Listening is one of the most important communicative skills and at the same time the Achilles heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, the measures of self-efficacy, as Zimmerman and Martinez-Pons (1990) claim, are closely tied to effective use of learning strategies. Considering the key role that concept mapping, as an indispensable cognitive learning strategy, and self-efficacy play on an individual’s achievement (Bandura, 1997; Chularut & DeBacker, 2004), the present study aimed to examine the influence of explicit teaching and utilization of concept mapping on Iranian EFL students’ listening achievement and perceived self-efficacy. The participants were sixty upper-intermediate university students, studying English as a foreign language. They were randomly assigned into two groups: One control and one experimental group, each containing thirty participants. The students in the experimental group were taught and trained to utilize concept mapping while doing listening tasks, and the instruments were a self-efficacy questionnaire and a test of listening achievement. The findings showed that the experimental group performed better in the listening achievement test after learning to use concept mapping. Likewise, their perceived self-efficacy in accomplishing listening tasks improved after the intervention period.
This paper investigated communication as a tool for achieving organisational objectives. Again, the paper explored the influence that communication has on the operations of organisations. The study adopted descriptive survey design. A simple random sampling technique was used in sampling a sample size of 35 staff from the staff of Ghana Revenue Authority (GRA), Suame-Maakro, Branch, Kumasi, Ghana. The main instrument used for collecting data was questionnaire. The findings showed that spoken or oral communication is the dominant channel of communication that is often used at that workplace. The findings also revealed that the views of employees need to be considered when choosing the right channel of communication. Again, it was realized that poor leadership prevents organisations from achieving their objectives. Effective channel of communication was seen to have a positive influence on the performance of workers. Consequently, managers should be proactive when they are choosing communication channels. The study recommended that the management of GRA, Suame-Maakro Branch should employ measures that would enhance the effective use of spoken or oral communication.
One kind of structural ambiguity is in sentences including two determiner phrases (DP) that are followed by a relative clause (RC). One example of this type of ambiguity is "Somebody shot the servant of the actress who was on the balcony". Speakers of different languages attribute RC either to DP1 or DP2. The goal of this study was to investigate the relationship between participants' age and participants' attachment preferences, as well as different ways of presenting the material (i.e., offline vs. online) on the attachment preferences. This study also aims to see if the segmentation of experimental sentences plays any role in participant attachment preferences. To this end, a sample of 50 female native speakers of Persian ranging between 15 to 25 years participated in this study. The instruments used in the present research include an offline sentence acceptability judgment test and main tests that included the first main test, offline test, online complete presentation (timed), and an online segment-by-segment sentence. For the analysis of data t-tests and ANOVA were used. The statistics showed that participants' age affects attachment preferences, and adolescents have a tendency toward DP1 selection. Different modes of presenting ambiguous sentences also affected the results; presenting materials in a self-paced online method leads to a significant difference other two modes. Finally, segmentation plays a role in the attachment preference of RC and in resolving ambiguous sentences. The results showed that students had a preference for segmented presentation rather than a holistic mode of presentation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0029/a.php" alt="Hit counter" /></p>
These examples may seem similar, but they are dealt with differently and have different names in the literature. The first one is an example of "Topicalization" (TOP), while the second one is called "Left-Dislocation" (LD). Both of these examples feature an argument in a non-canonical, left-peripheral position. The major difference between the two is that in topicalization, the canonical position of the fronted constituent is empty (or, from a transformationalist viewpoint, occupied by a trace), whereas in LD, it is filled with a coreferential resumptive pronoun (Birner & Ward, 1998).The role of information structure, especially LD and TOP in the comprehension of reading is undeniable. These structures involve the syntax/discourse interface and thereby their study can provide answers to questions about their impact on comprehension. The present study therefore searches for the Mahdi Mardani et al.
The aim of the present study was to analyze Interchange Third Edition English learning course book in light of the Theory of Multiple Intelligences (MI) proposed by Howard Gardner (1983). These series of course books are commonly used in private schools in the Iranian context. The conversations, grammar and reading comprehension activities of the above series were analyzed based on MI checklist prepared and used by Christison et al. (1996) to examine where they included multiple intelligences. The intelligence profile of individual activities of the above mentioned course books were specified and presented. The most common types of intelligences engaged in students in Interchange Third edition were seen to be verbal/linguistic, logical/mathematical, spatial/ visual, interpersonal, and intrapersonal
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