Persian EFL Learners Research Articles

Article choice by Persian EFL learners: Evidence against the Fluctuation Hypothesis?

The present study attempted to explore the acquisition of the English article system by Persian speakers. Using data elicited through a grammaticality judgment test and a translation test from forty-three learners at three levels of grammatical knowledge, it was shown that such learners had persistent difficulty in acquiring both definite and indefinite articles in English. Based on this study, it was only at the highly advanced level that learners showed mastery of the indefinite article but still remained non-native-like in their use of the definite article. Their performance also revealed sensitivity to NP function as the learners were more successful in supplying the article for object nouns. Despite the high proportion of article errors, data from Persian learners supported the predictions of the Fluctuation Hypothesis because the majority of errors were omitting the articles in obligatory contexts and not misusing the articles. Some directions are also provided for teaching the English article system to Persian speaking learners.

Study on Avoidance Behaviour among Persian EFL Learners: Phrasal Verbs in Focus

This survey was an attempt to study the avoidance behaviour of Persian learners of English in using phrasal verbs and its relationship, if any, with learners' proficiency level (advanced, intermediate), test types (multiple-choice, translation) and phrasal verb types (literal, figurative). Seventy participants, either at intermediate or advanced level, took one of the two test types. In addition to that, to identify native speakers' choices and preferences over each item of the test fifteen native speakers of English took the multiple-choice test via internet. The ANOVA results showed the existence of phrasal verb avoidance among Iranian learners of English at both advanced and intermediate levels and the results demonstrated that less proficient Iranian students avoided using phrasal verbs more frequently than proficient Iranian learners of English. In addition, the results revealed that the semantic complexity of phrasal verbs played an important role in the avoidance behaviour of learners as they avoided using figurative phrasal verbs more than literal ones. Finally, the outcome of this research showed that there is no relationship between avoidance behaviour of participants and the test types (translation, multiple-choice).

Corrective feedback, learners' perceptions, and second language development

Although a number of studies have investigated the effects of corrective feedback on L2 development, little is understood about how corrective feedback assists L2 development. In particular, researchers have recently sought to explore learners' perceptions of corrective feedback as a cognitive window to learning mechanisms involved. The current study examines the relationship between the effects of recasts and explicit corrections on L2 development and learners' perceptions of corrective feedback. To this end, 68 Persian EFL learners received recasts or explicit corrections for their errors while performing meaning-focused tasks. Learners' acquisition of target forms as a result of recasts and explicit corrections were compared with each other. The learners' stimulated recall reports were also analyzed in relation to their perceptions of the recasts and explicit corrections. Learners' responses in stimulated recall interviews were classified as “noticing”, “corrective feedback”, and “non-corrective”. The results of data analysis demonstrated that explicit correction is more associated with learners' ability to notice target forms and L2 development.

Effect of Explicit Instruction on Comprehension of English Present Perfect by Persian EFL Learners

The English present perfect is one of the most difficult grammatical items for the Persian EFL learners to comprehend. The current study examined whether an explicit grammar explanation would work for this grammatical item among sixty university level learners. Experimental group practiced the target structure with explicit grammar explanation and control group practiced the target structure in the same manner without explicit explanation. The statistical analysis revealed that a significant difference between the pre-test and immediate post-test was found in those who had explicit explanation prior to practice. However, the results of delayed post-test suggested that their comprehension is temporary.

Learning Relative Clauses by Iranian EFL Learners: Task-Based Activities Versus Teacher-Focused Activities

Task-Based Approach (TBA) has gained its popularity in the field of language pedagogy since the last decade of the 20th century and significant scholars have joined the discussion to increase the amount of analytical studies on this issue. This study attempts to investigate the topic of Task-based activities and learning relative clauses by Persian EFL learners. To carry out this study, first, a general proficiency exam (IOPT test) was administered among all students who were supposed to be at intermediate level at Sobhe Sadegh Higher Education Institute. Afterwards, the participants were divided into three homogeneous groups, and a pretest was given to them. After the administration of the pretest the treatment was performed. The subjects of the two experimental groups were given task sheets, which gave them the requisite information and terminology regarding relative clauses and relative pronouns requiring them to generate two rules concerning the omission of relative pronouns, and to combine pairs of sentences to make a single sentence with a relative clause. The two experimental groups received almost the same treatment, the only difference being that in one group there was teacher feedback on the students' solutions to tasks whereas in the other there was no such feedback. The third group, considered as the control group, which was working on a reading assignment, received a conventional teacher-fronted grammar lesson in English by the researcher. After two weeks the posttest was given to the subjects again. The present study also provides the theoretical background to Task-Based Language Learning (TBLL), a framework for TBLL with explanations, and factors to consider when implementing task-based language learning. DOI: 10.5901/mjss.2013.v4n4p83

