Sasan Baleghizadeh | Shahid Beheshti University (original) (raw)
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Universidad Nacional de Colombia (National University of Colombia)
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Papers by Sasan Baleghizadeh
Profile Issues in Teachers Professional Development, May 28, 2012
SLA Research and Materials Development for Language Learning, 2016
Book Chapter Book Title: SLA Research and Materials Development for Language Learning Editor: Bri... more Book Chapter Book Title: SLA Research and Materials Development for Language Learning Editor: Brian Tomlinson Publisher: Routledge
Hem EFL hem de ESL ogrencileri, daha once karsilasmis olduklari sozcukleri akilda tutamamaktan si... more Hem EFL hem de ESL ogrencileri, daha once karsilasmis olduklari sozcukleri akilda tutamamaktan sikayet edegelmislerdir. Siklikla kullanilan sozcuk ezberleme teknikleri arasinda, ogrencilerin sozcuklerin etimolojik yapilarininin farkinda olmasini saglamak, diger tekniklere kiyasla uzerinde daha az arastirma yapilmis bir tekniktir. Bu sebeple, bu calismada 30 adet siklik duzeyi dusuk sozcugun etimolojik ogelerinin sunulmasinin, EFL ogrencilerinin sozcukleri kisa ve uzun vadede hafizalarinda tutabilmeleri uzerindeki etkisi arastirilmistir. Sayisi 32 olan katilimcilar, deney ve kontrol gruplarina rastlantisal olarak atanmis 2 orta duzey dil sinifinin ogrencileridir. Her iki gruptaki ogrencilerden, sozcuklerin anlamlarini sozlukten bakmalari istenmis olmakla birlikte, deney grubunda yer alan katilimcilara ek olarak, sozcuklerin etimolojik yapilari ile ilgili kisa bir aciklamada bulunulmustur. Kisa sureli ve uzun sureli sontestler etimolojik aciklamanin hafiza uzerindeki yararini ortaya k...
syllabus and its main organizational unit has always been a central concern in the field of Engli... more syllabus and its main organizational unit has always been a central concern in the field of English language teaching. The present study was an attempt to investigate the effectiveness of the task- supported structural syllabus (TSSS) on the learners' grammatical achievement. This syllabus type claims to have overcome the sociolinguistic and psycholinguistic drawbacks of the structural syllabus by incorporating tasks into its framework. To this end, two groups of elementary EFL students participated in this study. The participants in the first group received their instruction on four target grammatical forms through the presentation-practice-production (PPP) model and the participants in the other group were taught the same grammatical forms through the task-supported structural (TSS) model. The results obtained indicated that there was no statistically significant difference between the post-test scores of both groups.
Failing to remember previously encountered words is one of the commonly reported complaints of bo... more Failing to remember previously encountered words is one of the commonly reported complaints of both EFL and ESL learners. Among the variety of commonly used vocabulary reinforcing techniques, making students aware of etymological accounts of words is a relatively underresearched area in the literature. The present study, therefore, aims at exploring the effect of presenting etymological accounts of 30 low frequent words on short-and long-term vocabulary retention of EFL learners. The participants (n=32) were members of two intermediate intact classes randomly assigned to experimental and control groups. While both groups were asked to look up the meaning of the words in their dictionaries, the participants in the experimental group received a short instruction on the etymologies of the words. The results of both immediate and delayed posttests demonstrated the mnemonic efficacy of etymology presentation. The paper comes to an end by offering a justification of the linkage between the obtained results and the existing psycholinguistic theories.
Profile Issues in Teachers Professional Development, May 28, 2012
SLA Research and Materials Development for Language Learning, 2016
Book Chapter Book Title: SLA Research and Materials Development for Language Learning Editor: Bri... more Book Chapter Book Title: SLA Research and Materials Development for Language Learning Editor: Brian Tomlinson Publisher: Routledge
Hem EFL hem de ESL ogrencileri, daha once karsilasmis olduklari sozcukleri akilda tutamamaktan si... more Hem EFL hem de ESL ogrencileri, daha once karsilasmis olduklari sozcukleri akilda tutamamaktan sikayet edegelmislerdir. Siklikla kullanilan sozcuk ezberleme teknikleri arasinda, ogrencilerin sozcuklerin etimolojik yapilarininin farkinda olmasini saglamak, diger tekniklere kiyasla uzerinde daha az arastirma yapilmis bir tekniktir. Bu sebeple, bu calismada 30 adet siklik duzeyi dusuk sozcugun etimolojik ogelerinin sunulmasinin, EFL ogrencilerinin sozcukleri kisa ve uzun vadede hafizalarinda tutabilmeleri uzerindeki etkisi arastirilmistir. Sayisi 32 olan katilimcilar, deney ve kontrol gruplarina rastlantisal olarak atanmis 2 orta duzey dil sinifinin ogrencileridir. Her iki gruptaki ogrencilerden, sozcuklerin anlamlarini sozlukten bakmalari istenmis olmakla birlikte, deney grubunda yer alan katilimcilara ek olarak, sozcuklerin etimolojik yapilari ile ilgili kisa bir aciklamada bulunulmustur. Kisa sureli ve uzun sureli sontestler etimolojik aciklamanin hafiza uzerindeki yararini ortaya k...
syllabus and its main organizational unit has always been a central concern in the field of Engli... more syllabus and its main organizational unit has always been a central concern in the field of English language teaching. The present study was an attempt to investigate the effectiveness of the task- supported structural syllabus (TSSS) on the learners' grammatical achievement. This syllabus type claims to have overcome the sociolinguistic and psycholinguistic drawbacks of the structural syllabus by incorporating tasks into its framework. To this end, two groups of elementary EFL students participated in this study. The participants in the first group received their instruction on four target grammatical forms through the presentation-practice-production (PPP) model and the participants in the other group were taught the same grammatical forms through the task-supported structural (TSS) model. The results obtained indicated that there was no statistically significant difference between the post-test scores of both groups.
Failing to remember previously encountered words is one of the commonly reported complaints of bo... more Failing to remember previously encountered words is one of the commonly reported complaints of both EFL and ESL learners. Among the variety of commonly used vocabulary reinforcing techniques, making students aware of etymological accounts of words is a relatively underresearched area in the literature. The present study, therefore, aims at exploring the effect of presenting etymological accounts of 30 low frequent words on short-and long-term vocabulary retention of EFL learners. The participants (n=32) were members of two intermediate intact classes randomly assigned to experimental and control groups. While both groups were asked to look up the meaning of the words in their dictionaries, the participants in the experimental group received a short instruction on the etymologies of the words. The results of both immediate and delayed posttests demonstrated the mnemonic efficacy of etymology presentation. The paper comes to an end by offering a justification of the linkage between the obtained results and the existing psycholinguistic theories.