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RISS 인기검색어
- 검색키워드
- 저자 : ( Firooz Sadighi ) (검색결과 4 건)
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The Relationship between Iranian EFL Learners` Stress and their Reading Comprehension
( Somayeh Peyman ),( Firooz Sadighi ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.1
This investigation intended to find out the relationship between EFL learners` stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the whole participants who had stress were chosen to be interviewed. The collected data were analyzed through Multiple Regression and One- Way ANOVA, using SPSS software. The results showed a negative and significant relationship between learners` stress and their reading comprehension. And also, the relationship between learners` stress and their reading comprehension was predictable. Furthermore, the results revealed that there is a significant difference between the three groups of high, moderate, and poor test-takers in their rate of stress.
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( Mohammad Bavali ),( Firooz Sadighi ) 범태평양 응용언어학회 2008 범태평양응용언어학회지 Vol.12 No.1
Recent developments in theories of language (grammars) seem to share a number of tenets which mark a drastic shift from traditional disentangled descriptions of language: emphasis on a big number of discrete grammatical rules or a corpus of structure patterns has given way to a more unitary, explanatory powerful description of language informed by a sound theory of language acquisition, on the one hand, and verified/refuted by observations on samples of language use, on the other. Two widely welcome of such theories are Chomsky’s Universal Grammar and Halliday’s Systemic Functional Linguistics. These two theories have been initiated and developed almost independently and each has been successful in accounting for aspects of language from a particular perspective. However, they seem to stand more in a complementary position with respect to each other than in a confronting stance against one another. This article aims at providing evidence for such a claim to support the argue that not only aren’t these two theories mutually exclusive but they are rather mutually dependent; there is a sense in which each needs to internalize and incorporate aspects of the other if a fully-fledged account of language is to be achieved.
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( Farzaneh Dehghan ),( Firooz Sadighi ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.2
Reading skill has taken on an important role in most EFL teaching situations. While linguistic knowledge is only one aspect of this skill, background knowledge including culture can also play an important role (Alptekin, 2006; Johnson, 1981; Pritchard, 1990; Steffensen, Chitra, & Anderson, 1979). This study investigated the effect of cultural background or cultural schema on the performance of Iranian EFL students on local (bottom-up) and global (top-down) processes. Sixty-six female pre-university students took part in the study. They read five texts with familiar cultural themes and five texts with culturally unfamiliar topics (total=10). The multiple-choice items were designed in a way to test both bottom-up processing (word recognition, literal comprehension and finding referents of pronouns) and top-down processing (making inferences, skimming, scanning, etc). The findings showed that our students performed significantly better on local items compared with global items both for (un)familiar texts. It was also observed that their overall performance was mostly influenced by text familiarity. Their higher scores on local items can be explained by the fact that these items are totally easier to process due to the linguistic context available. In contrast, the difficulty of the global items can be explained because our EFL learners need extra linguistic knowledge to process such items. Also, this difference could be attributed to the teaching situation in which language teachers do not teach students how to read at all and learners are not familiar with higher-level, global processes being important in reading comprehension.
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