Azizullah Mirzaei
Assistant Professor, Shahrekord University, Iran
[ 1 ] - Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran
Critical pedagogy (CP), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. This study probed the discourse architecture of EFL classrooms in Iran. Specifically, it aimed to explore to what extent Iranian EFL classrooms have stepped away from the teacher-dom...
[ 2 ] - Exploring Different Oral Corrective Feedback Preferences: Role of Intrapersonal and Interpersonal Intelligences
This study explored corrective feedback (CF) types and their relationship to L2 learners’ intelligence types. Participants were 60 intermediate L2 learners aged 18-29 in Isfahan, Iran. Based on their intelligence types as intrapersonal and interpersonal, the participants were divided into 2 groups. McKenzie’s MI Inventory (1999) and a researcher-designed questionnaire on CF types were employed....
[ 3 ] - Appraising Iranian L2 Classroom Discourse Contents From the Critical Pedagogy Perspective
Critical pedagogy (CP) empowers L2 learners to have a voice in the classroom and in the society. This study was an attempt to investigate whether the current classroom discourse in Iran can endow the L2 learners with a critical awareness to actively transform their learning processes and creatively engage in collaborative dialogues to construct new knowledge. To this end, the discou...
[ 4 ] - Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task
Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the procedures or frameworks through which the approach can be applied and probe the second or foreign language (L2) areas where it demonstrates more relevance. This pretest-posttest quasi-experimental study aimed, fir...
[ 5 ] - Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development
Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van Lier (2004) argues that the ZPD could be activated in diverse proximal contexts (PCs) and is not limited to the expert-novice scenario. . This study probed whether Iranian EFL learners' collaborative task performance...
[ 6 ] - Researching (Non) Fluent L2 Speakers’ Oral Communication Deficiencies: A Psycholinguistic Perspective
Fluency in a second language (L2) involves a quintessentially cognitive processing system that operates quickly and effectively. The perceived importance of researching fluency through a psycholinguistic lens has motivated the related L2 research to resort to current cognitive speaking-specific models. This study, drawing on Levelt’s (1999a) psycholinguistic model, probed the deficiency sources...
[ 7 ] - Exploring Pragmalinguistic and Sociopragmatic Variability in Speech Act Production of L2 Learners and Native Speakers
The pragmalinguistic and sociopragmatic aspects of language use vary across different situations, languages, and cultures. The separation of these two facets of language use can help to map out the socio-cultural norms and conventions as well as the linguistic forms and strategies that underlie the pragmatic performance of different language speakers in a variety of target language use situatio...
[ 8 ] - قابلیت دسترسی متفاوت دانش آگاهانه و غیر آگاهانه ی دستور زبان انگلیسی برای مهارت بسندگی دانشجویان رشته ی زبان انگلیسی
با توجه به آینده بکارگیری یک سیستم یادگیری دوگانه، آگاهانه و غیر آگاهانه، در تئوری ها و پژوهش هایزبان دوم، الیس ( 2006 ) بر این باور است که بررسی های بیشتر پیرامون چنین تمایزی برای مدل سازی ودریافت بهتر مهارت بسندگی زبان دوم و توانایی اندازه گیری و سنجش آن مفید و حائز اهمیت است. اینپژوهش قابلیت دسترسی متفاوت دانش آگاهانه و غیر آگاهانه دستور زبان را برای مهارت بسندگیدانشجویان زبان انگلیسی بررسی ...
[ 9 ] - بازخورد منفی کنکور در کلاس‌های زبان انگلیسی در ایران و بررسی انتقادی عملکرد و مسئولیت‌پذیری افراد در قبال آن
توجه به آثار زیانبار آموزشی- اجتماعی آزمون‌های سرنوشت‌ساز در زندگی و آیندة شغلی داوطلبان و بررسی عملکرد افراد مختلف عرصۀ آموزش و یادگیری در جهت بازتولید یا تغییر این آثار، رویکردی نوین در آزمون‌سازی زبان به حساب می‌آید. این پژوهش سعی دارد با کنکاش در آثار زیانبار کنکور در ایران به بررسی نتایج عملکرد آموزشیِ افراد در جهت بازتولید یا تغییر آثار منفی منتج از این آزمون بپردازد. بدین‌منظور، 60 معلم ز...
[ 10 ] - Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences
The current pretest-posttest quasi-experimental study attempts, firstly, to probe the effects of teaching formulaic sequences (FSs) on the second or foreign language (L2) learners' oral proficiency improvement and secondly, to examine whether teaching FSs through different resources (i.e. animation vs. text-based readings) have any differentially influential effects in augmenting L2 l...