Volume 2, Issue 1

 

ارسال های اخیر

  • Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers 

    Tajeddin, Zia (Allameh Tabataba’i University Pressدانشگاه علامه طباطبایی, 2013-06-01)
    Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky' concept of scaffolding and the dual code  theory provided a strong support for the use of paratext to ...

  • Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited 

    Rashidi, Nasser؛ Rahimi, Mohammad؛ Alimorad, Zahra (Allameh Tabataba’i University Pressدانشگاه علامه طباطبایی, 2013-06-01)
    Although Gardner and his associates' work was most influential in the field of L2 motivation, from the early 1990s onwards, their work has been criticized for several reasons. Some researchers claimed that integrative and ...

  • Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran 

    Rahimi Domakani, Masoud؛ Mirzaei, Azizullah (Allameh Tabataba’i University Pressدانشگاه علامه طباطبایی, 2013-06-01)
    Critical pedagogy (CP), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. This ...

  • Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study 

    Birjandi, Parviz؛ Soleimani, Mohammad Mehdi (Allameh Tabataba’i University Pressدانشگاه علامه طباطبایی, 2013-06-01)
    Veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (L2) learners. The absence of such instruments in the literature of English language teaching (ELT) ...