@article { author = {Maftoon, Parviz and Najafi Sarem, Saeid}, title = {Gender and Willingness to Communicate}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {1-18}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {This study aimed to investigate the relationship between Iranian EFL learners’ gender and their willingness to communicate (WTC). It was also an attempt to investigate the relationship between WTC inside and outside the classroom, in general, and among male and female Iranian English language learners inside and outside the classroom situations, in particular. To this end, 30 advanced learners consisting of 15 males and 15 females were randomly selected from an English Language Institute in Asadabad, Hamedan. They were asked to fill out the WTC questionnaire developed by MacIntyre, Baker, Clément, and Conrod (2001). Applying an independent t-test, it was revealed that Iranian EFL female learners are more willing to communicate compared to their male counterparts. Also, the results of another independent t-test showed that Iranian EFL learners’ willingness to communicate does not differ significantly inside and outside the classroom contexts. Finally, the results of a Two-Way ANOVA revealed that Iranian male and female EFL learners did not differ in their willingness to communicate inside and outside the classroom. The findings of the present study are significant in that they have implications for both language teachers and textbook developers.}, keywords = {Gender,Learner-Centered Methodologies,Successful SLA,willingness to communicate}, title_fa = {جنسیت و تمایل به صحبت کردن}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33145.html}, eprint = {https://ijli.uoz.ac.ir/article_33145_9439fc05b82821050396d6b00a0f4ded.pdf} } @article { author = {Baleghizadeh, Sasan and Khodarahmi, Ensieh}, title = {EFL Learners’ and Teachers’ Preferences for Isolated and Integrated Focus on Form: The Effect of Learners’ Proficiency}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {19-36}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {This study investigates EFL learners’ and teachers’ beliefs and preferences for isolated and integrated focus on form and explores the relationship with learners’ EFL proficiency level. A total number of 157 learners and 53 teachers completed the questionnaires on preferences for integrated and isolated focus on form. Participants’ views were further explored based on their responses to the open-ended prompts at the end of the questionnaires. The results indicated that proficiency level influenced learners’ preferences for isolated and integrated focus on form. In addition, teachers and learners were found to hold divergent attitudes towards different types of focus on form instruction. The study concludes by emphasizing the importance of considering students’ preferences in planning classroom practices.}, keywords = {Language learning beliefs,learners’ and teachers’ instructional preferences,grammar pedagogy,form-focused instruction,isolated focus on form,integrated focus on form}, title_fa = {علایق زبان آموزان و مدرسان زبان انگلیسی در مورد آموزش فرم محور مجزا و ترکیبی و بررسی تاثیر سطح توانش زبان آموزان}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33146.html}, eprint = {https://ijli.uoz.ac.ir/article_33146_77e853ae7c8684c2383f40093fde029b.pdf} } @article { author = {Sotoudehnama, Elaheh and Dehghan, Hamideh}, title = {The Effect of CALL Software on Iranian EFL Learners’ Reading Comprehension}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {37-56}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {The purpose of this study was to assess CALL software (AceReader) effectiveness in developing TOEFL reading proficiency of Iranian EFL learners in comparison to paper-based instruction and to investigate any significant difference in the TOEFL reading comprehension of the high and low proficient learners after receiving computer-assisted instruction. The 123 female participants of the study, who were 60 high and 63 low proficient learners, were randomly divided into four groups, two experimental groups and two comparison groups. Sample TOEFL reading comprehension passages were used as the material of the study during the 16 sessions of the instruction. Before the instruction began, the participants in the experimental groups were trained for about two hours in order to be able to use the software effectively. A sample TOEFL test of the reading section as the pretest and posttest was also administered. The findings of the study indicated that there was a significant difference in the TOEFL reading comprehension of the learners who received CAI (Computer-Assisted Instruction) in comparison to those learners who received paper-based instruction. Furthermore, there was a significant difference in the TOEFL reading comprehension of the high and low proficient learners who received CAI.}, keywords = {CALL,reading comprehension,CAI,TOEFL}, title_fa = {تاثیر نرم افزار "آموزش زبان به کمک کامپیوتر" بر درک مطلب زبان آموزان ایرانی زبان انگلیسی}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33147.html}, eprint = {https://ijli.uoz.ac.ir/article_33147_c18ee69183b2be0d6ac7e2fa1f30824a.pdf} } @article { author = {Ahangar, Abbas Ali and Mahmoodzahi, Moosa}, title = {A Description of Compound and compound-complex words in Sarhaddi Balochi of Granchin Abstract}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {57-86}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {The Sarhaddi Balochi dialect as a subdivision of Western (Rakhshani) Balochi, makes use of compounding and/or a combination of compounding and derivation as one of word formation processes. The aim of this paper is to present a synchronic description of these morphological processes based on a linguistic corpus collected through fieldwork carried out in Granchin district. The data were gathered from free speech of 10 uneducated native speakers including 5males and 5 females of about 50-80 years old living in Granchin located at about 35Kms to the southeast of Khash city in Sistan and Baluchestan Province of the Islamic Republic of Iran. The results of the research denote that a group of non-simple words of this dialect are made through compounding or both compounding and derivation processes. Likewise, there are some compounds with coordinated or ezafe construction. Furthermore, the result of employing both processes of compounding and derivation is nominal, verbal, adjectival and adverbial compound-complex words as well.