Linguistics and Ancient Languages
Amir Zand-Moghadam; Faranak Eslami
Abstract
Given the important role of oral corrective feedback (OCF) in developing language learning and due to the fact that no study has ever investigated Persian language teachers’ attitude toward providing oral corrective feedback, the purpose of the present study was to investigate and critically analyze ...
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Given the important role of oral corrective feedback (OCF) in developing language learning and due to the fact that no study has ever investigated Persian language teachers’ attitude toward providing oral corrective feedback, the purpose of the present study was to investigate and critically analyze the attitude and performance of Persian language teachers while providing OCF. To this end, 15 Persian language teachers were selected and given a questionnaire to complete. The questionnaire included both 5-point Likert scale and open-ended items. The findings revealed that Persian language teachers had a positive attitude toward OCF and that elicitation feedback was the most frequently used type of OCF, while repetition, clarification request and metalinguistic feedback were observed to be the least frequently used type of feedback. It can be concluded that Persian language teachers’ positive attitude toward OCF resulted in the effective use of feedback in the process of Persian language teaching. It can also be claimed that Persian language teachers made use of a variety of feedback types; the most frequent of all was elicitation feedback. The findings of this study have implications for Persian language teachers, researchers, and teacher educators.
Foreign Languages
Hoda Salimi; Amir Zand-Moghadam
Abstract
Given the importance of materials evaluation in language teaching, particularly in Persian language teaching, the present study investigated Persian Vocabulary in Use (Volumes 1 & 2) from the perspectives of Rubdy’s (2003) model and task-based syllabus design. To this end, a number of Persian ...
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Given the importance of materials evaluation in language teaching, particularly in Persian language teaching, the present study investigated Persian Vocabulary in Use (Volumes 1 & 2) from the perspectives of Rubdy’s (2003) model and task-based syllabus design. To this end, a number of Persian language instructors and learners were interviewed and the two volumes of the book were analyzed. The results revealed that, according to the instructors, the book was successful in creating and developing cooperative learning, providing authentic tasks, and classifying and grading the content. However, the learners believed that the book could not develop innovative techniques for vocabulary teaching and learning, but it could provide an opportunity for cooperative learning, and authentic materials. It also well introduced Iranian culture. However, the book was not able to develop creativity. According to the learners, learners’ needs were not met throughout the book either. Regarding the tasks used in this book, it was found that the necessary tasks were missing and that there was a need for more tasks. It can be concluded that the book should be revised based on the learners and the instructor’s ideas and that more communicative tasks should be inserted to the book.
