Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspe... more Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspective of language learning, the investigations focused on noticing in the ecological perspective are rather rare in number. The present study was an attempt to examine how noticing of second language recast could affect the learners’ achievements of grammatical structures through these two perspectives (i.e., cognitive and ecological). To do so, one hundred and twenty first-year college students at Islamic Azad University and Applied Science University in Tehran took part in this study. The students were divided into two cognitive and ecological groups and received two different treatments. During the treatment, the learners in all groups received recast and their noticing was assessed through learners’ raising hands and underlining.In the end, a posttest was conducted to measure the effectiveness of the treatment. Data analysis revealed that the ecological perspective of language learni...
and TBLT methodologies in recent years. Much attempt has been made both by researchers and langua... more and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will elaborate on the main challenges and criticisms posed against this approach by various scholar...
The phenomenon of affect and its relationship to second language learning is well-known and has b... more The phenomenon of affect and its relationship to second language learning is well-known and has been experienced by most language learners. One of the main debates that has recently appeared in the Second Language Acquisition (SLA) literature is related to the status of affective factors in this domain. The present paper attempts at mulling over the current controversies over affect with a special attention to Vygotsky's account of the matter.
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University,... more According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and PCK through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the content analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of PCK were identified. To validate the items and explore their underlying factors, data were collected from 445 high school EFL teachers and teacher educators using a questionnaire. Factor analysis with Varimax rotation was carried out on CK and PCK items separate...
Reading through reading : general english for university studetns , Reading through reading : gen... more Reading through reading : general english for university studetns , Reading through reading : general english for university studetns , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local)... more The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local) and their impact on Iranian EFL learners’ social identity Ali Seidi, Mohammad Khatib2,Parviz Maftoon 1. Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran. 2. Department of English Language, Allameh Tabataba’i University, Tehran, Iran. 3. Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspe... more Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspective of language learning, the investigations focused on noticing in the ecological perspective are rather rare in number. The present study was an attempt to examine how noticing of second language recast could affect the learners’ achievements of grammatical structures through these two perspectives (i.e., cognitive and ecological). To do so, one hundred and twenty first-year college students at Islamic Azad University and Applied Science University in Tehran took part in this study. The students were divided into two cognitive and ecological groups and received two different treatments. During the treatment, the learners in all groups received recast and their noticing was assessed through learners’ raising hands and underlining.In the end, a posttest was conducted to measure the effectiveness of the treatment. Data analysis revealed that the ecological perspective of language learni...
and TBLT methodologies in recent years. Much attempt has been made both by researchers and langua... more and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will elaborate on the main challenges and criticisms posed against this approach by various scholar...
The phenomenon of affect and its relationship to second language learning is well-known and has b... more The phenomenon of affect and its relationship to second language learning is well-known and has been experienced by most language learners. One of the main debates that has recently appeared in the Second Language Acquisition (SLA) literature is related to the status of affective factors in this domain. The present paper attempts at mulling over the current controversies over affect with a special attention to Vygotsky's account of the matter.
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University,... more According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and PCK through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the content analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of PCK were identified. To validate the items and explore their underlying factors, data were collected from 445 high school EFL teachers and teacher educators using a questionnaire. Factor analysis with Varimax rotation was carried out on CK and PCK items separate...
Reading through reading : general english for university studetns , Reading through reading : gen... more Reading through reading : general english for university studetns , Reading through reading : general english for university studetns , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local)... more The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local) and their impact on Iranian EFL learners’ social identity Ali Seidi, Mohammad Khatib2,Parviz Maftoon 1. Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran. 2. Department of English Language, Allameh Tabataba’i University, Tehran, Iran. 3. Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Taking into consideration the requirements of postmethod era which, according to Kumaravadivelu (... more Taking into consideration the requirements of postmethod era which, according to Kumaravadivelu (2001), called for particular stances of language teachers towards the role of language learning theories in practice and putting the language learner within the frameworks of such theories as competition model, this paper attempts to verify and substantiate the claim that the language learner does not have a particular identity. This substantiation draws on two interrelated issues: (1) as people concerned with language education, teachers are responsible for practice which is mediated by different theories in the postmethod era, and (2) each theory allows for looking at the learner from one perspective according to which only partial understanding of the learner is within reach (only partial theoretical resource to pave the grounds for effective learning opportunities is available). Furthermore, since depending upon a particular theory there might be an understanding of the learner differnet from and sometimes even the opposite of that formed on the basis of another theory, and because in the postmethod era practice in general and moment by moment instances of practice in particular are quite likely to be subjected to opposing theories, it is concluded that the foreign language learner does not have a particular identity.
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