Marzieh Nezakat-Alhossaini | Isfahan University of Medical Sciences (original) (raw)
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Papers by Marzieh Nezakat-Alhossaini
Inverse-preference effects imply structures less favored by speakers are affected by structural p... more Inverse-preference effects imply structures less favored by speakers are affected by structural priming. This study examines the role structural priming plays in the production of passive structures, a difficult and hence not favored structure among Iranian EFL learners. The 40 participants were placed in Experimental High-Proficiency, Experimental Mid-Proficiency, Control High-Proficiency, and Control Mid-Proficiency groups. Results of picture description sessions, analyzed by a two-way ANOVA showed that priming led to increased production of the target structure by experimental groups as compared with control groups. Furthermore, results indicated EFL level of proficiency made a significant difference in production of the target structure. peer-review under responsibility of [name organizer]
Journal of Language Teaching and Research, 2012
In this report, we provide a brief discussion of syntactic priming and how this methodology has p... more In this report, we provide a brief discussion of syntactic priming and how this methodology has provided insight into issues of syntactic representation, specifically in terms of the autonomy of syntax and the relationship between production and perception in syntactic representation. We present results from studies related to syntactic priming in bilinguals and second/foreign language learners that focus on the ways in which syntactic priming can illuminate the representation of syntax in acquisition and bilingual grammar. Finally, we suggest further paths of research using this methodology.
Procedia - Social and Behavioral Sciences, 2013
This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of ... more This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of Academic Module. Forty five IELTS candidates, placed in two experimental and one control groups, participated in the study. Participants of the explicit group were given detailed instructions on all parts of the Task. For the C-R group, participants were instructed to provide reasons why they chose particular grammatical than mere explicit teaching.
Procedia - Social and Behavioral Sciences, 2013
ABSTRACT Inverse-preference effects imply structures less favored by speakers are affected by str... more ABSTRACT Inverse-preference effects imply structures less favored by speakers are affected by structural priming. This study examines the role structural priming plays in the production of passive structures, a difficult and hence not favored structure among Iranian EFL learners. The 40 participants were placed in Experimental High-Proficiency, Experimental Mid-Proficiency, Control High-Proficiency, and Control Mid-Proficiency groups. Results of picture description sessions, analyzed by a two-way ANOVA showed that priming led to increased production of the target structure by experimental groups as compared with control groups. Furthermore, results indicated EFL level of proficiency made a significant difference M production of the target structure. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012
Journal of Research in Applied Linguistic Studies, 2014
The present study intended to investigate the processing behavior of two groups of L2 learners of... more The present study intended to investigate the processing behavior of two groups of L2 learners of English, 15 advanced and 16 intermediate and seven English native speakers, on English active and passive reduced relative clauses. Three sets of tasks, an offline task, and two online tasks were conducted. The results revealed that the advanced group, unlike the intermediate group, performed similarly with the native group in all three tests in terms of accuracy and processing behavior. Accordingly, it was concluded that proficient L2 learners can achieve native-like performance. Also opposed to maturational propositions on adult L2 learning following the Critical Period Hypothesis, the advanced learners in this study showed native-like behavior on target structures. It was also suggested that the amount of exposure to a second language can be a defining factor for L2 learners to perform in a native-like manner.
Key words: sentence processing, reduced relative clauses, native/non-native speakers, online/offline tasks, Critical Period Hypothesis
Asian EFL Journal (under review)
Journal of Language Teaching and Research, 3 (5), 2012
This study is concerned with the question of whether Persian-speaking EFL learners recognize Empt... more This study is concerned with the question of whether Persian-speaking EFL learners recognize Empty Category Principle and 'that-trace' effect constraint. One-hundred fifty EFL learners participated in the study from among whom 90 language learners at Najafabad Azad University, selected by the OPT, participated in a decontextualized Grammaticality Judgment task. They were three groups of high, mid, and low. Another 60 English learners studying at Gooyesh Language Institute, selected based on their final scores, participated in a contextualized GJ task. They were two groups of 30 (high and mid). Two one-way ANOVAs were conducted for the decontextualized GJ task's results; one for each subject/objrct extraction tasks; two independent t-tests were conducted for the contextualized GJ task: one for each subject/object extraction tasks. It was concluded that participants of the study did not make a distinction between subject/object extractions and they did not recognize ECP and locality conditions in 'that' clauses.
