Abbas Ali Zarei — новинки

Glosses are believed to have an important role in facilitating L2 vocabulary learning and reading comprehension. Nowadays, glosses are integrated with multimedia forms such as pictures, videos and sounds. The integration of glosses with multimedia has recently attracted great attention and interest in the field of language instruction. This book investigates the effect of different types of multimedia glosses on L2 reading comprehension and vocabulary production. It includes a theoretical review of the current trends in glossing. It also includes an empirical analysis as well as tabular and graphical presentation of the results along with the discussion of the implications. This book can be useful for materials developers, teachers, learners, and interested researchers.

There is little doubt that vocabulary is one of the most indispensable components of any language. Previous research also suggests that various teaching techniques contribute differentially to L2 vocabulary development. This book is an attempt to shed further light on this issue by investigating the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. After a comprehensive review of the related literature, a detailed empirical analysis has been presented along with the tabular and graphical presentation of the findings, followed by a discussion of the results and the implications of the study. This book may prove very useful for practicing and prospective language teachers and all sorts of language learners.

There can be no denial of the fact that the correct application of productive language learning strategies (LLS) can facilitate language learning to a large extent. In addition, vocabulary, as the building block of language, has long been a major concern of teachers and educators. Recently, the focus has shifted from single words to multi-word units, of which idioms are of particular interest for both teachers and learners. Both LLS and idioms, as two controversy evoking areas, have been extensively investigated. However, the relationship between the two concepts has been little explored, often producing conflicting results. This book is an attempt to partially fill the existing gap. It offers a theoretical review as well as an experimental analysis of the relationship between them. It may be useful for language learners, teachers and researchers.

Helping EFL learners write accurately and finding appropriate ways of dealing with learner errors have always been the concern of many teachers. Errors are important clues for teachers to decide on which mode of corrective feedback to provide. This book focuses on the study of the effects of corrective feedback modes (direct, coded, and uncoded) on EFL learners’ grammatical and lexical writing accuracy. It also investigates the learners’ perceptions as to the way corrective feedback modes may influence writing accuracy. It offers an extensive theoretical review as well as detailed empirical analyses in textual, tabular and graphical forms, followed by the discussion of the results and the implications they could have for teachers, learners, and syllabus designers.

There is little doubt that vocabulary is one of the fundamental cornerstones of language and that the reading skill is one of the most crucial skills for educational and professional achievement. There is also little doubt that good preparatory activities can largely facilitate the development of both vocabulary and reading knowledge. This book is a theoretical review and an empirical analysis of the effects of pre-task activity types on EFL learners’ reading comprehension as well as their vocabulary recognition and recall. Attention is specifically focused on three pre-task activities including Scaffolded Reading Experience (SRE), Collaborative Strategic Reading (CSR), and Peer-Assisted Learning Strategies (PALS). This book is recommended for all teachers and learners who are interested in any of the above-mentioned areas.

There is little doubt that vocabulary is one of the cornerstones of any language. Finding effective ways of teaching vocabulary has, therefore, been a long standing concern of many teachers. With the increasing popularity of multimedia sources among the younger generation, one can hardly deny the effect of various aspects of multimedia on the learning of various language components such as vocabulary. This book offers a theoretical review as well as an empirical analysis of the effect of different input modalities on the comprehension and production of L2 vocabulary. It can be useful for EFL/ESL learners, teachers, and materials developers.

There is little doubt that computers and other media have changed the face of learning in general, and language learning in particular. Idioms, as one of the most challenging areas of language, are no exception. This book is an empirical study investigating the feasability as well as the effectiveness of computer-based distance learning procedures applied to L2 idioms learning. It offers a relatively rich literature review and an empirical analysis of the effect of electronic glossing and hyperlinking on Iranian EFL learners' comprehension and production of English Idioms. It could be interesting for EFL learners, teachers, and materials developers.

Writing is probably the most critical and challenging of the four language skills, even for native speakers of a language. Finding ways of helping language learners improve their writing ability, therefore, has always been a challenge for language teachers and researchers. Several attempts have already been made and a few techniques and activities have been proposed including controlled, guided, and free writing activities. This book compares the effectiveness of these activities on the cohesiveness of the argumentative writing of learners in an EFL context. It includes a theoretical review and an empirical analysis of the issue. This book may be useful for EFL learners as well as teachers who teach writing.

