فهرست مطالب

رشد زبان های خارجی - پیاپی 119 (پاییز 1395)
  • پیاپی 119 (پاییز 1395)
  • تاریخ انتشار: 1395/09/01
  • تعداد عناوین: 10
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  • Rashtchi, M Page 25
    In the present article, we exemplify an action research study that was carried out to increase students’ engagement in classroom interactions and also to investigate the effectiveness of three techniques for enhancing students’ speaking skill. The study was conducted as part of the regular instructional program in a typical high school on 30 elementary language learners. A “presentation – practice – test” procedure was followed within a four-phase action research framework. Through a survey questionnaire, we also asked the students for their opinions on each of these teaching techniques. The results of the study indicated that the three techniques (role play, picture description and prepared talk) can effectively contribute to students’ speaking development. However, subsequent comparisons showed that role play is more effective than the other two techniques. In addition, our survey showed that the students mainly held a positive attitude toward the use of these techniques in their classes. The findings and the pedagogical implications of the study are discussed.
    Keywords: action research, picture description, prepared talk, role play, speaking ability
  • How We Helped Our Students Speak: A Practical Action Research
    Mehranim., Farhady, E Page 35
  • Cooperative Learning for modern teaching
    Hadi Azimi, Zahra Kobadi Kerman Page 43
  • Jafar Dorri Page 49
  • The Effect of Cooperative Learning on Senior High School Student's EFL Reading Comprehension
    Masoud Rahimi Domakani, Azizallah Mirzaei, Javad Mohammadi Page 59
    The purpose of this study was to compare Iranian senior high school students’ EFL reading comprehension achievement in cooperative and traditional teacher-fronted settings. To this end, the cooperative technique of Group Investigation (GI) was used. In this study, 90 pre - intermediate male students participated that had been randomly assigned to two dyadic and triadic GI groups and one control group receiving instruction via the traditional individualistic instructional approaches. A retired Nelson English Language Proficiency test was used to ensure the homogeneity of the groups. Further, an EFL reading comprehension test was administered as the posttest, and the results were analyzed through a one-way ANOVA and the post hoc Scheffe test. The results revealed that students who worked in cooperative dyadic and triadic groups improved more significantly in terms of reading comprehension than the control group. Nonetheless, the results indicated that there was no significant difference between dyadic and triadic groups receiving instruction through GI. It is concluded that positive social interdependence, as one of the central maxims of cooperative learning, can favorably influence L2 learners’ learning and skill development, foster their transition from interdependence to independence,and ensure learner autonomy.
    Keywords: cooperative learning, group investigation, dyadic groups, triadic groups
  • Nasrin Khavari Page 64
    Dans le cadre des approches communicatives on distingue actuellement le système orale de la langue comme prioritaire pour l’enseignement/apprentissage de la langue étrangère et on constate que les diverses méthodes d’enseignement de langues de ces dernières décennies privilégient presque exclusivement l’oral à l’écrit au début de l’apprentissage des langues. Ces méthodes ouvrent la voie à des pratiques de compréhension et expression orales pour intégrer à la suite l’apprenant à la production écrite. Dans ce passage de l’oral vers l’écrit bon nombre de tâches entrent en jeu, des tâches qui ne sont pas à négliger et dont certains sont proposées dans cet article.
    Keywords: loral – l'écrit – lapproche communicative –les contraintes – l'émetteur, le récepteur