Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience an array of negative emotions known as identity tensions. Coping strategies are used by resilient teachers to overcome these tensions. However, the nature and dynamics of such coping strategies employed by EFL teachers are still under-researched in the Iranian context. In order to address this gap, the present exploratory mixed-methods study probed the coping strategies Iranian EFL teachers most frequently use by first interviewing 16 teachers and, subsequently, administrating a developed questionnaire to a cohort of 150 participants. Thematic analysis and between-groups analyses of t-tests and ANOVAs were used for the qualitative and quantitative phases of the study respectively. The results of both phases revealed that Iranian EFL teachers tend to use active coping strategies significantly more often than passive ones. Also, it was shown that female teachers as well as more experienced teachers above the average age of 28 use more active strategies than their younger colleagues. However, type of training did not seem to play a significant role in their choices, which implies a need for a more systematic integration of coping strategy instruction in training programs. The findings of this study can help English teacher trainers, supervisors, and novice teachers form a deeper insight of coping strategies to deal with identity tensions.
{"title":"EFL Teachers’ Use of Coping Strategies in the Face of Identity Tensions","authors":"M. Hajmalek, Nafise Basiri","doi":"10.52547/lrr.13.3.10","DOIUrl":"https://doi.org/10.52547/lrr.13.3.10","url":null,"abstract":"Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience an array of negative emotions known as identity tensions. Coping strategies are used by resilient teachers to overcome these tensions. However, the nature and dynamics of such coping strategies employed by EFL teachers are still under-researched in the Iranian context. In order to address this gap, the present exploratory mixed-methods study probed the coping strategies Iranian EFL teachers most frequently use by first interviewing 16 teachers and, subsequently, administrating a developed questionnaire to a cohort of 150 participants. Thematic analysis and between-groups analyses of t-tests and ANOVAs were used for the qualitative and quantitative phases of the study respectively. The results of both phases revealed that Iranian EFL teachers tend to use active coping strategies significantly more often than passive ones. Also, it was shown that female teachers as well as more experienced teachers above the average age of 28 use more active strategies than their younger colleagues. However, type of training did not seem to play a significant role in their choices, which implies a need for a more systematic integration of coping strategy instruction in training programs. The findings of this study can help English teacher trainers, supervisors, and novice teachers form a deeper insight of coping strategies to deal with identity tensions.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87312646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Aghaei, Behrooz Ghoorchaei, Mojtaba Rajabi, M. Ayatollahi
There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The current study has some implications for online language practice, especially in periods of crisis such as a pandemic.
{"title":"Iranian EFL Learners' Narratives in a Pandemic Pedagogy: Appreciative Inquiry-Based Approach","authors":"K. Aghaei, Behrooz Ghoorchaei, Mojtaba Rajabi, M. Ayatollahi","doi":"10.52547/lrr.13.3.12","DOIUrl":"https://doi.org/10.52547/lrr.13.3.12","url":null,"abstract":"There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The current study has some implications for online language practice, especially in periods of crisis such as a pandemic.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85409375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trishna Nanda Barianty, Y. Arifani, Nirwanto Ma’ruf, S. Setiawan
Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.
{"title":"L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application","authors":"Trishna Nanda Barianty, Y. Arifani, Nirwanto Ma’ruf, S. Setiawan","doi":"10.52547/lrr.13.3.5","DOIUrl":"https://doi.org/10.52547/lrr.13.3.5","url":null,"abstract":"Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81871271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given that L2 engagement serves a vital role in students’ academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one’s engagement in an L2 context have remained unclear. To respond to this gap, the current research aimed to unravel the effects of teacher-student rapport and teacher support on Iranian EFL students’ L2 engagement. In doing so, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the effects of teacher-student rapport and teacher support on Iranian students’ L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher-student rapport and teacher support can strongly influence Iranian students’ engagement in EFL classes. The implications of results are further discussed.
