|
|
|
 |
Search published articles |
 |
|
Showing 4 results for Narrative
Hossein Shokouhi, Zahra Alishahi,
Volume 12, Issue 2 (9-2009)
Abstract
The current literature on second language pedagogy promotes a return to some form-focused instruction where collaborative tasks are encouraged. This study reports on the impact of form-focused instruction and peer revision (text-editing collaborative task)on subjects’ final performance in second language writing in two rhetorical modes of narrationand exposition produced by 60 junior and senior students of English divided equally into the controlled and experimental groups. The results confirmed that form-focused instruction has a better impact on simple than complex grammatical elements. The study also confirmed the significant effect of the form-focused instruction on the inter-lingual errors, and it revealed some positive effects of collaborative task especially on more proficient learners. The findings also disclosed that different processes are involved in editing as well as reconstructing expository and narrative genres. The fact that writing narrative texts was more demanding than the exposition for the learners implies the complexity of this genre in terms of cognitive processing and linguistic presentation, hence a more involvement of writing teachers on this genre is recommended.
Mahmood Reza Atai, Esmat Babaii, Mandana Zolghadri,
Volume 20, Issue 1 (4-2017)
Abstract
| Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections. The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews. Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise. Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program. The findings extend narrative knowledging to the wider professional community of SLTE. |
Marjan Vosoughi,
Volume 23, Issue 1 (3-2020)
Abstract
In this research, the teacher-researcher (henceforth, I) presents a chronological report over some life-long educational experiences in an EFL setting and during a long period—twenty-five years aimed at verifying/authenticating role conflicts. In so doing, I decided to carve my earlier educational paths to describe my diverse roles/realities. To this end, I recounted my past and presented experiences, including my three roles as (A) Language learner, (B) Language teacher, and (C) Language researcher. Using life-history narrative research designs and in line with auto-ethnography approaches, I initially embarked on critically describing my English language educational experiences from a recollection of past events in my memory through my first two roles—language learner and teacher—and mapped them onto my recently assigned role as a language researcher. The findings were self-revealing to me in that while recounting my experiences, I found out how specific intuited conflicts involving ‘impotency in using the English language for non-educational aims’, ‘the gap between theories and practice’, ‘the influence of essential others on my future decisions’, ‘the duality of exposures with people having more vs. fewer authorities’ among others had inflicted me to a great extent. Then and there, during such a long period for demonstrating my professional identity construction, I summarized my intuited conflicts. This was to designate how the unpredictability of affairs in ELT and maintaining intricate interactions with people in the community of practice, which resulted from numerous aims and led to unpredictable directions, might have influenced me as a language practitioner in my future attempts to experience a new being. The findings may promise implications for professional identity construction as mapped on recent narrative accounts for English language teachers.
Hamid Allami, Mohsen Ramezanian,
Volume 24, Issue 1 (3-2021)
Abstract
People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL learners’ lived narratives. For this purpose, 125 oral stories were voice recorded. Seventy-five EFL learners’ narratives and 50 Persian narratives as told by Iranian native speakers were collected via classroom discussions and interviews. To examine the substantive effect of L2 knowledge, the EFL learners were selected from pre-intermediate and upper-intermediate proficiency levels. The Labovian analytical narrative model was employed for the analysis. The findings indicated that EFL learners’ narratives were mostly affected by L1 rather than L2. Furthermore, English linguistic knowledge, rather than the English narrative structure itself, affected the organization of EFL narratives
|
|
