IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH
Year:2017 | Volume:5 | Issue:2 |Papers Count:11

"Humor in the classroom is a twentieth century phenomenon. Previously, it was considered unscholarly to use humor as a teaching strategy or even to show a sense of humor as a personality trait" Korobkin (1988, p.154) With the advent of humanistic approach to education, notions like whole person learning, learner-centered education (LCE) and edutainment gained more popularity. The outburst of technology-enhanced methods of learning provided more momentum and impetus for more humanistic trends in education prioritizing learner emotions, needs and desires. Thus, the endeavors made by current practitioners and educationalists to create more playful, fun and engaging ways of learning in humor-laden, stress-free and non-threatening learning environments might be regarded as the offspring of both movements referred to above, i.e. humanistic education and technology-enriched learning. The main mission of the book reviewed here, entitledHumor in the Classroom: A guide for Language Teachers and Educational Researchers, is therefore, thought to be two-fold. On the one hand, the book tries to inform teachers of the ways in which humor can be integrated in learning environments, and on the other, it strives to pave the way for more inclusive and fun learning by introducing practical techniques and presenting a research-supported gamut of available options for implementing such learning.

John I. Liontas, Ph.D., is an associate professor of foreign languages, English for speakers of other languages (ESOL), and technology in education and second language acquisition (TESLA), and director and faculty of the TESLA doctoral program at the University of South Florida. He has over 30 years of K-20+teaching experience and research in the United States and other countries, has held several academic faculty and administrative positions in higher education, and has taught a wide range of language and academic content courses. He has also directed, coordinated, and administered language and academic programs at various US institutions and sits on several local, state, regional, national, and international academic bodies as director, managing editor, chair, reviewer, evaluator, or appointed/elected member. He is an active member of several (inter) national learned societies and has participated as PI and Co-PI on several multimillion dollar funded projects.

An Introduction to English Grammar was first published in 1991, with a second edition in 2002 and a 3rd in 2009. The 4th (current) edition enjoys a new section on ' Words' in chapter 9. The book is divided into two major parts: Part one is entitled Grammar, composed of four chapters and Part two is concerned with the applications of grammar, and includes five chapters, each with two sets of exercises. The first set is for self-studied or classroom use, while the second set, advanced exercises, is meant for classroom discussions or essay writing. This new edition by Nelson (and the late Greenbaum) provides an overview of nearly all aspects of English grammar.

Activity Theory in Education: Research and Practice is a collection of eleven papers on the application of Activity Theory (AT) to investigate the what and how of developments (s) in education. The articles are characterized by their wide geographical scope and variable educational themes. The Foreword, by Yrjӧ Engestrӧm, describes the volume as "such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings" (p. vii). Then, Marilyn Fleer’s Introduction to the volume specifies that studies categorized under AT research have a number of characteristics in common. These include focusing on transitions caused by tensions/contradictions, adopting a holistic approach to research, emphasizing historical developments to capture dynamic motions across time and generation, ensuring theoretical robustness in data collection and interpretation, and admitting the role of the researcher in providing insights into the process of development. Careful scrutiny of the papers, organized around four sections, shows that these features have served as the selection criteria for the articles included in the volume.

While there is a plethora of research on pronunciation problems of EFL learners with different L1 backgrounds, published empirical studies on syllabification errors of Iraqi Kurdish EFL learners are scarce. Therefore, to contribute to this line of research, the present study set out to investigate difficulties of this group of learners in the pronunciation of consonant clusters (CCs). The data for this study were collected through classroom observation and a pronunciation test. Initially, students’ difficulties in pronouncing difficult English clusters were diagnosed in their oral performance in the author’s graduate classes at a private university in Northern Cyprus. Subsequently, 18 Iraqi Kurdish students volunteered to read aloud a short paragraph, sentences containing the problematic consonant clusters, and a word list while being audio-recorded. Data analysis showed discrepancies in the participants’ pronunciation of consonant clusters, i.e., while they did not exhibit any problem in the pronunciation of initial CCs, most of them employed vocalic epenthesis (insertion of an additional vowel), as a repair strategy, in word final position to facilitate the pronunciation of complex clusters of the TL (Target Language). This can be attributed to the influence of the mother tongue as Kurdish phonotactics does not allow certain CCs in word final position. However, other factors such as the role of modeling, and lack of sufficient exposure to the TL may have contributed to the participants’ pronunciation problems. Moreover, since all of the participants were adult EFL learners, it is safe to assume that such errors might have become fossilized in their inter language. Therefore, in terms of pedagogy, it is suggested that pronunciation problems of EFL learners should be dealt with during early stages of second language acquisition in order to prevent fossilization.

While identifying the generic structure of academic introductions has been the focus of extensive research over the last few decades, investigating some, if not all, of the available linguistic resources that realize the identified generic structures seems to have been largely under-focused. In order to shed light on the way that the communicative purposes performed by academic introductions depict themselves in the linguistic choices exploited by language producers, the present study aimed to investigate the thematic organizations that characterize three main variations within the introductory sections of 60 academic textbooks (20 forewords, 20 introductions, 20 prefaces). Two analytical models, namely Halliday’s (1994) categorization of theme and McCabe’s (1999) specification of thematic progression patterns were incorporated. The qualitative and quantitative analyses of the results indicated that the differences between the three introductory variations in thematic configurations could be attributed to the nature and purposes fulfilled by the genre under investigation. Thus, in order to achieve their intended goals, academic writers need to consider the role played by different theme types as one of the available linguistic resources that help communicate their purposes.

