Journal of New Trends in English Language Learning
Volume:1 Issue: 4, Dec 2022

This study was intended to investigate the application of the Frayer model to teaching vocabulary to language for specific purposes students. It employed quasi-experimental control group posttest-only design. As its requirement, two intact classes of Iranian undergraduate computer sciences majors—having taken language for specific purposes course—were selected in a convenience sampling fashion (#62 students). They were assigned to two groups: control and experimental. In a twelve-week treatment period, the experimental group was taught some words present in content area texts using the Frayer model charts along with other words using textbook procedure. To be more precise, they were trained how to organize their understanding of words graphically—the words chosen from their English for specific purposes textbook, i.e., English for computer engineering. In contrast to the experimental group, the control group received instruction in vocabulary learning following just textbook procedure. At the end of the term, an identical vocabulary achievement posttest was administered to both groups. The probable effectiveness of the Frayer model application in learning vocabulary words was statistically computed through independent samples t-test procedure. The results showed that Frayer model had significantly affected the experimental English for specific purposes students’ vocabulary gain. As a result, they outperformed the normal English for specific purposes students in vocabulary learning. It is implied that the practitioners in this area can transgress the textual mode routines of vocabulary learning: they can take advantages of graphically organizing tools such as the Frayer model for the enhancement of vocabulary learning.

This study evaluated the third-grade junior high school English course book in Iran which was implemented in 2017 by the ministry of education. The study was done in order to find out whether its contents match the authors' claim. To do this, the researcher used a quantitative research design to evaluate the Course Book (CB). A sample of 200 teachers participated in this study for answering the questionnaire and were chosen randomly from a different state and private schools in Mazandaran province. They participated in the online and paper and pencil survey. The survey was developed by Cunnings Worth (1995). The items of the questionnaire were based on the characteristic of a good textbook and included 14 categories as content, grammar, vocabulary, phonology, language skills, methodology, study skills, objectives, content selection, gradation and recycling, visuals, practices and testing, supplementary materials and teacher manual. In short, the results indicated that Prospect 3 was perceived as moderately adequate since the mean composite scores for each category exceeded 2, except for gradation and recycling which scored 2.10. Gradation and recycling and study skills categories were two categories that scored a mean of 2.13 and 2.10. They gained the least support by the respondents.

Intonation conducts a linguistic function and has a crucial role in discourse regulation. It is an essential skill that learners should acquire, mainly because it can impact comprehension and accuracy. Like other speech characteristics, intonation may comprise information about the speaker’s traits. Therefore, this study examined whether intonation is affected by age, gender, and autonomy. Based on the purpose of the research, the paradigm was quantitative, and the design was casual-comparative (ex post facto). Sixty-two intermediate EFL learners were conveniently selected from the private language institutes in Isfahan, Iran. Data were collected by the Learning Autonomy Scale and a teacher-made oral test. An ANOVA was used to measure the effect of gender, age, and autonomy and their interaction on intonation. The data analysis revealed that intonation scores were higher in the older age group and girls. Boys in the younger age group exhibited smaller mean values for intonation. In addition, those who were more autonomous scored higher in intonation. Therefore, it can be concluded that age, gender, and autonomy affect intonation. The findings of this study could be used in compiling English language course programs and determining speech therapy goals.

In various poets' works, religious beliefs are recognizable. The role and significance of Quranic verses in Bustan are clearly evident and show that Saadi's spirit and soul have been inspired by them. One of the literary terms in Bustan is allusion which is based on simile in relation to the subject matter. His method of expression is simple, and the knowledgeable reader must have the ability to decode it in order to understand the meaning of that word or phrase, properly. Therefore, what transforms work into a lasting literary work is a deep reflection in which it is hidden, and this is the thought of a poet of a nation that forms his/her worldview. Moreover, the purpose of Saadi toward the use of allusion in his stories is not only limited to the statement of events but also his purpose is to express the transcendental thoughts that refer to ethics and knowledge. In this thesis, religious allusions, especial proper noun ones, have been identified as the specific types of allusions, and their translation methods have been examined

Equivalents which are proposed by the Academy of Persian Language and Literature (APLL) have always been challenging and sources of controversy among experts and researchers. The greatest concerns were about the forms or morphology of APLL terms. Information Technology (IT) has a wide range of terminology which is brought about by the internet and digital devices. In Iran, APLL tried to coin equivalents to these terms. These terms acceptance and communicative aspects were problematic. Therefore, this survey research aimed at the evaluation of communicative aspects of APLL equivalents based on models of Picht and Draskau, (1985) and De Beaugrande and Dressler (1992). For this purpose, first, the researcher synthesized these models into nine statements and then selected the fifty most widespread equivalents and their English originals and converted them into a static questionnaire in Google Forms. After the formation of the questionnaire, its link was created and sent to three hundred and sixty IT users and experts. Of them, 106 people visited the questionnaires and marked the statements. The questionnaire statements were analyzed in terms of frequencies and percentages of answers to the statements. The analysis indicated two types of respondents: those who were in favor of APLL equivalents and those who were against them. Then the researcher converted the frequencies into descriptive statistics. However, it was found that the group in favor of the APLL neologisms (Mean= 35) reported that they are appealing, consistent with Persian rules of morphology, socially accepted, semantically justifiable, genre-related, concise, and expected. On the other hand, the other group which was against the APLL equivalents to IT terms (Mean=70.55) reported that such terms are not consistent with Persian rules of morphology, socially accepted, semantically justifiable, genre-related, concise, and expected. Moreover, the group against the APLL equivalents outperformed the group in favor of such equivalents. In addition, the analysis of the significance level of the relationship between the two groups through a t-test indicated that since p < 0.0001, the difference between the two groups was statistically significant. The study has implications for teachers, students, and researchers in language teaching, translation studies, and linguistics.

This mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using the questionnaires measuring self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC) to compute the differences in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The study adopted a qualitative interview-based methodology with EFL learners who took part in the investigation and the extent to which they could achieve and receive the instruction with significant findings. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. As the results of the study, using the independent sample t-test, the interactive tasks could facilitate suitable training and professional development. The major finding of the study was related to the influence of interactive activities in improving positive attitudes towards interactive tasks and was beneficial to language learning. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects.

An epistolary novel is a novel written as a progression of letters traded among the characters of the story. Centralization or perspective is a critical idea in narratology, alluding to the decision of a point of view from which the story is told. This paper examines Alice Walker's great work The Color Purple in the light of the centralization hypothesis created by French narratologist Gerard Genette, who made a turning point outline between the storyteller and the central character. It investigates four highlights of centralization utilized in this work: the constraint of letter essayists, the adaptability of letter scholars, the exchanging of various central characters, and the polyphonic structure in the work. This article contends from the narratological point of view that The Color Purple has a place with a cutting-edge standard of awesome epistolary books.