No abstract

Abstract-The

Background: Self-esteem, attributional styles, and self-handicapping play key roles in students' individual and social performances. Through determining interactional relations among these factors, parents and schools can plan for improving students' performances. Objectives: Hence, this study aimed to investigate the relationship of self-esteem and attributional styles with self-handicapping among primary school students. Methods: The statistical population of this study comprised of 3rd to 5th grades of primary school students in Zahedan, during the 2015 -2016 academic year. The research sample consisted of 365 primary students (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children's attributional style questionnaire, the rosenberg self-esteem scale, and the Midgley et al. self-handicapping scale. The statistical analyses were performed via SPSS16 using both descriptive and inferential statistics including the correlation test and the Inter regression analysis. Results:The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and selfhandicapping (7.11) among the students were lower than the nominal mean of the questionnaires, however, the mean of self-esteem (31.20) was higher than the nominal mean score. Furthermore, results showed that self-handicapping was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with self-esteem. In addition,

In the written texts on foreign language learning, a group of studies has stressed the function of learning context and learning chances for learners' language input. The present thesis had two main goals: on the one hand, different types of input to which Iranian grade four high school EFL learners' are exposed were looked at; on the other hand, the possible relationship between types and quantity of input and Iranian EFL learners' oral proficiency was investigated. It was supposed that EFL learners who have access to more input will show better oral proficiency than those who do not have. Instruments used in the present study for the purpose of data collation included PET test, researcher-made questionnaire, oral language proficiency test and face-to-face interview. Data were gathered from 50 Iranian female grade four high school foreign language learners who were selected from among 120 students whose score on PET test were +1SD from the mean score. The results of the Spearman rank-order correlation test for the types of input and oral language proficiency scores, showed that the participants' oral proficiency score significantly correlated with the intended four sources of input including spoken (rho= 0.416, sig=0.003), written (rho= 0.364, sig=0.009), aural (rho= 0.343, sig=0.015) and visual or audiovisual types of input (rho= 0.47, sig=0.00). The findings of Spearman rank-order correlation test for the quantity of input and oral language proficiency scores also showed a significant relationship between quantity of input and oral language proficiency (rho= 0.543, sig= 0.00). The findings showed that EFL learners' oral proficiency is significantly correlated with efficient and effective input. The findings may also suggest answers to the question why most Iranian English learners fail to speak English fluently, which might be due to lack of effective input. This may emphasize the importance of the types and quantity of input in EFL classes and syllabus designers. Keywords: type of Input, quantity of input, Oral language proficiency 1. Introduction According to Swain (1985), all types of data from a target language that the learners are introduced to and from which they learn are called "input". So far, foreign and second language research has paid particular attention to input comprehension. These researches had been under the influence of the hypotheses that consider a relationship between the comprehension of the input and its effectiveness to the acquisition process. Ellis (1995) suggests that an important aspect of educating foreign language learners is the use of understandable input, or specialized instructional techniques and methodology that make content intelligible to students at all English proficiency levels. In connection with input of EFL learners, many studies have enquired into whether measures of input might have an effect on their performance on oral proficiency tests. While some researchers (Seliger, 1977; Spada, 1986) have concluded that EFL learners with a significant degree of informal e...