This observational study aimed at examining teacher/learner interactions in task based settings and understanding teachers' perceptions about using task-based approach in reading comprehension classes. To achieve this end, two general English classes were observed in Islamic Azad university of Tabriz, Iran. The researcher followed a four part process of record-view-transcribe-and analyze (R-V-T-A). The results show that despite the claim that task-based approach is applied in foreign language classes in Iran, in reality grammar-oriented interventions are rather frequent in these foreign-language classes and that teachers have got unclear understanding about applying task-based approach in their classes. The results of the study may have pedagogical implications for instruction and curriculum development.
The present study investigated the impact of textual input enhancement and explicit rule presentation on 93 Iranian EFL learners' intake of simple past tense. Three intact general English classes in Tabriz Azad University were randomly assigned to: 1) a control group; 2) a TIE group; and 3) a TIE plus explicit rule presentation group. All participants were given 3 reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through bolding. Participants in group 3 in addition had explicit rule presentation of simple past tense. Intake of simple past tense was measured through performance on a Multiple-Choice Recognition Tests. The results showed that there was a significant difference among pretest, first posttest and delayed posttest. Posttest 1 was significantly higher than posttest 2. Furthermore, TE+ rule presentation group significantly outperformed the control group in both posttest1 and posttest 2. The study concluded with some pedagogical implications.
The aim of the present study was to understand motivational orientations of the Iranian EFL engineering students towards the language and their attitudes towards learning English, English-speaking people and their culture. To do this end, all 596 engineering students taking general English course in engineering faculty of Tabriz Azad University (different engineering majors) were selected based on random sampling. Gardner's 104-item AMTB (Attitude, Motivation Test Battery) questionnaire was administered to the selected respondents. All 12 domains were considered. Furthermore there was an attempt to understand whether any statistically significant differences existed due to the participants' gender and further education in foreign language institutes or not. The results of the study showed that engineering students in the present study learn the English language both instrumentally and integratively and they have positive attitudes towards the target language community and its members. Furthermore, gender and further education in language institutes affected some motivational orientations and attitude domains significantly. Those International Journal of Linguistics ISSN 1948-5425 2013 www.macrothink.org/ijl 73 with further education in language institutes were more motivated and the level of their anxiety was lower. The study concluded with some pedagogical implications.
This study has investigated the effect of task-based cycle on Iranian Elementary EFL learners' reading comprehension. In order to accomplish the research, two intact classes, including 84 engineering EFL learners (studying pre-university course) were chosen in Tabriz Azad University. An experimental method of research was employed. The experimental group was taught according to the elements of task-based cycle proposed by Willis & Willis, (2007). The control group didn't receive such treatment. After eight sessions (3 months), a post-test was given. The analysis of the obtained data, carried out through t-test, revealed a significant difference between control and experimental group on the dependent variable, reading comprehension. However, gender didn't affect reading comprehension significantly. The results of the present study may have pedagogical implications for instruction and curriculum development.
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