عباس پورحسین گیلک جانی

عباس پورحسین گیلک جانی

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۱.

Short-Block Instruction Versus Long-Block Instruction: Impact on Reading Motivation and Reading Attitude(مقاله علمی وزارت علوم)

کلید واژه ها: Short-block instruction Long-block instruction Reading Comprehension reading motivation reading attitude

حوزه های تخصصی:
تعداد بازدید : 484 تعداد دانلود : 374
The purpose of this study was to explore the effects of 2 modes of instruction (Short-block versus Long-block) on Iranian EFL learners' reading motivation and reading attitude. For this study, 60 pre-intermediate level students who were studying in an English language institute in Ahvaz were selected. They took part in a homogeneity test (OQPT) to determine their homogeneity level. Then they were randomly divided into two groups, 30 learners each included, namely short-block instruction group and long-block instruction group. Then the two groups were given a reading motivation questionnaire and reading attitude survey as the pre-test before treatment to determine the participants’ reading motivation and reading attitude. During the eleven-session treatment, the long-block group was taught the reading comprehension in an intensive 75-minute session, while the short-block group was taught in three short sessions (twenty-five- minute session). After the treatment sessions, the participants were given a reading motivation questionnaire and reading attitude survey as a posttest. Data were analyzed through descriptive statistics and one-samples t-tests and the findings showed a significant difference between the groups. The short-block group outperformed the other groups in both reading motivation and reading attitude post-test. Implications of this study could be a hint for both EFL teachers and learners that teaching through short-block instruction is more effective than long-block instruction in teaching reading comprehension.
۲.

A Survey Study of Factors Influencing Iranian EFL Learners’ English Pronunciation Learning

کلید واژه ها: pronunciation pronunciation learning factors EFL

حوزه های تخصصی:
تعداد بازدید : 157 تعداد دانلود : 616
English pronunciation is one of the most important and complicated parts of foreign language teaching and learning. Due to its complexity, pronunciation has been overlooked in English language teaching. Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. This study investigated the factors influenced Iranian EFL learners’ English pronunciation learning. To this end, fifty Iranian EFL learners participated voluntarily in this study. A quantitative method was used as the design of this study. The researchers used a survey questionnaire as the instrument of this study. The collected data were analyzed via using frequency and percentage. The findings of this research indicated that factors such as pronunciation instruction, attitude, motivation, and error correction respectively were the most important factors that had the greatest effects on Iranian learners’ pronunciation improvement. It was also concluded that when teaching pronunciation into their classes, EFL teachers and learners should be equipped with these factors that can considerably increase their success in the correct teaching and learning of English pronunciation.
۳.

The Impact of Collocation Activities on Iranian Intermediate EFL Learners’ Knowledge of Vocabulary

کلید واژه ها: collocation Vocabulary knowledge of vocabulary EFL Learners

حوزه های تخصصی:
تعداد بازدید : 845 تعداد دانلود : 892
The primary aim of this study was to open up new ways with which teachers could help learners improve their knowledge of vocabulary via collocation activities. This study investigated the effect of collocation activities on Iranian intermediate EFL learners’ vocabulary knowledge in order to solve their vocabulary problems. To this end, 60 female students from Pardis Institute in Lahijan, Iran participated in this study. They were divided into two groups of 30, one as an experimental group that received collocation activities as the treatment and a control group which received traditional method of vocabulary instruction. The researchers used a quasi-experimental, pre-test/post-test control group design. The data were analyzed using an Independent Samples T-test and a series of paired Samples T-tests. The findings of this study showed that collocation activities improved significantly participant learners’ vocabulary knowledge. The findings from paired-sample t-test indicated that the learners in the experimental group outperformed the control group in vocabulary knowledge.
۴.

Teaching Pronunciation of English with Computer Technology: A Qualitative Study

کلید واژه ها: Keywords: teaching pronunciation computer technology teachers’ views

حوزه های تخصصی:
تعداد بازدید : 640 تعداد دانلود : 753
This study investigated teachers’ views toward computer technology in teaching English pronunciation. In order to select teachers for the semi-structured interview, the researcher used a questionnaire and distributed it to 25 teachers from two Islamic Azad Universities of Guilan, Iran. The researcher chose 15 of them based on their answers to the questionnaire. Then a qualitative method design was used. It consisted of semi-structured interview questions with a sample of 15 teachers chosen from two Azad Universities. Data were collected and analyzed. Qualitative data were analyzed according to the process of reducing data, constructing theme, and drawing conclusions from the data. The findings showed teachers’ interest in using computer technology because it provided them with enjoyable and interactive environment, helped them obtain accurate pronunciation, and improved the quality of their pronunciation instruction. The findings also revealed that using computer technology raised teachers’ confidence and motivation toward it because it had a high potential that changed their instruction. Moreover, the findings indicated that teachers had enough knowledge of computer technology that helped them teach pronunciation effectively. In addition, the findings represented that using computer technology was not a threat to the traditional methods but it brought about better results than these methods.
۵.

Advantages of Using Computer in Teaching English Pronunciation

کلید واژه ها: language teaching advantages computer pronunciation instruction

حوزه های تخصصی:
تعداد بازدید : 380 تعداد دانلود : 504
Pronunciation continues to grow in importance because of its key roles in speech recognition, speech perception, and speaker identty. Computer is being increasingly used in teaching English pronunciation to enhance its quality. The purpose of this paper is to discuss the advantages of using computer in English pronunciation instruction. Understanding the advantages of computer is an important step in the successful use of computer into English language teaching in general and pronunciation instruction in particular. Findings from empirical research, teachers’ roles in using computer, and implications for language teachers and learners are also discussed.

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