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Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners [<Journal>]
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DNB Subject Category Language
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Response, Resistance, or Restraint: A Triadic Model of Pre-service Teachers’ Perceptions on the (F)utility of Educational Therapy and Life Skills Education in ELT [<Journal>]
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DNB Subject Category Language
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| 6 |
The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners� Written Production
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, pags. 31-43 (2013)
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| 7 |
The Effect of Keyword and Pictorial Methods on EFL Learners' Vocabulary Learning and Retention
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, pags. 299-316 (2013)
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| 9 |
A comparative study of requests among L2 english, L1 persian, and L1 english speakers
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Nº. 11, 2012, pags. 105-123 (2012)
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| 11 |
Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction
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In: English Language Teaching; Vol 5, No 1 (2012); p166 (2011)
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| 12 |
The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students’ Compositions
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In: English Language Teaching; Vol 4, No 3 (2011); p251 (2011)
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Abstract:
This study intends to shed light on the most occurring grammatical and lexical (pragmatic) errors which students make in their compositions. For this purpose, 23 male and female undergraduate students from different majors were asked to take part in the present study. Each week, for four weeks, students were asked to write 4 compositions on predetermined topics. Students’ writings were analyzed for errors based on a linguistic Category Taxonomy and the frequency of errors for each category was calculated. Two kinds of corrective feedback were devised based on the type of errors observed, deductive (explicit) explanation of interlingual errors and inductive (implicit) clarification of intralingual errors. After the treatment, students wrote four more compositions and the frequencies of errors for the two sets of writings were compared to see if any significant changes had occurred. It was found that the most errors were of interlingual category (71%). It was also concluded that in 22 out of 26 categoties, the frequency of errors decreased. Deductive (explicit) teaching of interlingual and also inductive (implicit) teaching of intralingual erroneous points decreased the error frequency of students. Moreover, interlingual errors were more affected than intralingual in case of error reduction.
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URL: https://doi.org/10.5539/elt.v4n3p251
http://ccsenet.org/journal/index.php/elt/article/view/11900
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| 14 |
The Effect of Metadiscourse Awareness on L2 Reading Comprehension: A Case of Iranian EFL Learners
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In: English Language Teaching; Vol 3, No 1 (2010); P92 (2010)
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