فهرست مطالب

رشد زبان های خارجی - پیاپی 120 (زمستان 1395)
  • پیاپی 120 (زمستان 1395)
  • تاریخ انتشار: 1395/10/29
  • تعداد عناوین: 10
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  • Page 17
    The present study tried to investigate the role of project-based learning on improving EFL students’ creativity and language learning. The participants were 75 female EFL learners studying at a non-profit school in Tehran. Based on the students’ preferences and the available facilities at the school, the learners were given the opportunity to learn English language through making posters and food, and performing plays and songs all in English. Initiating the language by the students made learning enjoyable and also reduced the tension and the stress of learning another language. English language learning lost its mere linguistic aspect and instead changed into a way of finding solutions to problems and expressing emotions.
    Keywords: project, based learning, English language, creative teaching, dynamic learning
  • Zarei Neyestanak. Sh Page 25
  • Azimi, H.: Kobadi Kerman, Z Page 30
  • Sahragardr., Mansourzadeh, N Page 39
    If the am of language teaching is to use language effectively, Communicative Language Teaching (CLT hereafter) can be the ideal channel to move forward. According to Adi,( 2012), to communicate effectively and appropriately, CLT can be a right choice. Recently, CLT has become the most fashionable approach in the context of Iran. When asked about the approach they use in their classrooms, most Iranian EFL teachers’ answers will be CLT approach. However, when asked to give a detailed and comprehensive picture of CLT, their interpretation will be somehow different and personal. Regarding CLT, the main questions are: What are the basic tenets of CLT? Does CLT mean teaching grammar or conversation? What is the role of open-ended activities in CLT? Do Iranian EFL teachers have a deep and logical understanding of CLT slogans to be implemented? Although many applied linguists and teachers have accepted CLT as an effective approach, different conceptions of CLT, some of which seem to be false, have diminished its efficacy. This paper, then, tries to introduce CLT briefly, set out the main misconceptions and discuss them in detail.
    Keywords: CLT, Iranian EFL teachers, misconceptions
  • Dorri, J Page 45
  • Mehrani, M. B Page 52
    Nonverbal communication makes up most of what we use to communicate in our face to face interactions. Research findings show that in our social and interpersonal communications up to 65% of what is transmitted is conveyed non-verbally. Nonverbal communication is also important in the process of language teaching, because teachers’ nonverbal communication can create a fluctuating range of students’ engagement or disengagement in the process of teaching. In addition, a variety of teaching techniques requires extensive use of nonverbal forms of communication in language classes. Psycholinguistic studies also suggest that students can recall vocabulary and language patterns for a longer period of time if the instruction is accompanied with nonverbal signs. In this article, an overview of different types of nonverbal communication and body language is presented. The paper then discusses the meaning of commonly used hand gestures and attempts to clarify how they are normally interpreted in the Western countries. It is hoped that Iranian language teachers find this discussion useful and they can incorporate it in their classroom instruction.
    Keywords: body language, hand gestures, nonverbal communication
  • Shobeiryl., Basanj, D Page 64