غلامرضا روحانی

غلامرضا روحانی

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۵ مورد از کل ۵ مورد.
۱.

CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals(مقاله علمی وزارت علوم)

کلید واژه ها: bilinguals CAPT monolinguals pronunciation perception pronunciation production

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تعداد بازدید : 944 تعداد دانلود : 239
Nowadays there are several challenges for English teachers as well as researchers regarding how to teach foreign language pronunciation more effectively. The current study aimed to explore the effect of computer-assisted pronunciation teaching (CAPT) on Persian monolinguals and Turkmen- Persian and also Baloch- Persian bilinguals’ pronunciation considering production and perception. A sample of 48 female mono and bilingual 7th-grade students participated in this study and made the experimental and comparison groups. All the participants took the Oxford Placement Test and accordingly were in the beginner level of English language proficiency (95.83% of the participants’ scores ranged from 0 to 15). The experimental group experienced a technology-based instruction while the comparison group benefited from traditional listen and repeat method of pronunciation teaching. Two Two-way between-group ANOVAs were used to define the influence of CAPT on pronunciation production and perception of the mono and bilingual participants. The results of the study indicated that CAPT had a significant effect on pronunciation production while pronunciation perception was comparatively more enhanced through the traditional method. Regarding mono and bilingualism, it was also found that bilinguals significantly outperformed monolinguals in pronunciation production in both groups while there was no significant difference between them in pronunciation perception. There were also no interaction effects for pronunciation perception or production scores. The results generally showed that CAPT can be beneficial specifically when it is used along with traditional methods at schools in beginner levels.
۲.

Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling(مقاله علمی وزارت علوم)

کلید واژه ها: Differential Item Functioning (DIF) multiple-indicators multiple-causes (MIMIC) structural equation modeling (SEM)

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تعداد بازدید : 279 تعداد دانلود : 331
The generalizability aspect of Construct validity, as proposed by Messick (1989), requires that a test measures the same trait across different samples from the same population. Differential Item functioning (DIF) analysis is a key component in the fairness evaluation of educational tests. University entrance exam for the candidates who seek admission into master's English programs (MEUEE) at Iranian state universities is a very high stakes test whose fairness is a promising line of research. The current study explored gender and major DIF in the general English (GE) section of the MEUEE using multiple-indicators multiple-causes (MIMIC) structural equation modelling. The data of all the test takers (n=21,642) who took the GE section of the MEUEE in 2012 were analyzed with Mplus. To determine whether an item is flagged for DIF both practical and statistical significance were considered. The results indicated that 12 items were flagged for DIF in terms of statistical significance. However, only 5 items showed practical significance. The items flagged for DIF alert the test developers and users to potential sources of construct-irrelevant variance in the test scores which may call into question comparison of the test takers’ performance, especially when the tests are used for selection purposes.
۳.

The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries(مقاله علمی وزارت علوم)

کلید واژه ها: modal auxiliaries Multimodal input Proactive focus on form Reactive focus on form

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تعداد بازدید : 789 تعداد دانلود : 96
The major objective of this experimental research was to assess the differences between two varieties of focus on form instruction, namely proactive and reactive across multimodal vs. traditional input settings in both comprehension and production of modal auxiliaries. The participants of the study were 75 Iranian English as a foreign language (EFL) high school students at the elementary level in three classes. The students in each class took part in a pre-test including both comprehension and production items. Then, they were randomly exposed to one of the three types of grammar instruction, i.e. proactive focus on form in which students were exposed to multimodal input through preplanned techniques of input enhancement and input flood, reactive focus on form in which the tasks occurred in multimodal episodes including negotiation and correction by the instructor through recasts, clarification requests, and repetition techniques. Lastly, in the control group, the students were provided with a pamphlet and their teacher’s explanations. The post-test was then administered to the three groups, and the results were analyzed by conducting a one-way-analysis of covariance (ANCOVA) which revealed a significant difference among these three groups. The results showed that the proactive group outperformed the reactive and control groups both in the comprehension and production of modal auxiliaries. At the end of the experiment, a brief survey which was accomplished through an interview revealed that the majority of the students highly favored PowerPoint presentations, teacher's explanations, and video clips respectively.
۴.

On The Factor Structure (Invariance) of the PhD UEE Using Multigroup Structural Equation Modeling(مقاله علمی وزارت علوم)

کلید واژه ها: factor structure invariance language proficiency multigroup confirmatory factor analysis university entrance examination

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تعداد بازدید : 644 تعداد دانلود : 700
The aim of the current study was twofold: (1) to validate the internal structure of the general English (GE) section of the university entrance examination for Ph.D applicants into the English programs at state universities in Iran (Ph.D. UEE), and (2) to examine the factor structure invariance of the Ph.D. UEE across two proficiency levels. Structural equation modeling (SEM) was used to analyze the responses of a random sample of participants (N=1009) who took the test in 2014 to seek admission to English programs at Iranian state universities. First, four models (unitary, uncorrelated, correlated and higher-ordered) were estimated and compared to find the model that best represented the data. Then, the factor structure invariance of the test across two proficiency levels was explored using multigroup confirmatory factor analysis. The higher-order and correlated three-factor model showed the best fit to the data. The result also showed that the structure of the test remained invariant across both proficiency levels. These results supported the multi-componential view of language proficiency. It was found that there is no relationship between levels of language proficiency and the structure of the test. However, the results called into question the score-reporting policy for the PhD UEE and led to the conclusion that a single total score does not reflect the structure of the test.
۵.

INVESTIGATING THE ROLE OF CAUSATIVIZATION IN OVERPASSIVIZATION OF UN-ACCUSATIVE VERBS BY IRANIAN ENGLISH MAJORS (بررسی نقش سببی سازی در مجهول کردن مفرط افعال غیر سببی توسط دانشجویان ایرانی رشته زبان انگلیسی)(مقاله علمی وزارت علوم)

کلید واژه ها: سببی سازی مجهول سازی مفرط افعال غیر سببی تک وجهی افعال غیر سببی دو وجهی

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تعداد بازدید : 536 تعداد دانلود : 787
هدف از انجام این تحقیق بررسی نقش سببی سازی در مجهول سازی مفرط افعال غیر سببی بود. در متون مربوطه از سببی سازی به عنوان یکی از دلایل مجهول سازی مفرط نام برده می شود. در این پژوهش از سه ابزار جمع آوری اطلاعات بهره جسته شد: تست تعیین سطح آکسفورد، تست قضاوت گرامر و تست تولید. تجزیه و تحلیل نتایج نشان داد که خطاهای سببی سازی در مورد افعال غیر سببی تک وجهی در میان دانشجویان ایرانی رشته زبان انگلیسی به صورت قابل توجهی رایج تر می باشند. سطح مهارت زبانی درهر دو قسمت درک و تولید عامل مهمی به شمار می رفت. در افعال غیر سببی تک وجهی درک و تولید سببی سازی به صورت قابل توجهی دارای رابطه ای مستقیم با یک دیگر بودند. اما این رابطه در مورد افعال غیرسببی دو وجهی صدق نمی کرد. دسته ی معنایی افعال نیز نقش مهمی در یادگیری آنها ایفا می کرد. نتایج حاصل محرز ساخت که فراگیران زبان انگلیسی با مشکلاتی جدی در فراگیری افعال انگلیسی مواجه می باشند و قرار گرفتن بیشتر در معرض داده های زبانی، تدریس صریح ساختار افعال و تمرین افعال در متن های متفاوت می تواند در بهبود شرایط موثر واقع شود.

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