Teachers and Learners’ Perceptions of Applying Translation as a Method, Strategy, or Technique in an Iranian EFL Setting

Mollaei, Fatemeh; Taghinezhad, Ali; Sadighi, Firooz

doi:10.7575/aiac.ijels.v.5n.2p.67

Cited by 13 publications

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“…Furthermore, the questionnaire in this study included one item from Oxford's (1990) translation strategies category, "Write the meaning of new words in your native language", which is not included in Schmitt's VLSQ taxonomy. The translation is viewed as an efficient way to teach/learn grammar, syntax, and lexis of a foreign language (Mollaei, Taghinezhad, & Sadighi, 2017). Reliability of this questionnaire was calculated using Cronbach's Alpha and turned out to be 0.92 which is an acceptable number.…”

Section: Instrumentationmentioning

confidence: 99%

A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

Sabeki

Karimzadeh²

2020

jass

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The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scale was administrated. Data analysis included descriptive statistics and independent samples t-test. The results indicated that EFL students use a wide range of vocabulary learning strategies. Furthermore, the findings revealed that there was no statistically significant difference between bilinguals and monolinguals regarding English VLSs. Finally, the paper ends up with a number of pedagogical implications for English teachers.

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Section: Instrumentationmentioning

confidence: 99%

A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

Sabeki

Karimzadeh²

2020

jass

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“…Furthermore, the study of perception and cognition has become mushrooming issue in English Foreign Language (EFL) research in recent years as reported by Borg, (2003), Pham & Malvetti (2012), Dja'far, Cahyono, & Bashtomi (2016), Othman & Kiely (2016), and Mollaei, Taghinezhad, & Sadighi (2017). Then, the exploration of how ESP teachers become language teachers, what perception they have as English teachers, how they implement it in the teaching practices, and what factors affect their perception are common issues revealed.…”

Section: Amentioning

confidence: 99%

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

Khoirunnisa¹,

Suparno²,

Supriyadi³

2018

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This study was framed in English for Spesific Purposes to look into the teacher’s and students’ perception about teaching speaking for Tourism Program. To this end, ten male and female Tourism students and their English teacher in one of private Vocational High School in Surakarta were purposively selected as the participants in this study. They were invited to take part in semi-structured interview. The findings showed that English for Tourism emphasizes more in building students’ speaking skill. All participants shared their positive perceptions toward teaching speaking for Tourism Program. The students perceived that speaking was very crucial for them since it gave such impact to their future career. Nevertheless, there were several difficulties students faced in the learning process including grammar, pronunciation, vocabulary, content. There were also some challenges such as lack of confidence, low motivation and limited learning material. However, both teacher and students were actively involved in overcoming those barriers. This study shed light on the importance of collaboration between teacher and students. It is suggested that they should work closely to improve the quality of ESP program.

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“…Researches on the use of deductive and inductive approaches of teaching grammar have been conducted in various contexts [1]- [2]- [3], however within the Afghan context, to the knowledge of the researchers, there is a lack of research. In fact, it can be stated that while there have been lots of research on ELT globally, not much has been investigated about the teaching and learning of English Language in Afghanistan.…”

Section: Introductionmentioning

confidence: 99%

The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies

Ahmadzai¹,

Katawazai²,

Sandaran³

2019

IJEAT

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Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. Teachers preferred such kinds of classical methods for teaching grammar as well. To the knowledge of the researchers, there is a lack of research conducted to indicate whether the two common methods for grammar teaching, i.e. inductive or deductive, are more effective within the Afghan teaching and learning context. The current study has been conducted to find out the effectiveness of using inductive and deductive teaching approaches to teaching English grammar in the Afghan context. Using a mixed-method (qualitative and quantitative) approach for data collection as well as analysis, the study conducted a questionnaire survey of 218 students and 13 instructors and semi-structured interviews with 4 language instructors from both English Departments of Education & Literature Faculties at a university in Afghanistan. The findings indicate that there is no significant difference of using one approach over another and Afghan students can learn through both deductive and inductive approaches in teaching grammar. However, from the perspective of the teachers, it was found that the teachers generally prefer the deductive method and rarely use the inductive method as they are trained in the classical method of teaching English. The findings of the study will help English grammar teachers to view the importance of using both of the teaching methods in Afghan context in order to make learning grammatical rules and its structures easy for the students to overcome.

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Teachers and Learners’ Perceptions of Applying Translation as a Method, Strategy, or Technique in an Iranian EFL Setting

Cited by 13 publications

References 0 publications

A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies

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