Difficulties of Persian Learners of English in Pronouncing Some English Consonant Clusters

The present study aims to investigate some difficulties that Persian EFL learners may have in producing some English consonant clusters orally. Since consonant clusters in a language comply with its underlying phonological rules, or more specifically underlying syllabic structure, it seems to be quite relevant to deal with the syllabic structural rules of first and second languages. It could be hypothesized that learners when facing such structural unfamiliarities resort to their native language phonological rules. By taking contrastive analysis hypothesis (CAH) into account, we could get a clearer vision partly towards the difficulties to reject or confirm the hypothesis.

Recasts, metalinguistic feedback, and learners' perceptions: a case of Persian EFL learners

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then watched the videotape of their incorrect utterances followed by interlocutors' feedback during stimulated recall interviews. Learners' stimulated recall comments were elicited in relation to learners' perceptions of recasts or metalinguistic corrective feedback they received. Learners' responses in stimulated recall interviews were classified as noticing the gap, feedback recognition and other. Noticing the gap was operationally defined as learners' ability to identify the source of the error for which they received corrective feedback. Learners' responses were classified as feedback recognition whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners' stimulated recall comments were classified as other when they failed to recognize the corrective nature of feedback. The results of data analysis indicated that metalinguistic feedback is more associated with learners' ability to notice the mismatch between incorrect and target-like forms.

ACQUISITION OF ENGLISH UNERGATIVE AND UNACCUSATIVE STRUCTURES BY PERSIAN EFL LEARNERS

The acquisition of argument structures has been studied by a variety of second language acquisition scholars within the past two decades (Atay, 2010; Can, 2009; Chay, 2006, & Kras, 2007, among others). In the present study, ‘Predicate’ as the most substantial element of a sentence is investigated. There are three English verb-types which seem to be more problematic for Persian EFL learners: (a) Paired Ergative verbs (e.g. open); (b) Unergative verbs (e.g. cry) and (c) Unaccusative verbs (e.g. die). The study aims to shed more light on the learnability problems with which Persian EFL learners are faced in the acquisition of the afore-mentioned structures. Additionally, the role of cross-linguistic influence and proficiency is investigated. The results show that the participants had learning problems associated with Unaccusative predicates as well as the intransitive (inchoative & middle) variants of Paired Ergative verbs. Additionally, the role of L1 (Persian) was detected in the acquisition of unergatives and inchoatives more clearly when the learners experienced learning difficulties as the result of negative transfer from L1. In the case of unaccusatives, the challenges are attributed to the lack of L2 intuitive knowledge of the learners.

Cross-Cultural Differences and Pragmatic Transfer in English and Persian Refusals

This study aimed to examine cross-cultural differences in performing refusal of requests between Persian native speakers (PNSs) and English native speakers (ENSs) in terms of the frequency of the semantic formulas. Also examined in this study was whether Persian EFL learners would transfer their L1 refusal patterns into the L2, and if there would be a relation between their proficiency level and the transfer of refusal strategies. To do so, 66 PNSs (studying Archeology and Law) and 59 ENSs from both genders filled out the Persian and English versions of the same discourse completion test (DCT), respectively. Also, the Oxford Placement Test (OPT) was used to form 2 groups consisting of 61 high proficient (HP) Persian L2 learners and 81 low proficient (LP) ones, who all filled out the English version of the DCT. The refusals strategies used by the participants were turned into semantic formulas, and then classified into 3 groups of Direct, Indirect, and Adjuncts to Refusals. Findings showed no significant differences in the use of Direct refusal strategies between the ENSs and the PNSs. Unlike the PNSs who outweighed the ENSs in the use of Indirect strategies, the ENSs employed substantially more Adjuncts to Refusals. Findings also indicated the occurrence of pragmatic transfer in the use of Indirect and Adjuncts to Refusals by both the HP and LP L2 learners. However, the LP group was found to transfer their L1 refusal patterns more than the HP group.

What Is the Optimum Length of a Cloze Test?

