From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teaching and acquisition.
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1...
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account.
Normal human communication manifests itself mostly either in written or spoken form. Examination ... more Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups’ performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teach...
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account.
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classesrandomly assigned to experimental and comparison groupswere homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and ttest to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use m...
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 ...
This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as ... more This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score ...
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners' acquisition of third person /-s/ as measured by the learners' performance on a grammaticality judgment test. Accordingly, two intact university classes-randomly assigned to experimental and comparison groups-were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups' scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use may aid language learners to become more cognitively conscious of L2 grammar features.
Normal human communication manifests itself mostly either in written or spoken form. Examination ... more Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups' performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
—Normal human communication manifests itself mostly either in written or spoken form. Examination... more —Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups' performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
A notable body of research in English Language Teaching shows that not all Strategy-Based
Instruc... more A notable body of research in English Language Teaching shows that not all Strategy-Based Instruction (SBI) studies have been successful in a true sense of the word. Some SBI programs have been effective in various skill areas but not in others, even within the same study (Oxford, 1989). The current study investigated the effect of vocabulary learning strategy instruction on the depth of vocabulary knowledge among a group of low intermediate Iranian EFL students. To achieve this purpose, a language proficiency test of PET (Prelimenary English Test) was administered to ninety-three students of Islamic Azad University of Arak in Iran. Sixty one students whose scores fell between one standard deviation below the mean and one standard deviation above the mean were selected as the participants of the study. The selected participants were randomly divideded into two groups and were randomly assigned to control group and experimental group. Both groups worked on the same reading passages and textbook. The students in experimental group were also instructed in vocabulary learning strategies and the use of vocabulary learning strategies while the students in control group received conventional teaching vocabulary training without any treatment for 13 sessions. The result of the data analysis indicated that vocabulary learning strategy instruction had positive impact on depth of vocabulary knowledge of students. The results of the study from the theoretical point of view may lead to a better undrestanding of the nature of language learning in general ,especially in foreign languagage learning contexts.Moreover,the findings may be found useful for the practitioners involved in the area of curriculum planning,material development and syllabus designing.
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account
The significance of input has been always a major issue in second language acquisition theories .... more The significance of input has been always a major issue in second language acquisition theories .Input is defined as "the language that is addressed to the second language learner either by a native speaker or by another L2 learner and his interlocutors". In this review paper, first the comprehensible input hypothesis as proposed by Krashen in the late 1970s is elaborated upon. The input factors are also touched upon. The criticisms raised against Krashen's theory has led to new lines of thinking in second language acquisition research. To mention a few the notions of Intake, noticing hypothesis and output hypothesis are other relevant issues to be discussed and elucidated. Finally, the interaction hypothesis as a vehicle to through which input can be made comprehensible is defined.
From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teaching and acquisition.
After the demise of the method, the dominant and agreed-upon teacher education model and framewor... more After the demise of the method, the dominant and agreed-upon teacher education model and framework has been reflective teaching. Therefore, in this era of post-method, one targeted objective of English Language Teaching practitioners and ELT theoreticians has been training reflective teachers. On the other hand textbooks and materials have always been one inseparable components of the classroom. The purpose of this study was to uncover the perceptions and perspectives of two groups of teachers regarding the characteristics of good ELT materials. The teachers were divided into two groups of high reflective teachers and low reflective teachers after administering Reflective Teacher Instrument. After identifying high reflective and low reflective teachers, the teachers' perceptions were elicited through an open-ended questionnaire survey. The sample for the survey consisted of 53 EFL teachers in Iran. The qualitative data of the open-ended questions were analyzed via content analysis to uncover the similarities and differences between two groups of teachers as far as characteristics of good ELT materials are concerned. Results indicated that there were significant differences in perceptions of low reflective teachers with those of high reflective teachers; especially the ideas and views of those teachers whose scores were very high on the Reflective Teacher Instrument were drastically different from the others. The content analysis results of the responses given by high reflective teachers were to the high extent compatible with the components of reflection as mentioned in the literature.
