Parisa Abdolrezapour | Salman Farsi University Of Kazerun (original) (raw)

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Books by Parisa Abdolrezapour

'English for students of science' is a textbook written for the purpose of satisfying the needs o... more 'English for students of science' is a textbook written for the purpose of satisfying the needs of students of Physics, Mathematics, Statistics and Computer Sciences. The textbook is composed of 12 units; each unit containing several parts: lexicon, comprehension exercises, vocabulary section, grammar section and tasks related to science issues given in each unit for oral practice as a simple attempt in encouraging students to communicate orally.

Papers by Parisa Abdolrezapour

This research aims to study politeness levels and the probability of compliance by non-native spe... more This research aims to study politeness levels and the probability of compliance by non-native speakers as perceived and judged by American native speakers. The focus of this study is on how speakers’ accent affects interlocutors’ perception of the request politeness, their compliance with the request and the possible role of speaker’s gender on such perception. Based on the role-plays performed by participants, a questionnaire of politeness and compliance was constructed containing three different situations (i.e., job leave, restaurant and borrow a car). Each participant was asked to rank each request on a range of 5 levels of politeness and determine the probability of compliance with the request speech act. The subjects’ perceptions of politeness were compared based on their native language. Data collected from 15 non-native students and 15 native students showed that there were differences in perception of politeness and compliance between the two groups and that native speakers were perceived as more polite and received more compliance by American native interlocutors. Subjects’ gender did not have any significant relationship with how the participants assessed the politeness degree and their compliance with the request speech act.

Cypriot Journal of Educational Sciences, 2016

Procedia - Social and Behavioral Sciences, 2013

The aim of this study is to apply dynamic assessment (henceforth DA) procedures to the developmen... more The aim of this study is to apply dynamic assessment (henceforth DA) procedures to the development of learners emotional intelligence. It focuses on the effect of using emotional intelligence activities (based on Goleman s framework) as a tool for motivating learners while being assessed. The study was conducted on 34 students studying Interchange 1 in two groups: experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman s emotional intelligence framework with the express purpose of inducing them to work with their emotions.

ReCALL, 2017

Previous studies (Goleman, 1995; Parker et al., 2004; Song et al., 2010; Stottlemayer, 2002, to n... more Previous studies (Goleman, 1995; Parker et al., 2004; Song et al., 2010; Stottlemayer, 2002, to name but a few) have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and EFL learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants consisted of 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training, in the form of movies with highly emotional content with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group and their activities did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence positively correlated with the students’ levels of oral fluency.

Currently available assessment tools and procedures are lacking one important dimension in provid... more Currently available assessment tools and procedures are lacking one important dimension in providing full understanding of language learners' potential ability. This article focuses on the pedagogical application of emotional intelligence (EI) activities integrated by Dynamic Assessment (DA, henceforth), a testing approach nurtured by Vygotsky's sociocultural theory, to second language reading instruction. Our main goal is to gain some insights into learner's abilities and find those forms of mediation during emotionally-based dynamic assessment (EDA) intervention that best nurture the development of reading achievement. In this article, learners' improvement in second language (L2) reading comprehension is illustrated with examples of intermediate learners of English completing reading tasks with support from a mediator. The article concludes with recommendations for future research on DA and EI in L2 development.

Studies in Second Language Learning and Teaching (SSLLT)

The aim of this study was to gain more in-depth understanding of students’ emotions in an EFL con... more The aim of this study was to gain more in-depth understanding of students’ emotions in an EFL context by applying dynamic assessment (henceforth DA) procedures to the development of learners’ emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute’s normal procedures; a comparison group, which received dynamic assessment (DA); and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. The study shows the potential of EDA for increasing one’s emotional intelligence and affords practical guidelines to language teachers as to how to incorporate behaviors relating to emotional intelligence into assessment procedures.

This study examines one type of directives—requests—and analyses the (socio-) pragmatic variation... more This study examines one type of directives—requests—and analyses the (socio-) pragmatic variation in two socio-cultural contexts—i.e. Persian and American—with regards to expectations of compliance and preferred request strategies when requesting in four different social situations. The main focus of the study is on perceptive data elicited from both interlocutors (i.e. the requestor and the requestee) when they use such strategies. Role-play interactions, stimulated recall procedure and questionnaires based on the interactions were used to collect the required data from 45 American and 55 Iranian native speakers. As for indirectness, a cross-cultural comparison revealed that conventionally indirect requests are the preferred strategy in these two cultures. Also, the results of the questionnaires showed that more indirect strategies resulted in more certainty of compliance in both cultures. However, the perception of social power and social distance variables differed in these cultures. Whereas, the Americans were more influenced by the social distance between the interlocutors, the Iranians were more concerned with the social power of the requestee than the Americans.

GEMA: Online Journal …, Jan 1, 2012

Innovation in Language Learning …, Jan 1, 2012

Discourse Studies, Jan 1, 2012