آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,304 |
| تعداد مقالات | 15,973 |
| تعداد مشاهده مقاله | 52,333,390 |
| تعداد دریافت فایل اصل مقاله | 15,097,334 |
Factors Underlying characteristics of acquisition of English language in EFL classrooms | ||
| Journal of English Language Teaching and Learning | ||
| دوره 9، شماره 19، شهریور 2017، صفحه 73-90 اصل مقاله (801.24 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Mostafa Younesi؛ Ebrahim Khodadady* | ||
| Department of English language , Faculty of humanities, University of Mashhad, Mashhad, Iran | ||
| چکیده | ||
| This study tries to find what factors underline the characteristics of acqusition of English language in EFL classrooms. The questionnaire addressing the Characteristics of English Language Acqusition Scale ( ELAS) and consisting of 41 closed questions was designed by the researchers of this study and was administered to 388 pre University Iranian EFL students at various private and public schools in Neyshabour ,Zebarkhan, to test the number of extracted factors and their cross loading . The 41 characteristics loaded on twelve rotated factors when the Principle Axis Factoring was applied to the participants' responses i.e., Learning boosters, facilitation, determination, voluntary, teaching methodology, affective factors, attitudes toward foreign speakers and their culture, learner engagement, adjustment, enhancement, teachers'output and individual differences. | ||
| کلیدواژهها | ||
| Learning boosters؛ facilitation؛ determination؛ voluntary؛ teaching methodology؛ affective factors | ||
| مراجع | ||
|
Benson, Ph. (2006). Autonomy in language teaching and learning. Cambridge University Press.
Deci, E. (1995). Why we do what we do: Understanding self-motivation. New York: Penguin.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
Fenner, A-B. (2000). Learner autonomy in A-B Fenner & D. Newby (2000). Approaches to materials design in european textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness. Strasbourg: Council of Europe Publishing.
González-Lloret, M. (2003). Designing task-based call to promote interaction: en busca de Esmeraldas .Journal of Language Learning & Technology, 7 (1), pp. 86-104.
Kelly, G. (1963). A Theory of Personality. New York: W. W. Norton & Company.
Kumaravadivelu, B., (2008). Understanding language teaching: From method to postmethod. Mahwah, New Jersey. Lawrence Erlbaum Associations, Publishers.
Norlida, A, Yaakub.R .(2004). Towards learner autonomy in teaching English in Malaysia. University science Malysia. 4th International Symposium on ELT in China, Beijing. (21-25 May 2004).
Pica, T., L. Holliday, N. Lewis, and L. Morgenthaler. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 1, pp. 63–90.
Sanchez, A. 2004. The Task-based Approach in Language Teaching: IJES, 4 (1), pp.39-71.
Swain, M. and S. Lapkin. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 3, pp. 371-391.
Tosun, B., (2005). Task- based learning. Retrieved from www.yde.yildiz.edu.tr/uddo/belgeler/inca-btosun-tbl.htm
Williams, M. & Burden, R.L., (1997). Psychology for language teachers: A social constructivist approach. Cambridge. Cambridge University Press.
Yanase, M. (2004). Prerequisite EGP plus ESP courses for speaking ability: Curriculum development from theory to practice. Journal of Communication Studies, 21, pp.25-46. | ||
|
آمار تعداد مشاهده مقاله: 39 تعداد دریافت فایل اصل مقاله: 69 |
||