Volume 3 (1); March 15, 2014
Genre-Based Approach to Teaching Writing in EFL Context.
Sabouri H, Zohrabi M, Vafa A.
Int. J. Appl. Ling. Stud., 3(1): 01-07, 2014; pii:S232251221400001-3
Writing is considered to be one of the most difficult skills that learners are expected to master. To write appropriately and effectively is a task that most ESL learners face despite years spending for learning and developing their writing skills. Genre-based approach is a teaching methodology that is believed to assist students in coping with this difficult task. Thus, this paper aims to examine the effects of genre-based approach to teaching writing in EFL contexts using an experimental approach. 40 EFL learners were selected from a private language institute; 20 of them were randomly selected to form the treatment group and the rest formed the control group. The experimental group was taught using the genre-based writing techniques and the other group was taught writing without it. The results showed considerable improvement in the treatment group compared with the control group.
Keywords: Genre-based Approach, EFL Context, Writing
Language Learning Strategies as Predictors of Goal Orientation.
Zarei A.A. and Gilanian M.
Int. J. Appl. Ling. Stud., 3(1): 08-18, 2014; pii:S232251221400002-3
To investigate language learning strategies as predictors of goal orientation components (intrinsic, extrinsic, task, ability approach, and ability avoid goal orientation), 145 B.A level students majoring in English translation and English language teaching were selected. The instruments included the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ. Data were analyzed through stepwise multiple regression analyses. Results indicated that meta-cognitive, compensation, and cognitive strategies had predictive power on intrinsic goal orientation. There was also a significant relationship between affective strategies and extrinsic goal orientation. In addition, the relationships between affective, meta-cognitive, and compensation strategies and task goal orientation were statistically significant. The findings further showed that social and compensation strategies had predictive power on ability approach goal orientation. Likewise, social strategies were the best predictors of ability avoid goal orientation. The findings of the present study may have implications for L2 learners, teachers, and material developers.
Keywords: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Goal Orientation, Ability Approach Goal Orientation, Ability Avoid Goal Orientation, Language Learning Strategies
Lexicalization of Tense and Aspectual Features in Persian, English and French: A Morpho-Syntactic Argumentation.
Jannejad M, Mashhadi A, and Mousavi SH.
Int. J. Appl. Ling. Stud., 3(1): 19-23, 2014; pii:S232251221400003-3
The present study is an attempt to show how lexicalization operates for tense and aspectual features. Using Persian, English and some French examples, it is argued that tense and aspectual features need to move downward to be lexicalized. To this end, the concept of negative scope together with some other combinations are reflected on to prove that tense and aspectual features get lexicalized by moving downward. Form an empirical point of view, this study indicates that in D-structure the negative scope in the aforesaid languages do not have a scope over tense and aspect, while in S-structure the place of negative has a scope over tense and aspect.
Key words: Lexicalization, Tense, Aspect, Negative Scope, Downward movement.
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