Papers by Naemeh Nahavandi
International Journal of Applied Linguistics & English Literature, 2013
Advances in Language and Literary Studies, 2011
Advances in Language and Literary Studies, 2014
Language and Intercultural Communication, 2013
International Journal of Applied Linguistics & English Literature, 2013
Asian Social Science, 2014
English Language Teaching, 2012
International Journal of Linguistics, 2013
“Given that individual learning agendas determine what is "learnt" in the language clas... more “Given that individual learning agendas determine what is "learnt" in the language classroom, it is generally recognized that students need to be fully involved in what happens there. Task-based learning satisfies this need, involving the learners at every level of the educational process as they pass through comprehension, decision-making, implementation, preparation, rehearsal, performance and reflection. If carried out in the target language, these stages have obvious advantages in terms of authenticity and meaning, but task-based work can also be beneficial in encouraging learners to address their learning needs, to assess themselves, and to become self-directed” (Finch, 1999, p.179).
One of the main concerns in any classroom research is whether grammar instruction per itself make... more One of the main concerns in any classroom research is whether grammar instruction per itself makes a positive effect in SLA and whether grammar should be taught at all or not. Due to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers have tried to take advantage of these methods in enhancing L2 grammar learning. Therefore, the present study investigated the effect of textual input enhancement (TIE) as a focus on form method on Iranian EFL learners’ passive learning from reading. 65 elementary EFL learners in Tabriz Azad University participated in a study for 10 sessions. A quasi-experimental design with a randomized control and an experimental group was used. Both groups were given eight reading texts and comprehension questions to complete. While the participants in the experimental group read the textually enhanced input in which all passive structures were bolded and enlarged, the participants in the control group read the...
Nowadays, there has been a lot of emphasis on L2 vocabulary learning in the language teaching cur... more Nowadays, there has been a lot of emphasis on L2 vocabulary learning in the language teaching curriculum. Due
to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers
have tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present study
investigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’
vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in a
study for eight sessions. A quasi-experimental design with a randomized control and an experimental group was
used. Both groups were given five reading texts and comprehension questions to complete. While the
participants in experimental group read the textually enhanced input through bolding, the participants in the
control group read the same texts without input manipulation. Multiple-choice recognition tests were used to
measure the intake of vocabulary. The results showed a significant difference between control and experimental
group. The study concluded with some pedagogical implications.
Keywords: textual input enhancement, vocabulary intake, Iranian Elementary EFL learners
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Papers by Naemeh Nahavandi
to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers
have tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present study
investigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’
vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in a
study for eight sessions. A quasi-experimental design with a randomized control and an experimental group was
used. Both groups were given five reading texts and comprehension questions to complete. While the
participants in experimental group read the textually enhanced input through bolding, the participants in the
control group read the same texts without input manipulation. Multiple-choice recognition tests were used to
measure the intake of vocabulary. The results showed a significant difference between control and experimental
group. The study concluded with some pedagogical implications.
Keywords: textual input enhancement, vocabulary intake, Iranian Elementary EFL learners
to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers
have tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present study
investigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’
vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in a
study for eight sessions. A quasi-experimental design with a randomized control and an experimental group was
used. Both groups were given five reading texts and comprehension questions to complete. While the
participants in experimental group read the textually enhanced input through bolding, the participants in the
control group read the same texts without input manipulation. Multiple-choice recognition tests were used to
measure the intake of vocabulary. The results showed a significant difference between control and experimental
group. The study concluded with some pedagogical implications.
Keywords: textual input enhancement, vocabulary intake, Iranian Elementary EFL learners