A B ST R A C T This study investigates the relation of breadth and depth of vocabulary knowledge ... more A B ST R A C T This study investigates the relation of breadth and depth of vocabulary knowledge and topic familiarity to EFL learners’ success in deriving meaning from context. It intends to determine whether (breadth and depth of) vocabulary knowledge and topic familiarity are related to the learners’ lexical inferencing success, and to investigate which of these variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relation...
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers’ losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers’ productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical inci...
Journal of Modern Research in English Language Studies, 2020
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers" losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers" productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical incidents and teachers" coping strategies. Six categories and 14 subcategories of critical incidents were identified. The findings can have implications for teacher education programs. There should be educational programs to encourage teachers to reflect on the critical incidents and promote their resilience when encountering critical incidents in their classrooms. The programs could be used for pre-or inservice teachers. Critical incidents provide opportunities for reflection and challenges of teachers" beliefs and values to promote and foster teacher development.
Journal of Modern Research in English Language Studies, 2020
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers" losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers" productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical incidents and teachers" coping strategies. Six categories and 14 subcategories of critical incidents were identified. The findings can have implications for teacher education programs. There should be educational programs to encourage teachers to reflect on the critical incidents and promote their resilience when encountering critical incidents in their classrooms. The programs could be used for pre-or in-service teachers. Critical incidents provide opportunities for reflection and challenges of teachers" beliefs and values to promote and foster teacher development.
This paper tries to examine the effect of using print media in the classroom on the children's L2... more This paper tries to examine the effect of using print media in the classroom on the children's L2 literacy development in an EFL context. Since reading is regarded as a chief goal, in many second/foreign language teaching situations, it receives a special focus. Media as a tool for language learning/teaching, can help both instructed and non-instructed learners to overcome the difficult task of language learning. In order to determine the effects of print media usage on the development of children's foreign language reading abilities, 30 children aged between 7-8 familiar to English alphabet were selected. Based on DIBELS performance, participants were homogenized and assigned as low group. According to National Reading Panel, story books, magazines and newspapers were used to teach five areas of reading proficiency, i.e. phonemic awareness, phonics, fluency, vocabulary and text comprehension. After one year of instruction, based on DIBELS performance, participants were assigned to medium and high groups; implying the effect of direct instruction and print media usage in classrooms for developing foreign language reading abilities. Index Terms-L2 literacy development, reading ability, print media use , childhood education, DIBELS (dynamic indicators of basic early literacy skills)
This study investigates the relation of breadth and depth of vocabulary knowledge and topic famil... more This study investigates the relation of breadth and depth of vocabulary knowledge and topic familiarity to EFL learners’ success in deriving meaning from context. It intends to determine whether (breadth and depth of) vocabulary knowledge and topic familiarity are related to the learners’ lexical inferencing success, and to investigate which of these variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relationship between vocabulary knowledge and learners’ lexical inferencing as well as a significant relationship between learners’ topic familiarity and their lexical inferencing success. The results further revealed that depth of vocabulary knowledge made a significant contribution to inferential success over and above the contribution made by the learners’ breadth of vocabulary knowledge and their topic familiarity.
This paper aimed at analyzing six different advertisements (product/non-product ads) to investiga... more This paper aimed at analyzing six different advertisements (product/non-product ads) to investigate the intentions and techniques of consumer product companies to reach more consumers and sell more products. Methods of Critical Discourse Analysis (CDA) appear as a useful approach for they offer excellent methods, not only for analyzing texts and images adequately, but also for putting them in analyzable relations to socio-cultural processes and changes. Norman Fairclough"s 3-D model and Kress and van Leeuwen"s grammar of visual design were used to analyze the data. Thus, the results of the present study showed that when a private producer intends to persuade the viewer to buy a special product, s/he gives the power to the viewer. While the producer of the ad is the government, she tries to show her power. However, it could be understood from the results that the producers, generally tend to use their power and ideology to change people"s behavior and thought.
A B ST R A C T This study investigates the relation of breadth and depth of vocabulary knowledge ... more A B ST R A C T This study investigates the relation of breadth and depth of vocabulary knowledge and topic familiarity to EFL learners’ success in deriving meaning from context. It intends to determine whether (breadth and depth of) vocabulary knowledge and topic familiarity are related to the learners’ lexical inferencing success, and to investigate which of these variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relation...
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers’ losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers’ productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical inci...
Journal of Modern Research in English Language Studies, 2020
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers" losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers" productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical incidents and teachers" coping strategies. Six categories and 14 subcategories of critical incidents were identified. The findings can have implications for teacher education programs. There should be educational programs to encourage teachers to reflect on the critical incidents and promote their resilience when encountering critical incidents in their classrooms. The programs could be used for pre-or inservice teachers. Critical incidents provide opportunities for reflection and challenges of teachers" beliefs and values to promote and foster teacher development.
