University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 The Role of Lexical Inferencing and Morphological Instruction On EFL Learners' Reading Comprehension Development 1 32 3162 10.22111/ijals.2017.3162 EN Mohammad Ahmadi Safa Bu Ali Sina University Mostafa Kokabi Yaghobi Bu Ali Sina University Journal Article 2017 05 07 This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental group received lexical inferencing strategy training for six 45-minute sessions. The second experimental group was also provided with a morphological instruction for six 45-minute sessions, and as for the control group, the participants followed their regular reading comprehension course. After the treatment, two post-tests with a short time interval were administered to the three groups and the obtained data were fed to different statistical tests to spot the probable differences among the three groups’ first post-test performance as a measure of their learning differences and the second post-test performance as a measure of the learners’vocabulary retention differences over time. Results of the paired t-tests showed that lexical inferencing instruction had a statistically significant effect on EFL learners’ reading comprehension development. On the other hand, it was found that morphological instruction had no statistically significant effect on EFL learners’ reading comprehension development. The ANOVA analyses revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners’ reading comprehension development. Furthermore, no significant difference was found between the effects of lexical inferencing and morphological instruction on EFL learners’ reading comprehension development over time.  Lexical Inferencing Morphological Instruction Reading Comprehension https://ijals.usb.ac.ir/article_3162_7d0dabb63408544eccabd7b0989de6d5.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 An Analysis of Persian‌ Compound Nouns as Constructions 33 58 3163 10.22111/ijals.2017.3163 EN Faezeh Arkan hazrat-e Ma'soumeh University Ali Safari hazrat-e Ma'soumeh University Journal Article 2017 05 07 In Construction Morphology (CM), a compound is treated as a construction at the word level with a systematic correlation between its form and meaning, in the sense that any change in the form is accompanied by a change in the meaning. Compound words are coined by compounding templates which are called abstract schemas in CM. These abstract constructional schemas generalize over sets of existing compound words and specify how new compound words can be created. The schemas dominate the compounds so that they inherit all predictable morphological and semantic properties from these schemas. Also, CM adopts a paradigmatic approach to word formation, that is, the creation of new compound words is caused by the extension of a systematic form-meaning relationship in a set of existing compound words to new cases resulting in new compounds. Regarding these properties of CM, This paper studies Persian compound nouns in the framework of Construction Morphology. From this perspective, two types of compound nouns including endocentric and exocentric ones are treated in a rather similar way because the compound noun construction as a holistic schema plays the main role in specifying the syntactic features and semantic content of compound nouns, not their individual constituents. According to findings of this study, the analysis of Persian compound nouns based on CM increases the degree of generality in compound noun formation and develops the concept of holisticity in the form and meaning of compound nouns as well as it highlights the paradigmatic relationship in Persian compound noun formation templates. Constructional Schema Construction Systematic Correlation between Form and Meaning Hierarchical Lexicon Holisticity Paradigmatic Relationship https://ijals.usb.ac.ir/article_3163_09e4df3151ad6ec327141d19f9b82dbd.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 The Factors Affecting Moral Competency of Iranian Undergraduate Students Majoring in English Language and Literature: Investigating the Role of Applied ELT in Iranian Collectivist Culture 59 78 3164 10.22111/ijals.2017.3164 EN Somayeh Javadimehr Ferdowsi University of Mashhad Azar Hosseini Fatemi Ferdowsi university of Mashhad Behzad Ghonsooly Ferdowsi university of Mashhad Reza Pishghadam Ferdowsi university of Mashhad Journal Article 2017 05 07 In a broad dichotomy, cultures are divided into collectivists and individualists. This difference between cultures is manifested in educational settings and the way students and teachers approach educational tasks and activities (Hofstede, 1986). This study investigated the way the dominant culture can affect the cognitive and affective load of classrooms and eventually account for the development of students’ moral judgment. To this end, 400 Iranian