Journal of Language Teaching and Research, 3,898-903, 2012
In this report, we provide a brief discussion of syntactic priming and how this methodology has p... more In this report, we provide a brief discussion of syntactic priming and how this methodology has provided insight into issues of syntactic representation, specifically in terms of the autonomy of syntax and the relationship between production and perception in syntactic representation. We present results from studies related to syntactic priming in bilinguals and second/foreign language learners that focus on the ways in which syntactic priming can illuminate the representation of syntax in acquisition and bilingual grammar. Finally, we suggest further paths of research using this methodology.
The present study tried to investigate the effectiveness of the implementation of corrective feed... more The present study tried to investigate the effectiveness of the implementation of corrective feedback in the light
of Dynamic Assessment (DA) techniques which are rooted in ZPD on Foreign language learners’ learning of
reported speech structures. Two frameworks were used as the theoretical bases in this study; Lantolf and
Aljaafreh’s regulatory scale (1994) and Feuerstein, Rand, and Rynders (1988) Mediated Learning Experience
(MLE). Two intact English language classes in a language center (Isfahan-Iran) each having 15 students were
randomly selected; one class was randomly regarded as the experimental group and the other one as the control
group. The experimental group received DA-based treatment through the frameworks under focus in this study;
however, the control group did not receive such treatment and followed the routines of the language center. The
classes were tape recorded and were reviewed at the end of each session. After the instruction, the participants
took two post-tests, i.e., one immediately after the treatment, and another one after two weeks. The data were
then qualitatively analyzed after the transcription, and it was concluded that the amalgamation of DA framework
and Corrective Feedback framework were effective in enhancing the participants’ learning reported speech
structures, and a long term effect was also observed regarding the experimental group.
© 2014 JLLS and the Authors - Published by JLLS.
Keywords: ZPD, Dynamic Assessment, Corrective feedback, Mediated Learning Experience (MLE), Long Term
Memory
Journal of language and linguistic studies, 2014
The present study sought to investigate the effect of explicit instruction (direct proactive expl... more The present study sought to investigate the effect of explicit instruction (direct proactive explicit instruction) on the acquisition of English passive objective relative clauses. Two groups of participants were involved in the study; a group of advanced EFL learners (n = 16) and a group of intermediate EFL learners (n = 37) who were randomly divided to two groups of experimental (n = 22) and control (n = 15). The experimental group received 4 sessions of explicit instruction on the target structure. The control group, however, did their routine activities in a writing class. There were three test times, namely a pre-, post-, and delayed post-tests. Two separate measures of explicit and implicit knowledge were applied; an offline test of metalinguistic knowledge (an error correction task) and two online speeded tests of implicit knowledge (a self-paced-reading task and a stop-making sense task). The findings revealed a positive effect of explicit instruction for both implicit and explicit knowledge for the treatment group. Durable effects of explicit instruction were found based on the results obtained from the delayed post-test. The advanced group performed very closely to the treatment group, indicating the effect of explicit instruction in accelerating language learning, as well as the necessity of explicit instruction for some language forms to be acquired in EFL contexts.
Keywords: Explicit/explicit instruction; implicit/explicit knowledge; online/offline tests; English reduced relative clauses
Talks by Marzieh Nezakat-Alhossaini
This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of ... more This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of Academic Module. Forty five IELTS candidates, placed in two experimental and one control groups, participated in the study. Participants of the explicit group were given detailed instructions on all parts of the Task. For the C-R group, participants were instructed to provide reasons why they chose particular grammatical than mere explicit teaching.
