Mitra Niyazi - Academia.edu (original) (raw)

Papers by Mitra Niyazi

Dyslexia in Persian

Routledge eBooks, Jul 1, 2024

Teaching English Language Journal, 2022

Pragmatics is described as the use of language appropriately in diverse and real circumstances to... more Pragmatics is described as the use of language appropriately in diverse and real circumstances to achieve various communicational goals. Despite the significant importance of pragmatic knowledge, second/foreign language learners have been reported to lack acceptable levels of pragmatic competence. To optimize pedagogical techniques implemented in complex. Although mastery over this set of cognitive-linguistic skills can be used as a tool to disentangle semantic clues in different contexts, teaching such cognitive-linguistic and metalinguistic skills can only partially meet the learners' need to master pragmatic knowledge. Pertinent suggestions and implications for the second/foreign language classrooms are discussed according to the obtained results.

Pakistan Journal of Language Studies, 2018

The Simple View of Reading (SVR) suggests decoding and linguistic comprehension as the two compon... more The Simple View of Reading (SVR) suggests decoding and linguistic comprehension as the two components involved in reading comprehension. Linguistic comprehension is vital in this process since it supports the comprehension of the written text. Decoding is also fundamental to enable the reader to read the written text; decoding is supposed to become habitual and automatic over a couple of years of schooling for most children. Once the reader can decode effortlessly, other strategies are required to accelerate comprehension; among these, inference skills seem to be very important. Given the importance of reading and inference skills, the current study sought to investigate the relationship between inference skills (lexical and global inferencing) and reading comprehension among English language learners (ELL) in Iran. Additionally, the study aimed at finding the effect of teaching inference skills on reading comprehension performance. One hundred and twenty female high school students from Tehran were selected based on their scores on the Oxford Reading Test, indicating that they were at intermediate levels of English proficiency. The participants were randomly divided into a control and experimental group (each consisting of 60 students). The participants in the control group received conventional instructions of the school, while the participants in the experimental group were also taught inference skills. The participants in both groups were pre-and post-tested on their reading comprehension ability. Additionally, a multiplechoice test of reading comprehension measuring the global and lexical inferencing abilities was given to the participants. The results of the Spearman correlation coefficient indicated that there was a significant relationship between lexical inferencing and reading comprehension as well as global inferencing and reading comprehension. Additionally, the results of the independent samples t-test revealed that teaching inference skills had a significant effect on reading comprehension performance among ELLs. The findings of the study have implications for ESL/EFL contexts concerning teaching reading comprehension in general and inference skills in particular.

Patiently-Drafted Titles: Focusing on the Form and Content of Research Articles’ Titles in Iranian Applied Linguistics Journals

Dyslexia in Iran

Routledge eBooks, Jun 8, 2022

Language Teaching Research Quarterly

Supra-segmental features refer to various forms of intonation and how words and sentences are utt... more Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed tha...

Dyslexia in Persian

Routledge eBooks, Jul 1, 2024

Teaching English Language Journal, 2022

Pragmatics is described as the use of language appropriately in diverse and real circumstances to... more Pragmatics is described as the use of language appropriately in diverse and real circumstances to achieve various communicational goals. Despite the significant importance of pragmatic knowledge, second/foreign language learners have been reported to lack acceptable levels of pragmatic competence. To optimize pedagogical techniques implemented in complex. Although mastery over this set of cognitive-linguistic skills can be used as a tool to disentangle semantic clues in different contexts, teaching such cognitive-linguistic and metalinguistic skills can only partially meet the learners' need to master pragmatic knowledge. Pertinent suggestions and implications for the second/foreign language classrooms are discussed according to the obtained results.

Pakistan Journal of Language Studies, 2018

The Simple View of Reading (SVR) suggests decoding and linguistic comprehension as the two compon... more The Simple View of Reading (SVR) suggests decoding and linguistic comprehension as the two components involved in reading comprehension. Linguistic comprehension is vital in this process since it supports the comprehension of the written text. Decoding is also fundamental to enable the reader to read the written text; decoding is supposed to become habitual and automatic over a couple of years of schooling for most children. Once the reader can decode effortlessly, other strategies are required to accelerate comprehension; among these, inference skills seem to be very important. Given the importance of reading and inference skills, the current study sought to investigate the relationship between inference skills (lexical and global inferencing) and reading comprehension among English language learners (ELL) in Iran. Additionally, the study aimed at finding the effect of teaching inference skills on reading comprehension performance. One hundred and twenty female high school students from Tehran were selected based on their scores on the Oxford Reading Test, indicating that they were at intermediate levels of English proficiency. The participants were randomly divided into a control and experimental group (each consisting of 60 students). The participants in the control group received conventional instructions of the school, while the participants in the experimental group were also taught inference skills. The participants in both groups were pre-and post-tested on their reading comprehension ability. Additionally, a multiplechoice test of reading comprehension measuring the global and lexical inferencing abilities was given to the participants. The results of the Spearman correlation coefficient indicated that there was a significant relationship between lexical inferencing and reading comprehension as well as global inferencing and reading comprehension. Additionally, the results of the independent samples t-test revealed that teaching inference skills had a significant effect on reading comprehension performance among ELLs. The findings of the study have implications for ESL/EFL contexts concerning teaching reading comprehension in general and inference skills in particular.

Patiently-Drafted Titles: Focusing on the Form and Content of Research Articles’ Titles in Iranian Applied Linguistics Journals

Dyslexia in Iran

Routledge eBooks, Jun 8, 2022

Language Teaching Research Quarterly

Supra-segmental features refer to various forms of intonation and how words and sentences are utt... more Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed tha...