university students majoring in English language and literature were asked to complete FAMC test (Javadimehr et al., 2015a). This test measures the role of four factors of “focus, sharing, challenge and support” in the development of moral competency. The results revealed that there was a growth in the pattern of affective and cognitive factors from the first to the last year of studying in this major. The results also indicated that “challenge” was the least attended cognitive factor but “support” was always the most prevalent factor in all academic years. The findings are then discussed by taking into account the findings of other related studies conducted in individualist and collectivist societies. Collectivist Cultures Cognitive and Affective Factors Individualist Cultures Moral Competence https://ijals.usb.ac.ir/article_3164_79b3ec0f5066c8d6b2cf92163a839907.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 Reading Comprehension Needs of Iranian Medical Students 79 96 3165 10.22111/ijals.2017.3165 EN Shiva Kaivanpanah University of Tehran Abdurrashid Khazaei Feizabad University of Tehran, Kish International Campus Journal Article 2017 05 07 The present study aimed to assess the target and present reading comprehension needs and abilities of Iranian medical students with different levels of English language proficiency. A total of 283 medical students and 23 ESP instructors were chosen through cluster sampling. The data collection instruments included the Persian version of Atai and Nazari’s (2011) needs analysis questionnaire and a 40-item language proficiency test. The obtained results indicated that <em>‘general vocabulary’</em> and <em>‘medical terminology’</em> were considered ‘important’ in facilitating the comprehension of medical texts. In addition, the findings revealed that medical students need to improve all reading sub-skills. Furthermore, the respondents’ perceptions were significantly different with regard to students’ target needs and present abilities in reading comprehension. Finally, there was no statistically significant difference in students’ target and present needs and abilities across different levels of language proficiency. The findings have potential implications for the improvement of medical EAP courses.  English for Academic Purposes Needs Analysis Reading Comprehension Medical Students https://ijals.usb.ac.ir/article_3165_41e4e0973c95210d26c7cf6b482be49d.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 Computer Assisted Pronunciation Teaching (CAPT) and Pedagogy: Improving EFL learners’ Pronunciation Using Clear Pronunciation 2 Software 97 126 3167 10.22111/ijals.2017.3167 EN Hooshang Khoshsima Chabahar Maritime University Amin Saed Chabahar Maritime University Saeid Moradi Chabahar Maritime University Journal Article 2017 05 07 This study examined the impact of <em>Clear Pronunciation 2</em> software on teaching English suprasegmental features, focusing on stress, rhythm and intonation. In particular, the software covers five topics in relation to suprasegmental features including consonant cluster, word stress, connected speech, sentence stress and intonation. Seven Iranian EFL learners participated in this study. The study lasted for six weeks and both the teacher and the software were involved in teaching suprasegmental features. To measure the learners’ pronunciation and their degree of progress for both pre-test and post-test, the software itself was used. The software has the ability to generate report and score on learners’ performance at the end of any activity. So, the analysis of learners’ performance was based on the software reports on their performance. The results of the study showed that the learners had a significant level of progress in all aspects of suprasegmental features. They learned suprasegmental features effectively and the exercises of the software were helpful for them. The results provide empirical evidences on the value of using <em>Clear Pronunciation 2</em> software for teaching English pronunciation. This software and the methodology used in this study yield promising results for the field of language teaching and can provide inspiring results in future.  Clear Pronunciation 2 Software Iranian EFL Learners Pronunciation Suprasegmental Features https://ijals.usb.ac.ir/article_3167_216a55bcc9d52338feabf36087dc556d.