Teaching Documents by Marzieh Nezakat-Alhossaini
Inverse-preference effects imply structures less favored by speakers are affected by structural p... more Inverse-preference effects imply structures less favored by speakers are affected by structural priming. This study examines the role structural priming plays in the production of passive structures, a difficult and hence not favored structure among Iranian EFL learners. The 40 participants were placed in Experimental High-Proficiency, Experimental Mid-Proficiency, Control High-Proficiency, and Control Mid-Proficiency groups. Results of picture description sessions, analyzed by a two-way ANOVA showed that priming led to increased production of the target structure by experimental groups as compared with control groups. Furthermore, results indicated EFL level of proficiency made a significant difference in production of the target structure. peer-review under responsibility of [name organizer]
Journal of Language Teaching and Research, 2012
In this report, we provide a brief discussion of syntactic priming and how this methodology has p... more In this report, we provide a brief discussion of syntactic priming and how this methodology has provided insight into issues of syntactic representation, specifically in terms of the autonomy of syntax and the relationship between production and perception in syntactic representation. We present results from studies related to syntactic priming in bilinguals and second/foreign language learners that focus on the ways in which syntactic priming can illuminate the representation of syntax in acquisition and bilingual grammar. Finally, we suggest further paths of research using this methodology.
Procedia - Social and Behavioral Sciences, 2013
This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of ... more This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of Academic Module. Forty five IELTS candidates, placed in two experimental and one control groups, participated in the study. Participants of the explicit group were given detailed instructions on all parts of the Task. For the C-R group, participants were instructed to provide reasons why they chose particular grammatical than mere explicit teaching.
Procedia - Social and Behavioral Sciences, 2013
ABSTRACT Inverse-preference effects imply structures less favored by speakers are affected by str... more ABSTRACT Inverse-preference effects imply structures less favored by speakers are affected by structural priming. This study examines the role structural priming plays in the production of passive structures, a difficult and hence not favored structure among Iranian EFL learners. The 40 participants were placed in Experimental High-Proficiency, Experimental Mid-Proficiency, Control High-Proficiency, and Control Mid-Proficiency groups. Results of picture description sessions, analyzed by a two-way ANOVA showed that priming led to increased production of the target structure by experimental groups as compared with control groups. Furthermore, results indicated EFL level of proficiency made a significant difference M production of the target structure. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012
Journal of Research in Applied Linguistic Studies, 2014
The present study intended to investigate the processing behavior of two groups of L2 learners of... more The present study intended to investigate the processing behavior of two groups of L2 learners of English, 15 advanced and 16 intermediate and seven English native speakers, on English active and passive reduced relative clauses. Three sets of tasks, an offline task, and two online tasks were conducted. The results revealed that the advanced group, unlike the intermediate group, performed similarly with the native group in all three tests in terms of accuracy and processing behavior. Accordingly, it was concluded that proficient L2 learners can achieve native-like performance. Also opposed to maturational propositions on adult L2 learning following the Critical Period Hypothesis, the advanced learners in this study showed native-like behavior on target structures. It was also suggested that the amount of exposure to a second language can be a defining factor for L2 learners to perform in a native-like manner.
Key words: sentence processing, reduced relative clauses, native/non-native speakers, online/offline tasks, Critical Period Hypothesis
Asian EFL Journal (under review)
Journal of Language Teaching and Research, 3 (5), 2012
This study is concerned with the question of whether Persian-speaking EFL learners recognize Empt... more This study is concerned with the question of whether Persian-speaking EFL learners recognize Empty Category Principle and 'that-trace' effect constraint. One-hundred fifty EFL learners participated in the study from among whom 90 language learners at Najafabad Azad University, selected by the OPT, participated in a decontextualized Grammaticality Judgment task. They were three groups of high, mid, and low. Another 60 English learners studying at Gooyesh Language Institute, selected based on their final scores, participated in a contextualized GJ task. They were two groups of 30 (high and mid). Two one-way ANOVAs were conducted for the decontextualized GJ task's results; one for each subject/objrct extraction tasks; two independent t-tests were conducted for the contextualized GJ task: one for each subject/object extraction tasks. It was concluded that participants of the study did not make a distinction between subject/object extractions and they did not recognize ECP and locality conditions in 'that' clauses.