From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teaching and acquisition.
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1...
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account.
Normal human communication manifests itself mostly either in written or spoken form. Examination ... more Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups’ performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teach...
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account.
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classesrandomly assigned to experimental and comparison groupswere homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and ttest to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use m...
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 ...
This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as ... more This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score ...
This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL ... more This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners' acquisition of third person /-s/ as measured by the learners' performance on a grammaticality judgment test. Accordingly, two intact university classes-randomly assigned to experimental and comparison groups-were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups' scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest. It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use may aid language learners to become more cognitively conscious of L2 grammar features.
Normal human communication manifests itself mostly either in written or spoken form. Examination ... more Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups' performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
—Normal human communication manifests itself mostly either in written or spoken form. Examination... more —Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups' performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.
A notable body of research in English Language Teaching shows that not all Strategy-Based
Instruc... more A notable body of research in English Language Teaching shows that not all Strategy-Based Instruction (SBI) studies have been successful in a true sense of the word. Some SBI programs have been effective in various skill areas but not in others, even within the same study (Oxford, 1989). The current study investigated the effect of vocabulary learning strategy instruction on the depth of vocabulary knowledge among a group of low intermediate Iranian EFL students. To achieve this purpose, a language proficiency test of PET (Prelimenary English Test) was administered to ninety-three students of Islamic Azad University of Arak in Iran. Sixty one students whose scores fell between one standard deviation below the mean and one standard deviation above the mean were selected as the participants of the study. The selected participants were randomly divideded into two groups and were randomly assigned to control group and experimental group. Both groups worked on the same reading passages and textbook. The students in experimental group were also instructed in vocabulary learning strategies and the use of vocabulary learning strategies while the students in control group received conventional teaching vocabulary training without any treatment for 13 sessions. The result of the data analysis indicated that vocabulary learning strategy instruction had positive impact on depth of vocabulary knowledge of students. The results of the study from the theoretical point of view may lead to a better undrestanding of the nature of language learning in general ,especially in foreign languagage learning contexts.Moreover,the findings may be found useful for the practitioners involved in the area of curriculum planning,material development and syllabus designing.
There has been a lengthy debate among the ELT professionals and practitioners over the use of lit... more There has been a lengthy debate among the ELT professionals and practitioners over the use of literature in English Language Teaching (ELT). Much of this debate centers around the legitimacy of literatureas a vehicle throughwhich a foreign language can be taught.This paper first elaborates on a brief history of the use of literature in ELT. Then, it elucidates the merits of the integration of literature in EFL classes. And finally, the author of the paper adds a new merit to the use of literature in ELT from a sociopolitical perspective in which the appropriateness of literature as an effective instrument to incorporate critical pedagogy into EFL classes is taken into account
The significance of input has been always a major issue in second language acquisition theories .... more The significance of input has been always a major issue in second language acquisition theories .Input is defined as "the language that is addressed to the second language learner either by a native speaker or by another L2 learner and his interlocutors". In this review paper, first the comprehensible input hypothesis as proposed by Krashen in the late 1970s is elaborated upon. The input factors are also touched upon. The criticisms raised against Krashen's theory has led to new lines of thinking in second language acquisition research. To mention a few the notions of Intake, noticing hypothesis and output hypothesis are other relevant issues to be discussed and elucidated. Finally, the interaction hypothesis as a vehicle to through which input can be made comprehensible is defined.
From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze... more From its creation as an integrative measure of language proficiency up to its obsoleteness, cloze tests have witnessed some criticisms regarding their reliability and then consequently their validity. Although such criticisms have not been sharp enough to justify its abandonment as an instrument in language testing and therefore they are still being used as a testing device worldwide. This paper first presents a brief history of the use of cloze test alongside some censures raised against it .Then some modern theories and principles of second/foreign language learning alongside with their brief definitions are presented. The author suggests that cloze test has the potential to be used as a kind of activity in the implementation of these theories and principles. Lastly, the author discusses about how cloze test can be used as teaching instrument in EFL/ESL classes and presents some merits and suggestion for the possible applications of cloze tests in the area of second language teaching and acquisition.
