nasrollah kabirzadeh | Islamic Azad University, Najafabad Branch (original) (raw)
Papers by nasrollah kabirzadeh
In relation to teaching and learning grammar in second language ,grammar is conceptualized differ... more In relation to teaching and learning grammar in second language ,grammar is conceptualized differently. The present study is an attempt to examine the differences related to non-native EFL teachers' beliefs about grammar and testing grammar. These differences were examined in relation to teachers' work experience, workplace (governmental school vs. private institutes) and gender. A questionnaire consisting of 28 items was administered to 82 EFL English teachers. They were teaching in Iranian high schools, junior schools and private institutes. The results showed that there were significant differences between school teachers and institute language teachers related to grammar and testing grammar, that is, the teachers' characteristics affected some areas of their cognition concerning grammar and grammar testing.
Key words: testing, beliefs, grammar, teachers' cognition, work setting
Listening is one important skill in language learning. EFL students are sometimes faced with prob... more Listening is one important skill in language learning. EFL students are sometimes faced with problems while listening to their interlocutors due to the lack of sufficient linguistic knowledge so that they have to quit the conversation .They can overcome this problem using oral communication strategies. This study examines the use of listening strategies by Iranian EFL university students studying English in Najafabad Azad University .To do so, a sample of 100 Iranian EFL students was randomly selected (fifty male and fifty female students). To gather the necessary data, the questionnaire of oral communication strategies use (OCSI) was administered to 100 Iranian EFL university students. It included five main categories of oral communication strategies in 26 items for listening strategies. Oxford Placement Test (OPT) was also administered and based on their scores; they were divided into three groups of “low’, “intermediate” and “high” EFL students. The frequency of listening strategies use by three groups of EFL students in this study was determined. The most and the least frequently used listening strategies by the two groups labeled as “low” and “high” in this study were determined. Also, the relationship between the use of listening strategies and EFL students’ gender was examined. The data obtained in this study were analyzed using SPSS software (version 20). The results showed no differences related to the use of listening strategies by Iranian EFL students and their gender. In relation to the use of listening strategies by the two groups of Iranian EFL university students labeled as “low” and “high” in this study, no differences were observed, either. The pedagogical implications in relation to oral communication strategy use by Iranian EFL students are discussed in this study.
Speaking is one important skill in language learning. EFL students sometimes are faced with some ... more Speaking is one important skill in language learning. EFL students sometimes are faced with some problems while speaking to their interlocutors due to the lack of sufficient linguistic knowledge so that they have to quit the conversation. This study examines the use of speaking strategies by some male and female EFL university students .The use of these strategies were examined in relation to the EFL university students’ gender and their proficiency level based on which, they were classified as “low”, “intermediate” and ‘high” groups .A sample of 100 Iranian EFL students were randomly selected .The sample consisted of students with different gender and proficiency levels. The questionnaire of communication strategies use was administered. It included five main categories in 30 items for speaking. The results showed no differences related to the use of speaking strategies by EFL students and their gender. In relation to the use of speaking by EFL students and their proficiency levels, no differences were observed, either. The implications of this study are discussed in this article.
learning; yet it is probably the least stressed skill in the EFL language classroom. So, the grea... more learning; yet it is probably the least stressed skill in the EFL language classroom. So, the greatest difficulty for EFL learners, especially for Iranian EFL learners travelling in English speaking countries, is not primarily that they cannot make themselves understood. Their major difficulty and one that leads to a considerable emotional embarrassment is that they cannot understand what is being said. The present study is intended to investigate Iranian EFL learners׳attitudes towards the two main English variations (British and American English) and its effect on theirlistening comprehension. In this study sixty Iranian students studying English as a foreign language at Shahreza Azad University were divided into two thirty-member groups. They were classified as Group A (students who preferred American English and Group B (those who preferred British English). The results show that there is a positive relationship between Iranian EFL learners׳ attitudes towards British or American English and their listening comprehension abilities and also there is a significant difference between listening comprehension abilities of Iranian EFL learners with British or American English training.
Listening comprehension is one of the most important and fundamental skills in language learning;... more Listening comprehension is one of the most important and fundamental skills in language learning; yet it is probably the least stressed skill in the EFL language classroom. So, the greatest difficulty for EFL learners, especially for Iranian EFL learners travelling in English speaking countries, is not primarily that they cannot make themselves understood. Their major difficulty and one that leads to a considerable emotional embarrassment is that they cannot understand what is being said. The present study is intended to investigate Iranian EFL learners׳attitudes towards the two main English variations (British and American English) and its effect on theirlistening comprehension. In this study sixty Iranian students studying English as a foreign language at Shahreza Azad University were divided into two thirty-member groups. They were classified as Group A (students who preferred American English and Group B (those who preferred British English). The results show that there is a positive relationship between Iranian EFL learners׳ attitudes towards British or American English and their listening comprehension abilities and also there is a significant difference between listening comprehension abilities of Iranian EFL learners with British or American English training.