Three of the most important aspects of L2 lexical knowledge include meaning, form (spelling), and pronunciation. Each of these aspects has been the focus of several studies. However, there seems to be a dearth of research as to which aspect of word knowledge is activated better in the mind of the learners in the retrieving process. The present book includes a theoretical review and an empirical analysis addressing this issue. The findings reported in this book can be useful for L2 teachers, researchers, and learners.

The reading skill is one of the most important and useful skills in language learning, particularly in EFL contexts. Finding more effective ways of improving this crucial skill has always been a major concern of teachers and educators, though every teacher and educator has looked at reading from their own perspective. Some have focused on vocabulary as an indispensable element. Others have shifted their attention toward how words are combined to form sentences within a text. Still others have moved beyond the level of sentence and emphasized discourse level features. Depending on their general view of reading, the proponents of each school of thought have developed different types of activities. The aim of this book is to compare the effectiveness of vocabulary, syntax, and discourse-oriented activities on L2 reading comprehension.

This book is a theoretical review as well as an empirical analysis of the effects of linguistic, formal, and content schema building activities on L2 listening and reading comprehension. In the first two chapters, the theoretical aspects of the issue are reviewed. The next three chapters elaborate on an empirical attempt to describe the nature of the relationships among the aforementioned factors. The results of the empirical analysis seem to suggest that although there are no statistically significant differences among the different types of schema building activities, they are all significantly more conducive to the development of both L2 listening and reading comprehension than the control condition. The findings of the present study may have theoretical as well as practical implications for language learners, teachers, and syllabus designers.

Learner autonomy is a shift from teacher-centered learning to learner-centered learning. This shift has some implications for learning activities and learning strategies. At the same time, a wide variety of factors may affect both learner autonomy and language learning strategies. This book focuses on motivation and attitude. It is an investigation into the relationship between these two factors and learner autonomy as well as the effect of motivation and attitude level on the choice of language learning strategies. Apart from a theoretical review, empirical analyses are done and the results are presented in both tabular and graphical forms along with the implications they may have for teachers, learners, and other stake-holders.

Idioms give beauty to language and headache to language learners. Different techniques have been offered to facilitate L2 learners' acquisition of idioms. There are also various factors that influence the learning of idiomatic expressions. This book focuses on three of the most important factors, etymological elaboration, contextual pragmatic clues, and lexical Knowledge. The effects of these factors are empirically investigated, and results are presented in tables and figures. The findings of this study may have theoretical as well as practical implications for teachers and course designers.

Knowledge of lexical collocations is an essential part of vocabulary knowledge, which is an essential component of any language. Various factors may influence the learning of collocations. This book focuses on feedback types. It begins with a theoretical review of both collocations and feedback , and then present s an empirical analysis of the effect of feedback types on the comprehension and production of lexical collocations. It also presents tabular and graphical results of the analyses as well as the implications that the findings may have for teachers, learners, and course designers.

Collaborative teachniques have had their place in discussions of language learning for several decades. It is believed that there are around 100 collaborative techniques. One of the responsibilities of a good teacher is to make sure to implement the more productive techniques to facilitate language learning. Two of the vital elements of language are vocabulary and reading comprehension. There is a paucity of research as to the effect of collaborative techniques on these elements, and the few available studies have often reported contradictory results. To fill part of this gap, the effects of five selected collaborative techniques, namely, jigsaw, rotating circles, snowball, think-pair-square, and word webbing on reading comprehension and vocabulary learning are investigated in this book. Results are presented in tabular as well as graphical forms and discussed in sufficient detail. The findings reported here may have implications for teachers, learners, and coursebook designers.

In the last decade, and in the field of educational theory and practice, numerous innovations have come into existence. There has been a great paradigm shift in education, where it has moved from being a traditional teacher-centered process to one that is student-centered. Today, we can see that there are different methods in the field of training and education that we can easily select from; portfolio-based learning is one of educationists’ most popular options. This book focuses on the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus and word rose on L2 vocabulary comprehension and production.