After the demise of the method, the dominant and agreed-upon teacher education model and framewor... more After the demise of the method, the dominant and agreed-upon teacher education model and framework has been reflective teaching. Therefore, in this era of post-method, one targeted objective of English Language Teaching practitioners and ELT theoreticians has been training reflective teachers. On the other hand textbooks and materials have always been one inseparable components of the classroom. The purpose of this study was to uncover the perceptions and perspectives of two groups of teachers regarding the characteristics of good ELT materials. The teachers were divided into two groups of high reflective teachers and low reflective teachers after administering Reflective Teacher Instrument. After identifying high reflective and low reflective teachers, the teachers' perceptions were elicited through an open-ended questionnaire survey. The sample for the survey consisted of 53 EFL teachers in Iran. The qualitative data of the open-ended questions were analyzed via content analysis to uncover the similarities and differences between two groups of teachers as far as characteristics of good ELT materials are concerned. Results indicated that there were significant differences in perceptions of low reflective teachers with those of high reflective teachers; especially the ideas and views of those teachers whose scores were very high on the Reflective Teacher Instrument were drastically different from the others. The content analysis results of the responses given by high reflective teachers were to the high extent compatible with the components of reflection as mentioned in the literature.
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Papers by Soheil rahimi
Instruction (SBI) studies have been successful in a true sense of the word. Some SBI programs
have been effective in various skill areas but not in others, even within the same study (Oxford,
1989). The current study investigated the effect of vocabulary learning strategy instruction on
the depth of vocabulary knowledge among a group of low intermediate Iranian EFL students. To
achieve this purpose, a language proficiency test of PET (Prelimenary English Test) was
administered to ninety-three students of Islamic Azad University of Arak in Iran. Sixty one
students whose scores fell between one standard deviation below the mean and one standard
deviation above the mean were selected as the participants of the study. The selected
participants were randomly divideded into two groups and were randomly assigned to control
group and experimental group. Both groups worked on the same reading passages and textbook.
The students in experimental group were also instructed in vocabulary learning strategies and
the use of vocabulary learning strategies while the students in control group received
conventional teaching vocabulary training without any treatment for 13 sessions. The result of
the data analysis indicated that vocabulary learning strategy instruction had positive impact on
depth of vocabulary knowledge of students. The results of the study from the theoretical point of
view may lead to a better undrestanding of the nature of language learning in general ,especially
in foreign languagage learning contexts.Moreover,the findings may be found useful for the
practitioners involved in the area of curriculum planning,material development and syllabus
designing.
Instruction (SBI) studies have been successful in a true sense of the word. Some SBI programs
have been effective in various skill areas but not in others, even within the same study (Oxford,
1989). The current study investigated the effect of vocabulary learning strategy instruction on
the depth of vocabulary knowledge among a group of low intermediate Iranian EFL students. To
achieve this purpose, a language proficiency test of PET (Prelimenary English Test) was
administered to ninety-three students of Islamic Azad University of Arak in Iran. Sixty one
students whose scores fell between one standard deviation below the mean and one standard
deviation above the mean were selected as the participants of the study. The selected
participants were randomly divideded into two groups and were randomly assigned to control
group and experimental group. Both groups worked on the same reading passages and textbook.
The students in experimental group were also instructed in vocabulary learning strategies and
the use of vocabulary learning strategies while the students in control group received
conventional teaching vocabulary training without any treatment for 13 sessions. The result of
the data analysis indicated that vocabulary learning strategy instruction had positive impact on
depth of vocabulary knowledge of students. The results of the study from the theoretical point of
view may lead to a better undrestanding of the nature of language learning in general ,especially
in foreign languagage learning contexts.Moreover,the findings may be found useful for the
practitioners involved in the area of curriculum planning,material development and syllabus
designing.