Journal of Modern Research in English Language Studies, 2020
Critical incidents are unanticipated and unplanned events which happen in the classrooms and may ... more Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers" losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred event. However, teacher education programs do not prepare student teachers to cope with these situations appropriately. In view of this problem, the aim of the present study is to categorize critical incidents and provide a repertoire of teachers" productive coping strategies. To this end, fifteen English teachers, eight females and seven males, were selected from three universities and three institutes in Isfahan, Iran. They were asked to narrate the critical incidents they faced in their English classrooms and their coping strategies they used in their classrooms throughout one semester. The three-stage coding process of grounded theory was utilized to analyze 49 narrated critical incidents and teachers" coping strategies. Six categories and 14 subcategories of critical incidents were identified. The findings can have implications for teacher education programs. There should be educational programs to encourage teachers to reflect on the critical incidents and promote their resilience when encountering critical incidents in their classrooms. The programs could be used for pre-or in-service teachers. Critical incidents provide opportunities for reflection and challenges of teachers" beliefs and values to promote and foster teacher development.
This paper tries to examine the effect of using print media in the classroom on the children's L2... more This paper tries to examine the effect of using print media in the classroom on the children's L2 literacy development in an EFL context. Since reading is regarded as a chief goal, in many second/foreign language teaching situations, it receives a special focus. Media as a tool for language learning/teaching, can help both instructed and non-instructed learners to overcome the difficult task of language learning. In order to determine the effects of print media usage on the development of children's foreign language reading abilities, 30 children aged between 7-8 familiar to English alphabet were selected. Based on DIBELS performance, participants were homogenized and assigned as low group. According to National Reading Panel, story books, magazines and newspapers were used to teach five areas of reading proficiency, i.e. phonemic awareness, phonics, fluency, vocabulary and text comprehension. After one year of instruction, based on DIBELS performance, participants were assigned to medium and high groups; implying the effect of direct instruction and print media usage in classrooms for developing foreign language reading abilities. Index Terms-L2 literacy development, reading ability, print media use , childhood education, DIBELS (dynamic indicators of basic early literacy skills)
This study investigates the relation of breadth and depth of vocabulary knowledge and topic famil... more This study investigates the relation of breadth and depth of vocabulary knowledge and topic familiarity to EFL learners’ success in deriving meaning from context. It intends to determine whether (breadth and depth of) vocabulary knowledge and topic familiarity are related to the learners’ lexical inferencing success, and to investigate which of these variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relationship between vocabulary knowledge and learners’ lexical inferencing as well as a significant relationship between learners’ topic familiarity and their lexical inferencing success. The results further revealed that depth of vocabulary knowledge made a significant contribution to inferential success over and above the contribution made by the learners’ breadth of vocabulary knowledge and their topic familiarity.
This paper aimed at analyzing six different advertisements (product/non-product ads) to investiga... more This paper aimed at analyzing six different advertisements (product/non-product ads) to investigate the intentions and techniques of consumer product companies to reach more consumers and sell more products. Methods of Critical Discourse Analysis (CDA) appear as a useful approach for they offer excellent methods, not only for analyzing texts and images adequately, but also for putting them in analyzable relations to socio-cultural processes and changes. Norman Fairclough"s 3-D model and Kress and van Leeuwen"s grammar of visual design were used to analyze the data. Thus, the results of the present study showed that when a private producer intends to persuade the viewer to buy a special product, s/he gives the power to the viewer. While the producer of the ad is the government, she tries to show her power. However, it could be understood from the results that the producers, generally tend to use their power and ideology to change people"s behavior and thought.
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Papers by Saeedeh Esmae'li
variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to
measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relationship between vocabulary knowledge and learners’ lexical inferencing as well as a significant relationship between learners’ topic familiarity and their lexical inferencing success. The results further revealed that depth of vocabulary knowledge made a significant contribution to inferential success over and above the contribution made by the learners’
breadth of vocabulary knowledge and their topic familiarity.
variables makes an important contribution to L2 lexical inferencing success. The participants of the study were sixty-five pre-university students in Esfahan, Iran. In two consecutive weeks, version 2 of the Vocabulary Levels Test and the Word-Associate Test were used to
measure participants’ breadth and depth of vocabulary knowledge, respectively. One week later, the participants received a reading text and attempted to derive the meanings of 10 unknown words from context. After inferencing task, they rated the degree of their familiarity to the text on a Likert-scale questionnaire. Result indicate a significant relationship between vocabulary knowledge and learners’ lexical inferencing as well as a significant relationship between learners’ topic familiarity and their lexical inferencing success. The results further revealed that depth of vocabulary knowledge made a significant contribution to inferential success over and above the contribution made by the learners’
breadth of vocabulary knowledge and their topic familiarity.