In relation to teaching and learning grammar in second language ,grammar is conceptualized differ... more In relation to teaching and learning grammar in second language ,grammar is conceptualized differently. The present study is an attempt to examine the differences related to non-native EFL teachers' beliefs about grammar and testing grammar. These differences were examined in relation to teachers' work experience, workplace (governmental school vs. private institutes) and gender. A questionnaire consisting of 28 items was administered to 82 EFL English teachers. They were teaching in Iranian high schools, junior schools and private institutes. The results showed that there were significant differences between school teachers and institute language teachers related to grammar and testing grammar, that is, the teachers' characteristics affected some areas of their cognition concerning grammar and grammar testing.
Key words: testing, beliefs, grammar, teachers' cognition, work setting
Listening is one important skill in language learning. EFL students are sometimes faced with prob... more Listening is one important skill in language learning. EFL students are sometimes faced with problems while listening to their interlocutors due to the lack of sufficient linguistic knowledge so that they have to quit the conversation .They can overcome this problem using oral communication strategies. This study examines the use of listening strategies by Iranian EFL university students studying English in Najafabad Azad University .To do so, a sample of 100 Iranian EFL students was randomly selected (fifty male and fifty female students). To gather the necessary data, the questionnaire of oral communication strategies use (OCSI) was administered to 100 Iranian EFL university students. It included five main categories of oral communication strategies in 26 items for listening strategies. Oxford Placement Test (OPT) was also administered and based on their scores; they were divided into three groups of “low’, “intermediate” and “high” EFL students. The frequency of listening strategies use by three groups of EFL students in this study was determined. The most and the least frequently used listening strategies by the two groups labeled as “low” and “high” in this study were determined. Also, the relationship between the use of listening strategies and EFL students’ gender was examined. The data obtained in this study were analyzed using SPSS software (version 20). The results showed no differences related to the use of listening strategies by Iranian EFL students and their gender. In relation to the use of listening strategies by the two groups of Iranian EFL university students labeled as “low” and “high” in this study, no differences were observed, either. The pedagogical implications in relation to oral communication strategy use by Iranian EFL students are discussed in this study.
Speaking is one important skill in language learning. EFL students sometimes are faced with some ... more Speaking is one important skill in language learning. EFL students sometimes are faced with some problems while speaking to their interlocutors due to the lack of sufficient linguistic knowledge so that they have to quit the conversation. This study examines the use of speaking strategies by some male and female EFL university students .The use of these strategies were examined in relation to the EFL university students’ gender and their proficiency level based on which, they were classified as “low”, “intermediate” and ‘high” groups .A sample of 100 Iranian EFL students were randomly selected .The sample consisted of students with different gender and proficiency levels. The questionnaire of communication strategies use was administered. It included five main categories in 30 items for speaking. The results showed no differences related to the use of speaking strategies by EFL students and their gender. In relation to the use of speaking by EFL students and their proficiency levels, no differences were observed, either. The implications of this study are discussed in this article.
learning; yet it is probably the least stressed skill in the EFL language classroom. So, the grea... more learning; yet it is probably the least stressed skill in the EFL language classroom. So, the greatest difficulty for EFL learners, especially for Iranian EFL learners travelling in English speaking countries, is not primarily that they cannot make themselves understood. Their major difficulty and one that leads to a considerable emotional embarrassment is that they cannot understand what is being said. The present study is intended to investigate Iranian EFL learners׳attitudes towards the two main English variations (British and American English) and its effect on theirlistening comprehension. In this study sixty Iranian students studying English as a foreign language at Shahreza Azad University were divided into two thirty-member groups. They were classified as Group A (students who preferred American English and Group B (those who preferred British English). The results show that there is a positive relationship between Iranian EFL learners׳ attitudes towards British or American English and their listening comprehension abilities and also there is a significant difference between listening comprehension abilities of Iranian EFL learners with British or American English training.
Listening comprehension is one of the most important and fundamental skills in language learning;... more Listening comprehension is one of the most important and fundamental skills in language learning; yet it is probably the least stressed skill in the EFL language classroom. So, the greatest difficulty for EFL learners, especially for Iranian EFL learners travelling in English speaking countries, is not primarily that they cannot make themselves understood. Their major difficulty and one that leads to a considerable emotional embarrassment is that they cannot understand what is being said. The present study is intended to investigate Iranian EFL learners׳attitudes towards the two main English variations (British and American English) and its effect on theirlistening comprehension. In this study sixty Iranian students studying English as a foreign language at Shahreza Azad University were divided into two thirty-member groups. They were classified as Group A (students who preferred American English and Group B (those who preferred British English). The results show that there is a positive relationship between Iranian EFL learners׳ attitudes towards British or American English and their listening comprehension abilities and also there is a significant difference between listening comprehension abilities of Iranian EFL learners with British or American English training.