{"title":"Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport","authors":"Farzaneh Shakki","doi":"10.52547/lrr.13.3.8","DOIUrl":"https://doi.org/10.52547/lrr.13.3.8","url":null,"abstract":"Given that L2 engagement serves a vital role in students’ academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one’s engagement in an L2 context have remained unclear. To respond to this gap, the current research aimed to unravel the effects of teacher-student rapport and teacher support on Iranian EFL students’ L2 engagement. In doing so, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the effects of teacher-student rapport and teacher support on Iranian students’ L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher-student rapport and teacher support can strongly influence Iranian students’ engagement in EFL classes. The implications of results are further discussed.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77058418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates the most influential factor of anxiety in the English for Specific Purposes (ESP) context through classroom observation and questionnaires in a private vocational higher education in Indonesia. It also explores the differences in the anxiety level based on the year of study. One hundred seventy-one students participated in the study. The Foreign Language Anxiety Classroom Scale (FLACS) questionnaire was adapted to find out the students’ anxiety levels. The questionnaire was administered using Google form, then collected and statistically analyzed using SPSS. It was revealed that the most influential factor of students’ anxiety was the domain of Communication Apprehension. Furthermore, the ANOVA test showed that all students in each year suffered from anxiety. The most notable cause of the Communication Apprehension domain was performing without preparation. Self-negative evaluation was the primary cause of the Fear of Negative Evaluation domain. Meanwhile, for the domain of Test Anxiety, failure in language tests was the principal reason. This study implies that teachers should frame pleasant communication in the classroom as well as create fun and collaborative activities to reduce students’ anxiety.
{"title":"Investigating the Anxiety Factors among English for Specific Purposes Students in a Vocational Education setting","authors":"Pratika Ayuningtyas, L. Mauludin, Gatot Prasetyo","doi":"10.52547/lrr.13.3.3","DOIUrl":"https://doi.org/10.52547/lrr.13.3.3","url":null,"abstract":"This paper investigates the most influential factor of anxiety in the English for Specific Purposes (ESP) context through classroom observation and questionnaires in a private vocational higher education in Indonesia. It also explores the differences in the anxiety level based on the year of study. One hundred seventy-one students participated in the study. The Foreign Language Anxiety Classroom Scale (FLACS) questionnaire was adapted to find out the students’ anxiety levels. The questionnaire was administered using Google form, then collected and statistically analyzed using SPSS. It was revealed that the most influential factor of students’ anxiety was the domain of Communication Apprehension. Furthermore, the ANOVA test showed that all students in each year suffered from anxiety. The most notable cause of the Communication Apprehension domain was performing without preparation. Self-negative evaluation was the primary cause of the Fear of Negative Evaluation domain. Meanwhile, for the domain of Test Anxiety, failure in language tests was the principal reason. This study implies that teachers should frame pleasant communication in the classroom as well as create fun and collaborative activities to reduce students’ anxiety.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90655193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Second/foreign language classroom interaction is believed to have its own idiosyncrasies and peculiarities. Many studies have focused on the importance of turn-taking systems for students to gain and hold the floor. Nevertheless, a limited number of studies has explored teachers‟ turn-allocation strategies in their instructional interactions. Motivated by this gap, through the methodological framework of Conversation Analysis (CA), the present study attempted to investigate the frequently employed turn-allocation strategies that Iranian EFL teachers use in their classroom interactions with their students. To this end, a corpus of nine hours of English instruction was video-recorded and analyzed through Sacks et al.‟s (1974) model of turn-allocation. The results of in-depth qualitative analysis indicated that Iranian EFL teachers used multiple resources to allocate the turn to their students. More specifically, it was found that Iranian teachers generally allocate turns to their students through directing their gaze towards them as well as nominating them by their names. Moreover, the teachers, in this study, used non-verbal strategies of head nods and pointing gestures to nominate the next speaker to take the turn. The study ends with some implications for the EFL teachers in that they can manage their turn-allocation techniques more efficiently in their instructional interactions.
