The researchers in the current study were after finding the viable interrelationship between elem... more The researchers in the current study were after finding the viable interrelationship between elementary Iranian academic individuals' gender and their performance in terms of vocabulary learning as a result of task-complexity-based incidental vocabulary instruction. The study was conducted with sixty Iranian academic learners, and the instruments used were Nelson Test, English Vocabulary in Use Elementary Level Test, and Basic Tactics for Listening. Based on the findings, while the effect of gender on learners' performance was quite significant for the experimental group participants (on both pretest and posttest), no such significant difference was found to be at work regarding the relationship between the control group participants' gender and their performance on the vocabulary pretest and posttest.
Abstract – The current study investigated the relationship between vocabulary size and word assoc... more Abstract – The current study investigated the relationship between vocabulary size and word association knowledge in the Iranian EFL context. In tandem with the main underlying tenets of the investigation, the researchers strived to find whether instruction through word association offers any potential advantages as to the Iranian EFL learners' retention and expansion of vocabulary knowledge. To this aim, 50 senior EFL learners were initially given a vocabulary level test (2k, 3k, 5k, and the university word level) to gauge their vocabulary size. Having examined the learners’ vocabulary size, a word association test was given to the testees to examine their word association knowledge more deeply. Afterwards, a questionnaire was given to the testees in order to further investigate the ways and techniques learners use in associating different words to particular words. Finally, some testees were interviewed in order to elicit any other individual techniques employed by the learners. The analysis of word knowledge and word association tests indicated that word association as a technique has a positive and effective role in learning or expanding vocabulary knowledge. The results obtained from the questionnaire further revealed that learners made use of word association technique more than other ones in learning or expanding their knowledge of vocabulary. In addition, the analysis of the interviews substantiated the gained upshots, in that word association was found to be one of the mostly utilized techniques by the learners in the process of vocabulary learning.
Successive to the attempts by Goleman (1995), Bar-On (1997) and other eminent theoreticians to es... more Successive to the attempts by Goleman (1995), Bar-On (1997) and other eminent theoreticians to establish and popularize the notion of emotional intelligence, the turn of the century witnessed an unprecedented outbreak of studies focusing on varied implications of EQ for different life perspectives ranging from academic success to life and workplace gains. The researcher's attempt in the present scrutiny centers around finding the would-be effect of schooling with a particular major on the individuals' degree of emotional intelligence. In effect, what the current study is after is probing the likelihood of observing modifications in the individuals' level of emotional intelligence owing to their being exposed to a particular kind of schooling with a certain branch of science. As the findings of the current study reveal a few areas of emotional intelligence are found to be influenced by the differences in major and none by the grade differences. Finally, all the people engaged with varied aspects of SLA are thought to get privilege from the results of the present study, including language practitioners, curriculum designers, textbook writers, and policy makers.
The researchers in the current study were after finding the viable interrelationship between elem... more The researchers in the current study were after finding the viable interrelationship between elementary Iranian academic individuals' gender and their performance in terms of vocabulary learning as a result of task-complexity-based incidental vocabulary instruction. The study was conducted with sixty Iranian academic learners, and the instruments used were Nelson Test, English Vocabulary in Use Elementary Level Test, and Basic Tactics for Listening. Based on the findings, while the effect of gender on learners' performance was quite significant for the experimental group participants (on both pretest and posttest), no such significant difference was found to be at work regarding the relationship between the control group participants' gender and their performance on the vocabulary pretest and posttest.
Abstract – The current study investigated the relationship between vocabulary size and word assoc... more Abstract – The current study investigated the relationship between vocabulary size and word association knowledge in the Iranian EFL context. In tandem with the main underlying tenets of the investigation, the researchers strived to find whether instruction through word association offers any potential advantages as to the Iranian EFL learners' retention and expansion of vocabulary knowledge. To this aim, 50 senior EFL learners were initially given a vocabulary level test (2k, 3k, 5k, and the university word level) to gauge their vocabulary size. Having examined the learners’ vocabulary size, a word association test was given to the testees to examine their word association knowledge more deeply. Afterwards, a questionnaire was given to the testees in order to further investigate the ways and techniques learners use in associating different words to particular words. Finally, some testees were interviewed in order to elicit any other individual techniques employed by the learners. The analysis of word knowledge and word association tests indicated that word association as a technique has a positive and effective role in learning or expanding vocabulary knowledge. The results obtained from the questionnaire further revealed that learners made use of word association technique more than other ones in learning or expanding their knowledge of vocabulary. In addition, the analysis of the interviews substantiated the gained upshots, in that word association was found to be one of the mostly utilized techniques by the learners in the process of vocabulary learning.
Successive to the attempts by Goleman (1995), Bar-On (1997) and other eminent theoreticians to es... more Successive to the attempts by Goleman (1995), Bar-On (1997) and other eminent theoreticians to establish and popularize the notion of emotional intelligence, the turn of the century witnessed an unprecedented outbreak of studies focusing on varied implications of EQ for different life perspectives ranging from academic success to life and workplace gains. The researcher's attempt in the present scrutiny centers around finding the would-be effect of schooling with a particular major on the individuals' degree of emotional intelligence. In effect, what the current study is after is probing the likelihood of observing modifications in the individuals' level of emotional intelligence owing to their being exposed to a particular kind of schooling with a certain branch of science. As the findings of the current study reveal a few areas of emotional intelligence are found to be influenced by the differences in major and none by the grade differences. Finally, all the people engaged with varied aspects of SLA are thought to get privilege from the results of the present study, including language practitioners, curriculum designers, textbook writers, and policy makers.
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