Following Nation’ (2009) proposal of 40-50 empty spaces as an optimum length of a cloze test, this study examined whether this length would work according to proficiency level. Three cloze tests, adjusted for each proficiency level, were developed by the researcher for the use at beginning, intermediate and advanced levels. The cloze tests measured participants’ reading comprehension and included 40, 45 and 50 empty spaces for the beginning, intermediate and advanced levels respectively. Problematic items of each cloze test were identified over several pilot studies. Then they were administered to three groups of L1 Persian EFL learners at the beginning (56), intermediate (43), and advanced (41) levels. Results of the study suggest that an optimum length of a cloze test could vary according to the proficiency level. While the test could be long (including 50 empty spaces) and reliable at the advanced level, a shorter length of the test including 20-25 empty spaces could be more reliable at the beginning and intermediate levels.

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

Due to the lack of span test for the use in language-specific and cross-language studies, this study provides L1 and L2 researchers with a reliable language-independent span test (math span test) for the measurement of working memory capacity. It also describes the development, validation, and scoring method of this test. This test included 70 simple math problems, and was developed based on Salthouse and Babcock’s (1991) and Robert and Gibson’s (2002) math span tests. The shortcomings of the test were identified and removed over five pilot studies on 48 participants. The final test was used in an experimental study with a group of L1 Persian EFL learners. Results of an item analysis, as indicated by Cronbach’s Alpha, indicated an internal reliability of .850 and .863 for the math span test processing and recall respectively. This suggests that the newly developed test is reliable enough and could be used to measure working memory capacity in L1 and L2 studies. This study also provides a clear procedure for the development and scoring of a math span test for the use in L1 and L2 studies.

The Use and Reasons of Vocabulary Learning Strategies Use by Persian EFL Learners

Notice of Violation of Academy Publisher Publication Principles “The Use and Reasons of Vocabulary Learning Strategies Use by Persian EFL Learners” by Shima Kameli Department of Language and Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia and Ghazali Bin Mostapha Department of Language and Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia Journal of Language Teaching and Research Volume 3, Number 4, July 2012, Page(s): 618-624 After careful and considered review of the content and authorship of this paper by a duly constituted expert committee, the above paper has been found to be in violation of Academy Publisher’s Publication Principles. The first author (Shima Kameli) has taken full responsibility and this violation was done without the knowledge of the second author (Ghazali Bin Mostapha). This paper contains significant portions of original text from the papers cited below. The original text was copied without attribution (including appropriate references to the original authors and/or paper title) and without permission. Due to the nature of this violation, reasonable effort should be made to remove all past references to this paper, and future references should be made to the following articles: [1] Salah Alyami. (2011). Vocabulary Learning Strategies of Saudi EFL Majors of Different Gender, Year and Proficiency: Use and Reasons for Use. PhD thesis. University of Essex, UK. [2] Marin-Marin, A. (2005). Extraversion and the Use of Vocabulary Learning Strategies among University EFL Students in Mexico. Unpublished PhD Thesis. University of Essex. UK. Available at http://www.sx.ac.uk/linguistics/publications/theses/PDFs/2000-2009/2005/Marin.pdf

The effects of three types of attention drawing techniques on the acquisition of English collocations

The current study examined the effectiveness of three types of awareness raising techniques on learning of a number of English collocations by Persian EFL learners. These techniques viz. textual enhancement, input enrichment, and form comparison required learners to pay different levels of attention to collocations in the input. The results indicated that while form comparison and textual enhancement led to the acquisition of collocations, input enrichment didn’t. The findings also revealed that paying attention to collocations in the input have some unfavorable effects on processing content. The findings and their implications for teaching collocations are discussed in the study.

L1 Transfer in Recognition and Production of A/Telic Sentences

This study investigates L2 acquisition of telicity, in particular, how the Persian EFL learners interpret a/telic sentences comparing with English native speakers. To the mentioned aim, 70 EFL learners of English assigned to four groups of elementary, low intermediate, high intermediate and advanced speakers were asked to contribute to the present study. In task one the participants were to judge whether some telic and atelic sentences in Persian were compatible with the given context or not. Task 2, was a task of translation to evaluate the participants’ production power and task 3 was a task of telicity in English based on Persian. The results revealed that Iranian EFL learners were more successful with telic structures both in translation and recognition task comparing with the atelic ones. The results on telicity in Persian revealed that the markers of telicity in English and Persian are different. Where languages had different markers of telicity, participants were influenced by L1 in all groups but advanced.

Recasts, Modified Output and L2 Development: A Case of Persian EFL Learners

The current study compared the effectiveness of recasts which triggered learners’ modification to their incorrect forms with recasts which triggered no modified output. To this end, 60 Iranian EFL learners randomly selected from two EFL classes received recasts for their errors during task-based interactions with their interlocutors. Using a tailor-made design, we compared the efficacy of recasts which were followed by learners’ modified output with the efficacy of recasts which triggered no modified output. The results indicated that recasts which were followed by learners’ modified output were more effective than recasts which prompted no modified output on promoting L2 development.

