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Showing 2 results for High School
Reza Pishghadam, Azar Hosseini Fatemi, Rajabali Askarzadeh Torghabeh, Safoora Navari,
Volume 14, Issue 1 (3-2011)
Abstract
This study has as its main concern focusing on the assorted ways Iranian language learners view their language educational system and the impact of these views on their success in learning a foreign language. For the qualitative aim of this study, metaphors being stated by the learners were collected by some unfinished sentences which learners were required to complete to demonstrate their beliefs about their teachers, the teaching process and how they view themselves as learners. Then, the analysis and categorization of these metaphors based on Martinez (2001) taxonomy of metaphors revealed the kinds of learning principles which seem to be more favourable to learners than others. Results of the analysis of the metaphors showed that the public school learners mostly attribute their level of failure in language learning to the ‘behaviouristic’ methods in their classes while the private school learners attribute their apparent success to the ‘cognitive’ style of learning. Finally, the results were discussed in the context of second language acquisition.
Reza Pishghadam, Raheleh Motakef,
Volume 15, Issue 2 (9-2012)
Abstract
This study was conducted to find out to what factors Iranian EFL language learners at high schools attribute their successes and failures. To this end, 708 Iranian high school students from different socioeconomic backgrounds and gender were selected. These participants were asked to take an attribution questionnaire. The questionnaire consists of four parts: Emotion, Self-image, Intrinsic motivation, and Language policy. Mainly, ANOVA and Post-hoc tests were employed to analyze the data. The results demonstrated that Intrinsic motivation is the primary attribution, and gender does not play any role in attribution. Moreover, significant differences were found among students of different social classes. Students from high socioeconomic background scored highest in Emotion and Self-image and students from rural areas outscored in Intrinsic motivation and Language policy. Finally, the results were discussed in the context of language learning and teaching.
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