{"title":"A Multisemiotic Investigation of Iranian EFL Teachers’ Turn-allocation Strategies in their Classroom Interactions","authors":"Farhad Ghiasvand","doi":"10.52547/lrr.13.3.17","DOIUrl":"https://doi.org/10.52547/lrr.13.3.17","url":null,"abstract":"Second/foreign language classroom interaction is believed to have its own idiosyncrasies and peculiarities. Many studies have focused on the importance of turn-taking systems for students to gain and hold the floor. Nevertheless, a limited number of studies has explored teachers‟ turn-allocation strategies in their instructional interactions. Motivated by this gap, through the methodological framework of Conversation Analysis (CA), the present study attempted to investigate the frequently employed turn-allocation strategies that Iranian EFL teachers use in their classroom interactions with their students. To this end, a corpus of nine hours of English instruction was video-recorded and analyzed through Sacks et al.‟s (1974) model of turn-allocation. The results of in-depth qualitative analysis indicated that Iranian EFL teachers used multiple resources to allocate the turn to their students. More specifically, it was found that Iranian teachers generally allocate turns to their students through directing their gaze towards them as well as nominating them by their names. Moreover, the teachers, in this study, used non-verbal strategies of head nods and pointing gestures to nominate the next speaker to take the turn. The study ends with some implications for the EFL teachers in that they can manage their turn-allocation techniques more efficiently in their instructional interactions.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86891797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Complexity measures in academic writing have experienced a shift from clausal to phrasal indices in recent years. Drawing on a subset of Biber et al.‟s (2011) hypothesized stages of writing development, we explored phrasal complexity across sections (part-genres) of research articles (RAs) in applied linguistics and clinical medicine. A 389,332-word corpus consisting of 80 randomly selected RAs from leading journals in applied linguistics and clinical medicine was compiled for the purposes of the present study. One-way analysis of variance (ANOVA) and independent-samples t -test, as implemented in SPSS (version 25), were employed to find differences across the RA sections and between two groups of academic writers. The findings indicated that RAs in clinical medicine relied more heavily on noun phrase modifiers in all sections than those in applied linguistics, suggesting that the distributional pattern of these linguistic expressions is discipline-independent. The implications of the distributional pattern of phrasal complexity are discussed in relation to L2 writing pedagogy and the development of genre-based, discipline-specific academic writing. relationship between syntactic complexity and rhetorical organizations of RA introductions among four social and engineering disciplines. The results obtained from their study indicated that there existed statistically significant disciplinary variations with regard to the realization of moves and steps in RA introductions as assessed by syntactic complexity metrics. When concluding their study, they noted that disciplinary variations play an important role in form-function mapping and genre-based pedagogy. discussion sections than in methods and results.
近年来，学术写作中的复杂性度量经历了从小句指数到短语指数的转变。借鉴Biber et al.(2011)假设的写作发展阶段的一个子集，我们探索了应用语言学和临床医学研究文章(RAs)各部分(部分流派)的短语复杂性。本研究从应用语言学和临床医学的主要期刊中随机抽取80个RAs，共389,332个词。采用SPSS (version 25)中实施的单因素方差分析(ANOVA)和独立样本t检验来发现RA部分之间和两组学术作家之间的差异。结果表明，临床医学领域的RAs对名词短语修饰语的依赖程度高于应用语言学领域，表明这些语言表达的分布模式与学科无关。本文讨论了短语复杂性分布模式对二语写作教学的影响，以及基于体裁的、特定学科的学术写作的发展。四门社会与工程学科RA介绍的句法复杂性与修辞组织的关系从他们的研究中获得的结果表明，通过句法复杂性指标评估，在RA介绍的动作和步骤的实现方面存在统计学上显著的学科差异。在总结他们的研究时，他们注意到学科差异在形式-功能映射和基于体裁的教学法中起着重要作用。讨论部分的重点在于方法和结果。
{"title":"A Corpus-based Analysis of Noun Phrase Complexity in Research Article Part-genres in Applied Linguistics and Clinical Medicine","authors":"R. Esfandiari, M. Ahmadi","doi":"10.52547/lrr.13.3.7","DOIUrl":"https://doi.org/10.52547/lrr.13.3.7","url":null,"abstract":"Complexity measures in academic writing have experienced a shift from clausal to phrasal indices in recent years. Drawing on a subset of Biber et al.‟s (2011) hypothesized stages of writing development, we explored phrasal complexity across sections (part-genres) of research articles (RAs) in applied linguistics and clinical medicine. A 389,332-word corpus consisting of 80 randomly selected RAs from leading journals in applied linguistics and clinical medicine was compiled for the purposes of the present study. One-way analysis of variance (ANOVA) and independent-samples t -test, as implemented in SPSS (version 25), were employed to find differences across the RA sections and between two groups of academic writers. The findings indicated that RAs in clinical medicine relied more heavily on noun phrase modifiers in all sections than those in applied linguistics, suggesting that the distributional pattern of these linguistic expressions is discipline-independent. The implications of the distributional pattern of phrasal complexity are discussed in relation to L2 writing pedagogy and the development of genre-based, discipline-specific academic writing. relationship between syntactic complexity and rhetorical organizations of RA introductions among four social and engineering disciplines. The results obtained from their study indicated that there existed statistically significant disciplinary variations with regard to the realization of moves and steps in RA introductions as assessed by syntactic complexity metrics. When concluding their study, they noted that disciplinary variations play an important role in form-function mapping and genre-based pedagogy. discussion sections than in methods and results.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80850521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers’ performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers’ strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high- and the low-reading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti’s (2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.
