Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this paper provide strong support learning strategies are very useful and helpful in learning English as a foreign language. Keywords: Iranian EFL teachers and learners, teachers and learners’ opinions, language learning strategies (LLS).
The present research investigated listening strategy utilization among 60 Iranian EFL senior high school learners. Furthermore, it tried to distinguish 1) the strategies utilized all the more frequently by learners, 2) the relationship between listening strategy utilization, and listening comprehension problems. In this study, problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To gather the required information, a survey was dispersed among the members. After collecting the information and analyzing them through SPSS software, the outcomes uncovered that 'input' and 'affect' were two primary listening comprehension problems the students experienced. Results additionally showed that the principle listening strategy utilized by students was metacognitive strategy. The connection between listening problems and technique utilized among the students was measurably critical and negative. Results suggest that it is essential for second language educators to know about the distinctive listening problems to empower listeners to use the suitable techniques.
Diminution is a cognitive-mental process through which a core meaning of “smallness†and other connotative meanings are added to a linguistic form. The diminutive suffix –æk in Persian plays an active role in word-formation and is worthy of consideration. This study aims to provide a morpho-semantic and pragmatic analysis of –æk. The theoretical frameworks used are Jurafsky (1996) and Lakoff’s Radial category (1987). The data consists of 212 words ending in –æk which have been collected in two ways: 1) through a comprehensive search of Dehkhoda Dictionary (1998), and 2) based on the authors’ native intuition and interviews with some native speakers. The following are the findings of the study: 1) The concepts “child†and “small†are prototypical in words ending in –æk, and can be considered the core meanings. Other meanings, such as “similarityâ€, “a small type ofâ€, “relating toâ€, “place nameâ€, “type of diseaseâ€, “affectionâ€, “body jerksâ€, “disdainâ€, “plant nameâ€, “mockeryâ€, “bird/insect nameâ€, “agentâ€, and “sympathy†are extensions of the core meanings through the use of metaphor, inference, or generalization. 2) The suffix –æk is derivational and its input and output are mostly nominal; however, in some occasions, adjectives and verb stems can be inputs to word-formation processes involving –æk. 3) Jurafsky’s framework accounts for Persian data to a great extent. Nevertheless, some of the suggested concepts in his network are not applicable to Persian, and there are concepts in Persian that have not been included in his proposed semantic network, and thus his framework needs to be slightly modified.  Â
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