Journal of Language Teaching and Research, 3,898-903, 2012
In this report, we provide a brief discussion of syntactic priming and how this methodology has p... more In this report, we provide a brief discussion of syntactic priming and how this methodology has provided insight into issues of syntactic representation, specifically in terms of the autonomy of syntax and the relationship between production and perception in syntactic representation. We present results from studies related to syntactic priming in bilinguals and second/foreign language learners that focus on the ways in which syntactic priming can illuminate the representation of syntax in acquisition and bilingual grammar. Finally, we suggest further paths of research using this methodology.
The present study tried to investigate the effectiveness of the implementation of corrective feed... more The present study tried to investigate the effectiveness of the implementation of corrective feedback in the light
of Dynamic Assessment (DA) techniques which are rooted in ZPD on Foreign language learners’ learning of
reported speech structures. Two frameworks were used as the theoretical bases in this study; Lantolf and
Aljaafreh’s regulatory scale (1994) and Feuerstein, Rand, and Rynders (1988) Mediated Learning Experience
(MLE). Two intact English language classes in a language center (Isfahan-Iran) each having 15 students were
randomly selected; one class was randomly regarded as the experimental group and the other one as the control
group. The experimental group received DA-based treatment through the frameworks under focus in this study;
however, the control group did not receive such treatment and followed the routines of the language center. The
classes were tape recorded and were reviewed at the end of each session. After the instruction, the participants
took two post-tests, i.e., one immediately after the treatment, and another one after two weeks. The data were
then qualitatively analyzed after the transcription, and it was concluded that the amalgamation of DA framework
and Corrective Feedback framework were effective in enhancing the participants’ learning reported speech
structures, and a long term effect was also observed regarding the experimental group.
© 2014 JLLS and the Authors - Published by JLLS.
Keywords: ZPD, Dynamic Assessment, Corrective feedback, Mediated Learning Experience (MLE), Long Term
Memory
Journal of language and linguistic studies, 2014
The present study sought to investigate the effect of explicit instruction (direct proactive expl... more The present study sought to investigate the effect of explicit instruction (direct proactive explicit instruction) on the acquisition of English passive objective relative clauses. Two groups of participants were involved in the study; a group of advanced EFL learners (n = 16) and a group of intermediate EFL learners (n = 37) who were randomly divided to two groups of experimental (n = 22) and control (n = 15). The experimental group received 4 sessions of explicit instruction on the target structure. The control group, however, did their routine activities in a writing class. There were three test times, namely a pre-, post-, and delayed post-tests. Two separate measures of explicit and implicit knowledge were applied; an offline test of metalinguistic knowledge (an error correction task) and two online speeded tests of implicit knowledge (a self-paced-reading task and a stop-making sense task). The findings revealed a positive effect of explicit instruction for both implicit and explicit knowledge for the treatment group. Durable effects of explicit instruction were found based on the results obtained from the delayed post-test. The advanced group performed very closely to the treatment group, indicating the effect of explicit instruction in accelerating language learning, as well as the necessity of explicit instruction for some language forms to be acquired in EFL contexts.
Keywords: Explicit/explicit instruction; implicit/explicit knowledge; online/offline tests; English reduced relative clauses
This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of ... more This study compares the efficacy of Explicit Teaching and Consciousness-n IELT Writing Task 1 of Academic Module. Forty five IELTS candidates, placed in two experimental and one control groups, participated in the study. Participants of the explicit group were given detailed instructions on all parts of the Task. For the C-R group, participants were instructed to provide reasons why they chose particular grammatical than mere explicit teaching.