scholarly journals The effect of explicit vs. implicit instruction on mastering the speech act of thanking among Iranian male and female EFL learners

2016 ◽  
Vol 9 (2) ◽  
pp. 401-425
Author(s):  
Mehdi Ghaedrahmat ◽  
Parviz Alavinia ◽  
Reza Biria
Keyword(s):  
Speech Act ◽  
Male And Female ◽  
Implicit Instruction ◽  
Efl Learners

scholarly journals Gender Differences in Complaint Strategies among Iranian Upper Intermediate EFL Students

2016 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Leila Nasiri Kakolaki ◽  
Mohsen Shahrokhi
Keyword(s):  
Women Students ◽  
Proficiency Test ◽  
Speech Act ◽  
Study Data ◽  
Men And Women ◽  
Male And Female ◽  
Intermediate Students ◽  
Efl Learners ◽  
Completion Task ◽  
Efl Students

<p class="Default"><em>The goal of this research </em><em>was</em><em> to know the differences </em><em>between</em><em> the strategies used by </em><em>male and female upper</em><em> intermediate EFL learners in complaining. Various studies suggest that the way men and women speak is different. Women are considered to be more polite than men. The present study investigated the differences of complaining realizations between Iranian EFL men and women students. A number of 60 (30 males and 30 females) upper intermediate students were selected based on their performance on a general proficiency test administered by the institute’s authorities to participate in the study. Data were collected through an open-ended questionnaire in the form of a Discourse Completion Task (DCT). The responses were analyzed based on Rinnert and Nogami’s (2006) taxonomy. The study revealed that there was a difference between men and women in realizing the complaining speech act. Men used very direct complaint more frequently compared to women who used indirect complaints the most. The present study found gender has an influence on the choice of complaining strategies and politeness.</em><em></em></p>

scholarly journals An Analysis of Errors in Writing Skill of Adult Iranian EFL Learners Preparing for the IELTS

2017 ◽  
Vol 7 (3) ◽  
pp. 85 ◽  
Author(s):  
Nima Pouladian ◽  
Mohammad Sadegh Bagheri ◽  
Firooz Sadighi
Keyword(s):  
Lexical Item ◽  
Faculty Members ◽  
Medical Sciences ◽  
Chi Square ◽  
Male And Female ◽  
Efl Learners ◽  
British Council ◽  
Women Learners ◽  
Efl Students ◽  
Verb Tense

This study sought to examine the sort, frequency, and sources of writing wrongs committed by adult Iranian EFL students. To score the participants’ written essays and speaking interviews, the four criteria specified for the IELTS Speaking and Writing Band Scores (British Council, 2014) were taken into consideration. The study also tried to comparatively analyze the error categories made by men and women learners regarding the type and frequency of their linguistic errors. To gather the information, from the population of faculty members at Hormozgan University of Medical Sciences (HUMS) in Bandarabbas, Iran, 100 adults, both male and female, with their age ranging from 31 to 52, were selected using convenient sampling. Based on their previous IELTS band scores ranging from 4 to 6, the members are separated into three groups.The results of data analysis revealed that verb tense was the very common grammatical mistake done by members in all three groups. For the cohesion and coherence and lexical sub-categories, relative clauses and incorrect use of target lexical item were regarded as the most common categories of errors. Outcomes of Chi-Square analyses also showed substantial differences among errors committed by participants in different groups. Finally, the comparison between male and female participants’ errors revealed that male participants made both written and spoken errors more than females. According to the results, recommendations, and any suggestions that are of importance to teachers and policymakers as well as to EFL learners are presented in detail.

scholarly journals Is there a Relationship between Critical Thinking and Critical Reading of Literary Texts: A Case Study at Arak University (Iran)

2014 ◽  
Vol 33 ◽  
pp. 63-76 ◽  
Author(s):  
Hamedreza Kohzadi ◽  
Fatemeh Aziz Mohammadi ◽  
Fatemeh Samadi
Keyword(s):  
Critical Thinking ◽  
Proficiency Test ◽  
Literary Work ◽  
Literary Texts ◽  
Critical Reading ◽  
Male And Female ◽  
Efl Learners ◽  
Female Data ◽  
The Subject