}, keywords = {Sarhaddi Balochi,Word Formation,Compound words,Compound-complex words,Granchin district}, title_fa = {توصیف واژه های مرکب و مرکب-مشتق در گویش بلوچی سرحدی گرنچین}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33149.html}, eprint = {https://ijli.uoz.ac.ir/article_33149_f827affb535376df60df27702cfe137e.pdf} } @article { author = {Salehi, Mohammad and Isavi, Ebrahim}, title = {Developing a test of interlanguage pragmatics for Iranian EFL learners in relation to the speech acts of request and apology Abstract}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {87-100}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {Testing interlanguage pragmatics has only recently caught the attention of the scholars in the field (Brown and Ahn, 2011;Liu, 2010) and currently there exist a multiplicity of uncharted areas and unanswered questions. This study is an attempt to develop a test of pragmatics in the Iranian context in relation to the speech acts of request and apology. Test development constituted five stages of exemplar generation, likelihood investigation, scenario generation, initial multiple-choice discourse completion (MDCT) piloting and the final MDCT administration. A total of 245 male and female participants from Sharif University of Technology (SUT) and Iran Language Institute (ILI) participated in different stages of test development. Rasch analysis was conducted for statistical analysis. The results indicate that the test is fairly unidimensional with one misfitting item and no misfittings persons. The test has local independence. Moreover, item reliability is found to be .88 whereas person reliability is found to be .64. High item reliability is attributable to the large number of participants.}, keywords = {Interlanguage pragmatics testing,Speech Act,Discourse Completion Test,Request,Apology}, title_fa = {طراحی یک ازمون منظورشناسی زبانی برای سنجش دانش یادگیرندگان ایرانی زبان انگلیسی در ارتباط با دو کنش زبانی "درخواست" و "عذرخواهی"}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33150.html}, eprint = {https://ijli.uoz.ac.ir/article_33150_6e8e876b6ff634672d10a841c1dc9b03.pdf} } @article { author = {Raye (Ahmadi), Marie Virginia and Ghahremani Ghajar, Suesan}, title = {Making Literacy through Technology in Appropriating Languages to Context: An Iranian Experience}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {101-114}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {The process of learning another language is appropriating the language as one‟s own to mediate the thoughts and the world to the user. This paper addresses this concept through lived experiences of a teacher teaching at the tertiary level in Iran by making literacy alive within the dialogic process of learning and teaching with participants who are the university students of Alzahra University and another staff member who is one of the authors. The research narrative highlights the complementation of using another language utterance when using the English that is appropriated within the Iranian and Muslim context. This is observed within the vignettes of practice using visual media and Web2 tools like Edmodo in dialogic exchanges and course instruction. The authenticity of language use among the students is observable in their discussion of various topics as they appropriate the English for their own despite the linguistic errors which could be noted. This suggests that there is a need to further study the possibilities of making literacy in English for speakers of other languages who have different cultural and religious practices, especially for teachers of language.}, keywords = {Teaching,languages,Literacy,sociocultural,CALL}, title_fa = {سوادآموزی از طریق فن آوری در متناسب سازی زبان ها با بافت: یک تجربه ایرانی}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33151.html}, eprint = {https://ijli.uoz.ac.ir/article_33151_bb2ce27c9fcee6d01bd8604b723675f4.pdf} } @article { author = {Jahangard, Ali and Akbari, Somayeh}, title = {Form-focused EFL Vocabulary Learning: A Case for Translation}, journal = {Iranian Journal of Language Issues}, volume = {1}, number = {Spring & Summer}, pages = {116-138}, year = {2015}, publisher = {University of Zabol}, issn = {2423-432X}, eissn = {}, doi = {}, abstract = {The purpose of the study was four-fold: first to investigate the predictive adequacy of the Task-Induced Involvement Load Hypothesis which contends that higher-load inducing tasks yield better retention rates in incidental learning situations; second, to examine whether type of dictionary search could affect vocabulary retention; third, to investigate the effect of translation direction on retention rate; and finally to determine the most effective tasks. To meet these ends, 188 participants, in 6 groups of EFL learners - aging 19-25, majoring in various fields of engineering sciences were assigned to the study. A total of 20 unknown words were selected out of a 60-word list from the reading material prepared for participants a week prior to the beginning of the treatment phase. The immediate post-test, which was administered immediately after the treatment, and the delayed post-test, which was administered after a two-week interval were used to measure the retention of the 20 target words. The results of the one-way ANOVA showed no significant difference among the participants‟ performance in all task groups except for three of the tasks on the immediate post-test. Furthermore, no significant effect was found for dictionary type and translation direction. Lastly, translational tasks were found to be as effective as sentence production tasks. }, keywords = {task-induced involvement load hypothesis,Word Retention,task,Word Learning,translation}, title_fa = {فراگیری صوت محور واژگان: کاربرد ترجمه}, abstract_fa = {}, keywords_fa = {}, url = {https://ijli.uoz.ac.ir/article_33152.html}, eprint = {https://ijli.uoz.ac.ir/article_33152_ee4adcc07cba82a07dd60f0bcd7d9d41.pdf} }