را مورد بررسی قراردهند. محققان به دنبال دلایل فسیلشدگی بودهاند. توجه یکی مهمترین از دلایل عنوان شده برای فسیل شدگی است.هدف این مطالعه بررسی تاثیر توجه بر فسیلشدگی بود. برای دستیابی به این هدف، از روش مختلط استفاده شده است. 60 زبان آموز ایرانی سطح پیشرفته، که زبان مادری آنها فارسی بود و انگلیسی را در موسسههای زبان میآموختند، انتخاب شدند تا دو متن را نوشته و سه تمرین گفتاری را انجام دهند. این امر دو بار تکرار شد. دادههای کیفی از تحلیل محتوای عملکرد شرکت کنندگان در این فعالیتها به دست آمد و دادههای کمی مطالعه شامل درصد توجه به ساختارهای غلط دستوری بود که در نوشتار و گفتار زبان آموزان تکرار می شد. اشتباهاتی که در هر دو عملکرد مشاهده شد،برشمرده و دسته بندی شد. سه دسته اصلی از خطاها شناسایی شد: خطاهای دستوری، خطاهای واژگانی، و خطاهای پیوستگی متن. این خطاها سپس در 61 زیردسته طبقه بندی شد. زمانی که توانایی توجه زبان آموزان سنجیده شد، مشخص شد آنها قادر به تشخیص %37.4 از مجموع 3796 فرم خطا بودند. بیشترین تعداد خطا دستوری بود. توجه بر روی تعداد خطاهای تولید شده تاثیر داشت. میتوان نتیجه گرفت که آگاهی از ساختارهای فسیلشده باعث تولید ساختارهای فسیلشده کمتری میشود. نتایج مطالعه حاضر میتواند مورد استفاده معلمان و دانش آموزان زبان انگلیسی قرارگیرد. آگاهی از خطاهای تولید شده توسط زبانآموزان و تاثیر توجه روی فسیل شدگی می تواند تدریس معلمان را بهبود بخشد که خود باعث یادگیری بهتر میشود. کلیدواژهها: خطاهای دستوری، خطاهای واژگانی، خطاهای پیوستگی متن، فسیلشدگی، توجه

Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD

Zia Tajeddin; Farhad Tayebipour

Volume 4, Issue 1 , February 2015, , Pages 31-44

https://doi.org/10.22108/are.2015.15495

Abstract

One of the theories accounting for pragmatic development of L2 learners is Vygotsky’s (1978) sociocultural theory. This study investigated the ... Read More

Applied Research on English Language

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Author = Zia Tajeddin

Religious Teachers' Perceptions of Their Religious Identity: A Case of Iranian English Language Teachers

Abstract

Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices

Abstract

Interface between Linguistic Noticing and Fossilization of Grammatical, Lexical, and Cohesive Features among Advanced EFL Learners

Abstract

Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD

Abstract