فهرست مطالب

رشد زبان های خارجی - پیاپی 127 (بهار 1398)
  • پیاپی 127 (بهار 1398)
  • تاریخ انتشار: 1398/02/01
  • تعداد عناوین: 10
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  • Puyan Taheri *, Abbas Ali Zarei, Mahsa Hedayat Zadeh Page 1
    This study was an attempt to examine the contribution of cognitive and metacognitive strategies to EFL learners’ listening comprehension performance. Ten EFL students participated in this study and received five sessions of listening practice and strategy training based on O’Malley and Chamot’s (1990-1995) classification of learning strategies using CALLA model proposed by Chamot et al. (1999). After strategy training, the learners were interviewed to gain insights into their mind as to the contribution of strategies to raise their awareness and improve their listening comprehension. They reported that cognitive and metacognitive strategies helped them regulate their listening process more efficiently. They also mentioned that their evaluation skills improved and they could manage their listening ability in a more directed way. The strategies also helped the students to become aware of their listening problems and to learn how to overcome them. The most frequent and the least frequent cognitive and metacognitive strategies are presented and discussed. Pedagogical implications for teachers, language learners, and material developers are presented in the end.
    Keywords: listening comprehension, cognitive strategies, metacognitive strategies, qualitative method
  • Vahideh Rastgoo Page 13
    Educators have always sought to create environments that actively engage students in their learning process. Mind mapping is one of the teaching and learning strategies emerged in this regard. The present paper used mind mapping technique for the development of intermediate Iranian EFL learners’ writing skills. Two classes consisting of 30 students were studied. While in the first class conventional techniques of language teaching were used, in the second class the instructor taught the students through mind mapping technique. The research findings indicated that the use of mind mapping in teaching writing could improve the learners’ writing skills. This includes their abilities in organizing the text, grammar use, logical development of the text, punctuation, and style. Moreover, the paper argues that applying mind mapping technique in writing classes helps the learners in writing more effectively and increases their motivation and interest in the task as well.
    Keywords: writing, writing skills, mind mapping
  • Hadi Azimi *, Zahra Kobadi Kerman Page 18
  • Fatemeh Nikui Nezhad * Page 25
  • Elahe Tirandaz *, Elham Vakili Page 28
    The widespread growth and availability of hand-held devices such as smartphones and tablets have changed the way we learn a second language. There are now many applications that language learners can easily install on their portable electronic devices to help them with their language learning. The present study focuses on one such application named Drops. Limiting the learning time to five minutes per day, Drops teaches many languages, spanning from German and Portuguese to Korean. The app places a heavy emphasis on building vocabulary through providing pictorial data for each word. Drops, however, has a few shortcomings and, in this review, the merits and demerits of the app will be discussed.
    Keywords: Technology, mobile applications, second language, Drops