{"title":"Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance","authors":"Zahra Mosalli, S. S. Marandi, L. Tajik","doi":"10.52547/lrr.13.3.4","DOIUrl":"https://doi.org/10.52547/lrr.13.3.4","url":null,"abstract":"Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers’ performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers’ strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high- and the low-reading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti’s (2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83703867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This inquiry is a case study of ‘writing in a third language’. It highlights three elements of identity, abstraction and oblivion as its main features. Among plurilingual writers, there are some ‘migrant writers’ that move to a third country and write in a third language in order to free themselves from the hybrid state that limits their identity and writing. They deny their dualistic cultural and social identity and write in an abstract language that gets them close to the state of becoming nomads. An illustrative example of this group is the Indian-American writer, Jhumpa Lahiri, who, after gaining success as a writer of migration literature in the United States, moved to Italy and wrote in Italian. Writing in a third language, Lahiri concerns herself no more with cultural and social matters, instead focuses on language as its main theme. Therefore, this essay by referring to the multilingual and multicultural experiences of Jhumpa Lahiri, demonstrates how writing in a third language can free the migrant writer from his/her memories and dualistic identity and gets him/her close to a nomadic identity.
{"title":"Plurilingual Writers and the Third Language: From Migrant to Nomadic Literature","authors":"Neda Alizadeh Kashani","doi":"10.52547/lrr.12.6.5","DOIUrl":"https://doi.org/10.52547/lrr.12.6.5","url":null,"abstract":"This inquiry is a case study of ‘writing in a third language’. It highlights three elements of identity, abstraction and oblivion as its main features. Among plurilingual writers, there are some ‘migrant writers’ that move to a third country and write in a third language in order to free themselves from the hybrid state that limits their identity and writing. They deny their dualistic cultural and social identity and write in an abstract language that gets them close to the state of becoming nomads. An illustrative example of this group is the Indian-American writer, Jhumpa Lahiri, who, after gaining success as a writer of migration literature in the United States, moved to Italy and wrote in Italian. Writing in a third language, Lahiri concerns herself no more with cultural and social matters, instead focuses on language as its main theme. Therefore, this essay by referring to the multilingual and multicultural experiences of Jhumpa Lahiri, demonstrates how writing in a third language can free the migrant writer from his/her memories and dualistic identity and gets him/her close to a nomadic identity.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90864216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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{"title":"Compréhension de Texte en Langue Maternelle et en Langue Étrangère: Élaboration d’un Modèle de Différences entre Processus, Lecteurs et Contextes","authors":"Amirreza Vakilifard","doi":"10.52547/lrr.12.5.22","DOIUrl":"https://doi.org/10.52547/lrr.12.5.22","url":null,"abstract":"ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــ 1. Corresponding author: Maître de Conférences, Département de didactique du persan, Faculté des sciences humaines, Université internationale Imam Khomeini, Qazvin, Iran; Courriel: vakilifard@hum.ikiu.ac.ir; ORCID ID: https://orcid.org/0000000242804539 579 Language Related Research E-ISSN: 2383-0816 https://lrr.modares.ac.ir https://doi.org/10.29252/LRR.12.5.21 DOR: 20.1001.1.23223081.1400.12.5.7.1","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83238516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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