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Showing 7 results for Esp
Fateme Abbasian, Mohammad Hasan Tahririan,
Volume 11, Issue 2 (9-2008)
Abstract
Electronic mail (e-mail) as a means of fast and effective communication which has removed the barriers of distance and time has become very commonplace and important in institutional environments. Speakers of English as a foreign language across different disciplines need to enhance their awareness of the generic and formal features of the e-mail genre in order to maximize the efficiency and effectiveness of their correspondence. Following genre analysis studies such as Swales (1990), Bhatia (1993), Santos (2002), Vergaro (2004), and Samraj and Monk (2008), and in line with studies on electronic messages such as Gains (1999), Gimenez (2000, 2006), and Jensen (2009), the present genre-based research was conducted to analyse e-mails exchanged between EFL teachers and biology professionals for the purposes of requesting and providing information at two criteria of the macro-textual and micro-levels of the two corpora to present a tentative model. The results revealed clear discrepancies between the parallel constitutive moves, strategies and formal features due to cross-disciplinary variations and the prevalence of intertextuality. The findings of this study have pedagogical implications for devising courses, preparing teaching materials and raising ESP instructors' awareness of learners' problems.
Sara Jalali, Gholam Reza Kiany,
Volume 12, Issue 1 (3-2009)
Abstract
Classical test theory and item response theory are widely perceived as representing two very different measurement frameworks. Few studies have empirically examined the similarities and differences in the parameters estimated using the two frameworks. The purpose of this study was to examine how item statistics (i.e. item difficulty and item discrimination) and person statistics (i.e. ability estimates) behave under the two measurement frameworks i.e.CTTandIRT. The researchers tried to compare the two models from both theoretical and practical perspectives. For this purpose, first, a theoretical comparison of the two models was carried out then, a sample of 3000 testees taking part in the English language university entrance exam was used in order to compare the two models practically. The findings showed that person statistics from CTT were comparable with those from IRT for all three IRT models. Item difficulty indexes from CTT were comparable with those from all IRT models and especially from the one-parameter logistic (1PL) model. Item discrimination indexes from CTT were somewhat less comparable with those from IRT.
Is’haaq Akbarian,
Volume 13, Issue 1 (3-2010)
Abstract
This small-scale study investigates (a) whether academic vocabulary compares in development with vocabulary breadth and depth for Iranian ESP/EAP learners and, if the answer is positive, (b) whether this trend of development happens across proficiency levels. Fifty-seven graduate students served as the subjects who were also divided into high and low groups based on whether they had acquired the most frequent 2,000 words. Multiple regression analysis results show much shared variance between breadth and depth tests, and academic vocabulary test for the participants as a whole group. Therefore, as learners’ vocabulary breadth and depth increase, so does their academic vocabulary. A similar finding is also observed for the high group and low group. However, the finding for the low group is contrary to our expectation. The results suggest more systematic vocabulary development for the high group, less for the participants as a whole group, and least in the low group. This investigation has some implications for language, and more particularly vocabulary, instruction for ESP/EAP purposes in Iran.
Golnar Mazdayasna, Ali Mohammad Fazilatfar,
Volume 13, Issue 1 (3-2010)
Abstract
This study examines the controversial debate of the exclusion of adult learners’ native language by reporting learners’ and instructors overwhelmingly positive perceptions of its use in English for Specific Purpose (ESP) classes. In this study, multiple methods such as class observations, questionnaires and interviews were used. The research was undertaken in 14 ESP classes for the students of Engineering, Sciences and Humanities at Yazd University, Iran. Extensive qualitative and statistical analysis of the questionnaires revealed that a solid majority of learners from different academic majors and instructors responded positively regarding the use of native language as a pedagogic device for teaching various aspects of the target language. Correspondingly, class observations revealed that all the instructors teaching different academic disciplines resorted to the native language as an appropriate medium for cross-lingual, cross-cultural comparisons. Nevertheless, the results from the interview phase of the study revealed that a large majority of learners and instructors were not in favor of using the first language as a facilitating technique and as a means to reduce students’ anxiety.
