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RISS 인기검색어
- 검색키워드
- 저자 : ( Seyyed Ayatollah Razmjoo ) (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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The Representation of Multiple Intelligences Types in the Top-notch Series: A Textbook Evaluation
( Seyyed Ayatollah Razmjoo ),( Zahra Jozaghi ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.2
This study aims at evaluating Top-Notch series through a checklist devised by the researchers based on the elements of the Multiple Intelligences (MI) theory proposed by Gardner (1998). With the shift from teacher-centered classrooms to learner-centered one, more and more research is/is needed to be done in the realm of students` need analysis. One of the undeniable needs of the students to be fulfilled is for them to learn through the intelligence they are most capable at while the educational system mainly addresses students` verbal intelligence. This study has evaluated Top Notch series in terms of taking the nine intelligences into consideration through answering these two questions: 1. To what extent does Top-Notch series represent the MI features? 2. How frequently each of the eight intelligences is used in each book of the series? The results confirm that Top Notch is rich in addressing verbal intelligence followed by the visual, logical, musical, interpersonal, bodily, and intrapersonal one while to some extent poor in representing natural and existential intelligences. It also shows that there exists a pattern of some of the intelligences-addressing through different levels, for example unlike visual intelligence, verbal-intelligence-addressing enhances as the books grow in level. The comparison of the results with that of Interchange series evaluation illustrated that Top Notch is more representative of the intelligences and that it is a suitable alternative to the Interchange in terms of addressing the elements of MI principles or as Lezear (1991) puts it "Ways of Knowing".
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( Seyyed Ayatollah Razmjoo ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.2
The Communicative Ability in language testing originates from a theory of language as communication proposed by Hymes (1972) and known as "communicative competence". The literature on language testing suggests that the practicality of communicative language testing (CLT) varies depending on how the instructors and teachers conceptualize CLT. As far as the researcher knows, no study has been done on the type of proficiency model behind language tests in the Iranian context. Therefore, the objective of this study is, firstly, to explore the language proficiency model based on which the tests are designed and constructed in Iranian high school and institutes. Secondly, the study aims at developing language proficiency model for the context of Iran as a basis so that teachers construct and design tests. To fulfill the objectives, two final tests of Iranian high school and institutes were analyzed. The analysis of the data indicated that high school and institute tests represent a short version of Lado``s model (1961) which is not in line with new trends in language testing and aims at discovering whether the correct habits have been formed.
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A Content Analysis of the TEFL M.A. Entrance Examinations (Case Study: Majors Courses)
( Seyyed Ayatollah Razmjoo ),( Hossein Heydari Tabrizi ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.1
The MA Entrance Examinations (MAEE) held in Iran since 1990 are frequently criticized as being invalid, unstandardized exams with lots of problem in terms of principles of testing in general and test construction in particular (for instance, Jafarpur, 1996). To make sound judgments about such objections, the present study dealt with a content analysis of the TEFL MAEE held in 2007. Actually, the purpose of this study was two-fold. First, it aimed at analyzing the content of the MAEE``s in order to see if any pattern be at work in the process of devising such exams. Naturally, through such an analysis, some problems of these exams were also determined. Thus, the second aim of the present study was to pinpoint and describe the problems with these exams as well as to offer some suggestions to remedy the problems. In so doing, a coding system encompassing a checklist of the possible content categories was developed by the researchers themselves and its validity and reliability were established as well. The finding of such an analysis, especially the unequal distribution of the content categories, supported the idea that the validity of the exam is not strongly established due to the exclusion of or de-emphasis over the content categories given significant credit in the B.A. Program. The problems found during the analysis showed that the exam is not a standard one; still some of the basic principles of language testing are not observed in the process of constructing the exam.
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