Teacher talk is of noteworthy significance in mainstream education and several attempts have aimed at evaluating it. The existing tools, nevertheless, are only general frameworks and with no specific focus on the main functions of teacher talk in ELT contexts. The present study gives a comprehensive account of ELT teacher talk and aims at developing a teacher talk instrument whose items are specific to ELT classes. Accordingly, extensive analysis of the related literature and the researchers’ developed concept of the main functions of teacher talk were used as the foundation to develop a preliminary theoretical model of ELT teacher talk. The proposed theoretical conceptualization was refined through observation of the talk of ELT practitioners as well as interviews with ELT teachers and teacher educators. Ultimately, the theoretical conceptualization led to the development and validation of an observational English Language Teacher Talk Functional Scale (TTFS). The scale was piloted and then administered through having the talk of 182 ELT teachers rated by ELT teacher educators for final validation. TTFS was validated through both exploratory and confirmatory factor analyses. The result indicated that the constructed items in the TTFS and the conceptualization of the construct of teacher talk were meaningful to teachers, teacher educators, and teacher observers and indicative of the effectiveness of teacher talk in ELT contexts. We hope that the present study results in a more worthwhile understanding of the functions of teacher talk and provides an efficacious assessment tool for reflective practice and constructive feedback to ELT teachers.

Theoretically framed within Vygotskyan sociocultural theory (SCT) of mind, the present study investigated resurfacing of private speech markers by Iranian elementary female EFL learners in teacher-learner interactions. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the study. As for the data, six 30-minute reading comprehension tasks with the interval of every two weeks were videotaped, while each participant was provided with a sensitive MP3 player to keep track of very low private speech markers. Instances of externalized private speech markers were coded and reports were generated for the patterns of private speech markers regarding their form and content. While a high number of literal translation, metalanguage, and switching to L1 mid-utterance were reported, the generated number of such private markers as self-directed questions, reading aloud, reviewing, and self-explanations in L2 was comparatively less which could be due to low L2 proficiency of the learners. The findings of the study, besides highlighting the importance of paying more attention to private speech as a mediating tool in cognitive regulation of learners in doing tasks in L2, suggest that teachers’ type of classroom practice is effective in production of private speech. Pedagogically speaking, the results suggest that instead of seeing L1 private speech markers as detrimental to L2 learning, they should be seen as signs of cognitive regulation when facing challenging tasks.

Vygotsky's writings on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor, scaffolding, serve as the theoretical basis for the study of peer collaboration. This paper aimed at examining the effects of peer-scaffolding on EFL writing ability and finding out how revising techniques are constructed and expanded when two learners are working in their ZPDs. Two intermediate EFL university students (a "reader" and a "writer") collaboratively revised a cause and effect composition written by one of them. A microgenetic approach was applied for analyzing the interactions. Results showed that even though the role of the reader was more significant as mediator at first, both reader and writer actively took part in revising the text with assistance transferring mutually between them at the end of the session. Results also indicated that peer scaffolding could be reciprocal rather than unidirectional. As a concluding remark, it was noted that teachers can enhance the quality of collaborative writing processes by helping students to work together and take into account joint efforts in the writing tasks. Learners can also take more participation, learn evaluative feedback strategies, and benefit from their co-mediators.

The aim of the current study was twofold: identifying the constituent components of language teacher educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors’ opinions about these components. Data were collected from 436 participants using a questionnaire. The results of factor analysis showed that teacher educators’ pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories, relevant disciplines, technology, context, research, social relations, language-related issues, reflection, teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA indicated significant rating differences in five of these components, with teachers registering lower scores, compared to teacher educators and university professors. The components of language teacher educators’ pedagogical knowledge are discussed in light of the proposed model and the available literature. The differences between the three groups of stakeholders’ ideas are also attributed to their job descriptions. This eleven-component questionnaire can be used to assess teacher educators’ pedagogical knowledge. The discrepancy between the three groups of stakeholders’ ideas also shows that a more dialogic approach should be adopted in teacher education programs.

This qualitative study investigated the methods used in teaching English vocabulary to very young children (i.e. toddlers) at a bilingual school in Banda Aceh, Indonesia. Not much research has been published on teaching English to toddlers in the EFL context; therefore, this research is important as the results can become additional input to L2 teachers who teach very young children because by understanding their conditions of learners, teachers can help them reach their full potential as language learners. An observation sheet and a set of interview questions were used to collect data from an English teacher. There was only one teacher who became the participant because the school under study is thus far the only school that provides an English learning environment for children as young as toddlers in the city of Banda Aceh. The class was observed for three class meetings. The results showed that of the four teaching methods observed, the most commonly employed method was Total Physical Response (TPR), followed by Natural Approach (NA), Communicative Language Teaching (CLT) and Suggestopedia (SG) as the least. Furthermore, based on the interview with the teacher, it was indicated that TPR and NA were more appropriate for teaching the toddlers English vocabulary. Through TPR, the very young children demonstrated their understanding of commands by responding with simple answers or gestures. In NA, they were situated in a natural environment and not prompted to speak until they felt ready to do so. Additionally, the teacher used no specific textbooks because music, pictures, and authentic materials procured an immense role in supporting the activities in the classroom.