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

scholarly journals Cross-Sectional Study of Refusal Speech Act Used by Iraqi Undergraduate Students

2020 ◽  
Vol 3 (1) ◽  
pp. 166-173
Author(s):  
Hutheifa Y. Turki ◽  
Juma’a Q. Hussein ◽  
Ahmed A. Al-Kubaisy
Keyword(s):  
Undergraduate Students ◽  
Speech Acts ◽  
Speech Act ◽  
Cross Sectional Study ◽  
Target Language ◽  
Cross Sectional ◽  
Efl Learners ◽  
Proficiency Level ◽  
Arabic And English ◽  
Refusal Strategies

This paper is conducted to investigate how Iraqi EFL learners refuse different speech acts across different proficiency levels. It aims to examine the most appropriate strategies used by 2nd year students of English as compared to those of 4th year when refusing their interlocutors' invitation, suggestion, and offer. WDCT questionnaire was used to collect data from 40 Iraqi undergraduate students of English: 20 2nd year and 20 4th year. Adopting Beebe et al.'s (1990) theory of refusal, data collected was analyzed quantitatively using statistical analysis. The findings revealed that the 2nd year students of English were more frequent in using direct refusals than their 4th year counterparts. This means the latter were more aware of using refusals politely than the former. On the other hand, the findings showed that 4th year students more frequent in their use of indirect refusal strategies that the 2nd year students. This indicates that the EFL learners of low proficiency level might not bridge the gap between the pragmalinguistic strategies and the grammatical form of the target language. This means that they were not pragmatically competent of the use of the appropriate pragmalinguistic strategies. This implies that the 2nd year students need to pay more attention to pragmatics and use their refusal strategies appropriately. Thus, the paper recommends conducting further research on the use of refusal speech act in Arabic and English.

scholarly journals Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Layla Hajiesmaeli ◽  
Laya Heidari Darani
Keyword(s):  
Language Proficiency ◽  
Native Speakers ◽  
Communication Strategies ◽  
Numerical Data ◽  
Communication Strategy ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
The Difference

<p>This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.<em></em></p>

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

scholarly journals The Use of Thanking Speech Act Strategies in English Realized by Kurdish EFL Learners at Soran University

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Chiayee Khorsheed Faqe ◽  
◽  
Salah Jameel Jbrael ◽  
Kovan Rzgar Muhammad
Keyword(s):  
Speech Act ◽  
Efl Learners

scholarly journals EFL Learners’ Attitude towards Developing Speaking Skills at the University of Taif, Saudi Arabia

2018 ◽  
Vol 8 (3) ◽  
pp. 318
Author(s):  
Abdul Fattah Soomro ◽  
Muhammad Umar Farooq
Keyword(s):  
Female Students ◽  
Target Language ◽  
Classroom Setting ◽  
Related Factors ◽  
Male And Female ◽  
Efl Learners ◽  
The Poor ◽  
The University ◽  
Positive Effect ◽  
Speaking Skills

Speaking is the most difficult as well as the most complex of all the four skills, as it requires expertise in, and exposure to, the target language. Different factors are found responsible for poor speaking skills among EFL learners in general and Saudi EFL learners in particular. The current study investigates the influence of various factors related to teachers, learners, and learning environment on the students’ attitude towards learning speaking skills. The questionnaire survey was employed to elicit responses from 184 undergraduate EFL male and female students in Taif University. Data analyzed through SPSS reveals that out of five variables only one was insignificant, whereas all other variables showed significant positive effect. In the light of the findings, it could be inferred that lack of measures on the part of teachers and learners as well as the classroom setting/environment do not fully facilitate both the male and female students to learn speaking skills in a better way. The poor level of their skills in English is attributed to the variety of teachers’, learners’, and environment related factors. And these factors affect negatively on the attitude of learners towards learning speaking skills.

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