, ,
Volume 16, Issue 2 (9-2013)
Abstract
In response to the increasing interest in and need for a practical brief measure in language testing, this study explored the properties of an offline short-form test (OSF) versus a conventional lengthy test. From the total of 98 vocabulary items pooled from the Iranian National University Entrance Exams, 60 items were selected for the conventional test (CT). To build the OSF, we created an item bank by examining the item response theory (IRT) parameter estimates. Data for the IRT calibration included the responses of 774,258 examinees. Upon the results of the item calibration, 43 items with the highest discrimination power and minimal guessing values from different levels of ability were selected for the item bank. Then, using the responses of 253 EFL learners, we compared the measurement properties of the OSF scores with those of the CT scores in terms of the score precision, score comparability, and consistency of classification decisions. The results revealed that although the OSF generally did not achieve the same level of measurement precision as the CT, it still achieved a desired level of precision while lessening the negative effects of a lengthy test. The results also signified an excellent degree of correspondence between OSF and CT scores and classification results. In all, findings suggest that OSF can stand as a reasonable alternative for a longer test, especially when conditions dictate that a very short test be used.
Mansoor Ganji, Hakimeh Khoobkhahi ,
Volume 24, Issue 2 (9-2021)
Abstract
| New generation of English textbooks, Vision Series, has been introduced and taught in Iranian high schools since 2017. This study aimed to scrutinize the correspondence between the recommendations suggested in the English teachers’ guides (TGs) of Vision Series and the actual teaching practices of Iranian high school English teachers. It follows a descriptive and correlational design, enjoying both qualitative and quantitative research methods. Participants of the present study included three groups: English teachers, high school students, and supervisors of English teachers in Iranian Ministry of Education. A total number of 100 high school English teachers, teaching in Sistan and Balouchestan Province, filled out a researcher-made piloted questionnaire. Out of them, 3 male and 3 female English teachers were later invited for an oral semi-structured interview. The second group of participants were 48 high school students. The last group of participants were 2 supervisors of English teachers in Iranian Ministry of Education. The researchers also participated in and observed two female teachers' English classes. By and large, the results of supervisors’ interviews and class observations were negative about the correspondence between actual teaching of Vision Series and recommendations of TG for most sections of the book. By contrast, the results of teachers' and students' questionnaires demonstrated that English teachers' teaching was perceived to be consistent with the recommendations of TG in more than half of the cases. The interviews with teachers indicated that half of the interviewees believed that they followed the suggestions of the TG. The implications of findings, especially for English teachers, are also discussed. |
Mozhgan Younesi , Hossein Talebzadeh,
Volume 25, Issue 1 (3-2022)
Abstract
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Many studies on L1 and/or L2 pragmatic competence are constrained by universalist orientations towards sociopragmatics and overlook the idiosyncratic cultural scripts and schemas of underexplored languages and cultures. Particularly neglected is the complicating role of Iranian cultural schema of a (dis-)belief in the evil eye with regards to the speech act of complimenting (and responding to it); actually, the schema is hypothesized (Talebzadeh & Rajabi, in preparation; Younesi & Talebzadeh, 202) to pose intricate interactional challenges for both parties due to the possible interpretations of and (non-)verbal responses to compliments (as predominantly Face-Saving Acts versus potentially Face-Threatening Acts). Moreover, still unknown is the way these could confound EFL learners’ cross-cultural communications. To address these gaps, we present the second phase of a more comprehensive study of compliment response (CR) behaviors of Iranian respondents while checking the adequacy of our proposed model (inspired by Herber’s taxonomy). To qualitatively and quantitatively examine the CRs of fifteen proficient Iranian female learners of English, we initially collected the data using two sets of Discourse Completion Tasks (DCT) (in Persian and English) consisting of a variety of situations and variables (e.g., social distance and compliment topics). Then, follow-up semi-structured interviews were conducted to tap into the participants’ (non-)beliefs in the evil eye and its presupposed effects on their compliment exchanges. The findings underscore the adequacy of our modified model and the particularities of Iranian cultural schemas. Specifically, being a widespread belief, evil-eye is shown to play a pivotal role in formulating the responses to compliments through the selective application of CR types such as Cheshm-Zadan and Taarof in reaction to the compliments given (particularly those on family members or beloved ones) across both languages. The study concludes with a discussion of the findings with reference to the relevant literature and implications for intercultural communication, language education, and sociopragmatic research and practice.
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