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 Attitudes towards English as an International Language (EIL) in Iran: Development and Validation of a New Model and Questionnaire 127 154 3166 10.22111/ijals.2017.3166 EN Fahimeh Marefat Allameh Tabataba’i University Maryam Pakzadian Allameh Tabataba&#039;i University Journal Article 2017 05 07 This study aimed at developing and validating a new model and instrument to explore attitudes of Iranian EFL learners towards English as an International Language (EIL). In so doing, the researchers followed several rigorous steps including extensive literature review, content selection, item generation, designing the rating scales and personal information part, Delphi technique, item revision, pilot testing, reliability estimation, and finally validation. In the first phase, five dimensions were identified for the new model based on the literature and interview with a panel of experts. An initial draft of the questionnaire consisting of 33 items was designed for investigating learners’ attitudes towards EIL. Then, it was piloted with a group of 170 Iranian EFL learners. Exploratory factor analysis (EFA) of the obtained data revealed that the questionnaire consisted of a five factor structure. Consequently, confirmatory factor analysis (CFA) was carried out with another 409 Iranian EFL learners to check the fitness of the proposed model. The result of CFA indicated that the model enjoyed a satisfactory level of goodness of fit, showing that the five-factor structure including cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization was not the result of random variance in the learners’ responses. English as an International Language (EIL) Questionnaire Validation Attitude Measurement Exploratory and Confirmatory Factor Analysis https://ijals.usb.ac.ir/article_3166_d06a6c6587b0ceb0df9b2db96feb0e72.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension 155 180 3169 10.22111/ijals.2017.3169 EN Zohreh Seifoori Islamic Azad University,Tabriz Branch Mehrdad Rezaeian Islamic Azad University, Shiraz Branch Journal Article 2017 05 07 Listening is regarded as an interactive process involving decoding of information. This study was launched to find out the impact of bottom-up (BU) and top-down (TD) techniques on Iranian lower and upper intermediate learners’ listening comprehension. We selected a total of 120 participants in six intact classes, three lower intermediate and three upper intermediate. The proficiency level of the groups was further verified and groups at each proficiency level were randomly assigned as a BU group who were engaged in BU activities during the pre-listening stage of each lesson throughout the eight-session treatment, a TD group who performed TD activities, and a control group (CG) for whom no pre-listening attention focusing activities were used. The One-way and Two-way analysis of variance of the listening post-test scores indicated that the lower-intermediate BU group and the upper-intermediate TD group did significantly better compared to the other groups. The findings suggest that BU processing activities were more effective at lower intermediate level while TD processing activities played a more facilitative role for upper intermediate participants. The findings support the interaction between proficiency level and information processing techniques and imply a number of pedagogical implications. Top-down Processing Bottom-up Processing Attention Focusing Techniques Listening Comprehension Proficiency Level https://ijals.usb.ac.ir/article_3169_e1891890cc78aae7c179f48ad22b0b48.pdf
University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 9 1 2017 05 01 A Study of Quranic Quotations in Iqbal’s Poetry: an Intertextual Approach 181 201 3904 10.22111/ijals.2017.3904 EN Mohammad Taghi Zandvakili University of Sistan and Baluchestan Ahmad Shirkhani University of Sistan and Baluchestan Journal Article 2018 05 20 The present article studies Quranic quotations in the poetry of Mohammad Iqbal Lahori based on the approach of intertextuality. Iqbal is one of the greatest poets and intellectuals of the Eastern Muslim world. Quran is a source of inspiration both in his life and poetic career. His poetry is interwoven with Quran through intertextual Quotations. These Quranic quotations are central to the production of meaning in Iqbal’s poems. The present research limits itself to Julia Kristeva’s concept of intertextuality. Kristeva (1980) states that meaning is not inherent in the text rather it is produced through the intertextual relations between texts. This research aims to apply Plett’s (1990) set of structural codes of quotations to Iqbal’s poetic text to expose the role of scriptural quotations in his poetry. The findings of this paper show that Quranic quotations mostly follow the rules of general quotations; except that as authoritative words they are open to some transformations at surface structure but not at deep structure. The semantic fixity of Quranic quotations does not prevent their application as means of power for purposes not endorsed by Quranic instructions. Finally, the authoritative nature of Quranic quotations allows Iqbal not to employ quotation markers in his text wherever he makes use of them.  Intertextuality Kristeva Quranic Quotations Plett Iqbal’s Poetry https://ijals.usb.ac.ir/article_3904_27d3b1be8a83d10b481ed4bd6f559bc8.pdf