|1.||The Effect of Translation as a Noticing Strategy on Learning Complex Grammatical Structures by EFL Learners|
Hassan Soleimani, Hoora Heidarikia
doi: 10.14744/alrj.2017.09797 Pages 1 - 12
Translation practice as a cognitive strategy to notice the gap between what learners know and what they do not might contribute to the acquisition of grammatical structures in a language learning. The present study investigated the effect of literal translation as a noticing technique on learning the participial phrases and absolute constructions in English. Forty EFL students were non-randomly selected based on the enrollment procedures of their university. A pre-test was administered to check participantís knowledge of targeted structures prior to the study. Translating 10 participial phrases and absolute constructions from English language into Persian while thinking aloud before deductive instruction was the treatment in the experimental group, and deductive instruction of targeted structures with exercises was applied to the control group for several sessions. Running related parametric statistics, the results revealed that the use of translation significantly affected participantsí noticing and learning the targeted grammatical structures. The implications for learners, teachers, and material developers will be explained.
|2.||Improving the Reading Comprehension Skill of English Language Learners Using Cmap Tool: A CALL Perspective|
doi: 10.14744/alrj.2017.29392 Pages 13 - 25
The application of computer technology in language teaching and learning has been an issue of great concern to ELT teachers. The use of technology-based Cmap in ELT pedagogy to facilitate language learning has attracted language teachers. This study investigated the effects of applying learner constructed Cmap tool on EFL learnersí reading comprehension performance. To conduct the study, 77 upper-intermediate university students were selected non-randomly and were assigned randomly into paper-and-paper Cmap and electronic Cmap groups. They were trained to create concept maps by CmapTools software. Besides, an interview was applied to elicit the attitudes of participants toward computer assisted language learning. Conducting parametric statistics, the performances of the groups on the pretest and posttest were compared, and the results revealed that the technology-based Cmap group outperformed the paper-and-paper Cmap group. The technology-based group asserted their learning was facilitated and their motivation boosted. The findings have implications for learners and language teachers.
|3.||The Effect of Collaborative Asynchronous E-mailing on EFL Learnersí Writing Ability|
doi: 10.14744/alrj.2017.76486 Pages 26 - 32
The present study attempted to discover the impact of collaborative learning through e-mail on the improvement of the writing ability of Iranian advanced level EFL learners. In order to have homogeneous groups, all 40 participants of the study were administered a TOEFL proficiency test, and then they were randomly assigned to comparison and experimental groups. Since the study concentrated on writing ability a writing pretest was administered to both groups to make sure they were also homogeneous in terms of writing ability. In the comparison group, the participants were asked to write their paragraphs individually, while the participants of the experimental group were supposed to write their paragraph collaboratively through e-mail. After 10 sessions of treatment, a writing posttest was administered to both groups. The results of related statistics indicated that the participants of the experimental group had a significantly better performance in their writing ability compared to the comparison group. It was concluded that collaborative e-mailing might improve the writing ability of EFL learners. The implication of the study for syllabus designers and language teachers is to include e-learning techniques and activities if they wish for their learnersí enthusiasm for learning activities.
|4.||Ethnic Semiolinguisticsí Role and Place in Discourse Formation and Discourse Development: Russian and English|
Andrew V. Olyanitch
doi: 10.14744/alrj.2017.54264 Pages 33 - 40
The article examines the immersion processes of ethnic-specific signs-nominations in discourses of needs-based communication. Set is the ontological status of a scientific discipline "ethnic Semiolinguistics", the principles of which are developed within the framework of the scientific school "Semiolinguistics of needs" at the foreign languages department of Volgograd State Agricultural University; its principles of research are represented, and its prognostic and diagnostic potential are analyzed. We give the definition of the term "needs-based communication"; the concepts "discourse formation" and "discourse development" are defined; and algorithms of research of these processes are described. The means and methods of the semantic content of such units actualization in the corresponding discourse formation and discourse development are studied. Ethnic-specific contexts of Russian and English discursive space of gastronomy are used as examples. Considerable attention is paid to the principles of needs-based signs typology; actualized in the relevant discourse nominationsí typology is carried out.
|5.||Metaphor, Metonymy, and Voice in Political Debates: A Discourse Analysis Study|
doi: 10.14744/alrj.2017.58077 Pages 41 - 48
The art of rhetoric is linked to a very old science, and political speeches have been studied from different approaches ever since the Greeks created the term politics itself. The main aim of the present study, therefore, was to examine linguistic elements in political speeches by the recent 2017 presidential election candidatesí debates in order to persuade the audience. To this end, the data were collected from the recorded speeches of live TV programs at the Official News of Iran. The political rhetoric used by four challenging candidates present in the debates were analyzed. The linguistic devices explored in this debate included political rhetoric, politeness strategies, and propaganda language. The presidential political debates were analyzed by checking the frequency of speech acts types: Metaphor, metonymy, and voice. The frequency of linguistic features that were used in the third debate by the four candidates was almost the same. Therefore, it might be stated which of the candidates used the features more effectively. Findings of this study might have implications for those concerned with sociolinguistic research and discourse analysis.