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RISS 인기검색어
- 검색키워드
- 저자 : ( Abdorreza Tahriri ) (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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EFL Learners` Self-Perceived Strategy Use across Various Intelligence Types: A Case Study
( Abdorreza Tahriri ),( Hoda Divsar ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.1
Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners` perceived use of language learning strategies across various intelligence types as reflected in Gardner`s 1983 Multiple Intelligences Theory. Ninety BA Junior English majors studying at Islamic Azad University of Rasht participated in the present study. Two self-reported inventories, Multiple Intelligences Survey (Armstrong, 1993) and Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), were utilized to determine the participants` intelligence profile and their perceived strategy use. The findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the ``medium`` user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verballinguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. The conclusions of the study along with related pedagogical implications are explained.
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Investigating the Effectiveness of an Integrated Approach to Teaching Literature in an EFL Context
( Hoda Divsar ),( Abdorreza Tahriri ) 범태평양응용언어학회 2009 범태평양응용언어학회지 Vol.13 No.2
In the present paper, three models for teaching literature including language-based, literature as content or culture, and literature as personal growth or enrichment were evaluated. Based on these models, an integrated model was suggested. An experimental study was carried out in order to examine the effectiveness of the suggested approach compared to a conventional and instructor-led one. One-hundred and twenty BA students majoring in English Literature took part in a one-semester experiment. For the experimental group, the integrated approach was utilized whereas the method used for the control group was based on content-cultural model according to which the course instructor provided all the necessary information without focusing on the linguistic or stylistic considerations. The post-test consisted of three parts: linguistic, interpretive and cultural sections. The results of the study confirmed the plausibility of the use of the suggested eclectic approach to teaching literature. Several pedagogical implications were drawn.
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A Survey of EFL Instructors` Mediative Knowledge across Contexts of Teaching
Najafquli Rezaee-Manesh,Abdorreza Tahriri 범태평양 응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.2
The current mixed-method study probed EFL instructors`` mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors`` knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors`` mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors`` guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors`` step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners`` potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers.
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