Giving Condolences by Persian EFL Learners: A Contrastive Sociopragmatic Study

Within Second Language Acquisition (SLA) research area, speech acts studies are often conducted to measure SL learners' pragmatic (in)competence. Unlike other speech acts, the speech act of giving condolences has not yet been the subject of cross-linguistic or cross-cultural studies across Persian and other languages. This initiative study attempts to investigate a comparative analysis of giving condolences across English and Persian. To this end, an English 15-item Discourse Completion Task (DCT) was given to 10 native speakers of English and to 50 Iranian EFL learners who were also given the Persian version of the DCT for the purpose of comparison. The results of a prior pilot study had indicated a significant difference between the two groups. The results of the main study also indicated a difference between the two groups as such some of the Persian EFL learners socioculturally transferred this speech act from their L1 into L2 while some others did not. On the whole, Persian EFL learners were more direct than the English natives while offering their condolences.

Second Language Acquisition of Telicity by Persian Learners of English

This study investigates L2 acquisition of telicity, in particular, how the Persian EFL learners interpret a/telic sentences comparing with English native speakers. To the mentioned aim, 70 EFL learners of English assigned to four groups of elementary, low intermediate, high intermediate and advanced as well as 10 native speakers were asked to contribute to the present study. The participants were to judge whether some telic and atelic sentences were compatible with the given contexts or not. The results revealed that Iranian EFL learners were more successful with telic structures comparing with atelic ones.

The effects of synonym generation and oral output on incidental and intentional vocabulary learning

Abstract Recent research has shown that semantically oriented tasks may have unfavorable effects on the acquisition of L2 vocabulary. It is argued that paying attention to semantic properties of target words exhaust memory capacity to process both form and meaning. Hoping to throw further light on this issue, the current study, investigated and compared the effects of semantic elaboration via synonym generation and meaningful output production via elicited oral imitation task on the learning of L2 words in both incidental and intentional contexts by Persian EFL learners. One hundred and twenty two L2 learners of English who were homogenous in terms of the target words were randomly assigned to four experimental groups: (a) semantically elaborated intentional learning, (b) semantically elaborated incidental learning, (c) output intentional learning, and (d) output incidental learning. The results of analyses of variance revealed that 1.Subject benfited more fromoral output than from semantic elaboration in the acqusition of target words, 2. Semantically oriented tasks have some negative effects on the acquisition of target words, and 3. Intentional settings are more effective than incidental settings for L2 word learning.

The Effects of Explicit/Implicit Instruction and Feedback on the Development of Persian EFL Learners‟ Pragmatic Competence in Suggestion Structures

To date, a number of studies have investigated the speech act of suggestion. However, most of these studies have focused on the production – a sociolinguistic perspective – rather than the acquisition of this speech act. The study reported in this article aimed to compare the effects of implicit versus explicit instruction and feedback in the development of pragmatic competence of Iranian EFL learners of English in terms of the speech act of suggestion. The participants of this study consisted of 100 intermediate EFL learners of English who were randomly assigned to four experimental groups and a control group. Each experimental group participated in two twenty-minute successive sessions. The first experimental group received explicit instruction and explicit feedbacks, the second experimental group received explicit instruction and implicit feedbacks and the remaining two experimental groups were taught using implicit-explicit and implicit-implicit instruction and feedbacks, respectively. Data were collected using an immediate post-test as well as a delayed post-test which was administered a month after the post-test. Results of the study showed that the explicit-explicit method of instruction has a much better influence on Persian EFL learners. However, the results also demonstrated that the students tend to forget the instructed materials after four weeks. It follows from the results of this study that the development of pragmatic competence in terms of suggestion speech act is a complex process which proceeds in a non-linear fashion.

Cross-cultural Comparison of Gratitude Expressions in Persian, Chinese and American English

Granted the fact that different cultures have different speaking styles, knowledge of these styles can help people grasp the essence of social cultural knowledge to communicate with others more successfully. In this regard, the present paper aims at comparing the use of speech act of gratitude in Persian and Chinese EFL learners and English native speakers performances to identify the existing pattern among them. For this purpose, the participants were asked to complete a Discourse Completion Task (DCT) designed by Eisenstein and Bodman (1993). The results revealed that although thanking is regarded as the most favorite strategy among all three groups, there are significant differences in the ways Persian and Chinese learners of English, and also native speakers of English use the speech act of thanking.