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Dastjerdi, Hossein Vahid
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Quality of Iranian EFL Learners’ Argumentative Essays: Cohesive Devices in Focus Dastjerdi, Hossein Vahid; Samian, Samira Hayati
Mediterranean Journal of Social Sciences Vol. 2 No. 2 (2011): May 2011
Publisher : Richtmann Publishing

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The ability to compose a piece of argumentative text is important for EFL and ESL learners. Despite its importance, thereis a gap in the literature about how Iranian students write essays in this genre that this study intends to fill. Building upon Halliday andHasan's (1976) cohesion theory, this study intended to investigate Iranian graduate non-English majors' use of cohesive devices inargumentative essays, and also the relationship between the number of cohesive devices and writing quality. An analysis of fortyargumentative essays written by forty Iranian graduate non-English majors showed that the students were familiar with various cohesivedevices and used them in their writings. Among the cohesive devices used lexical devices had the largest percentage of the total number ofcohesive devices, followed by reference devices and conjunction devices. Furthermore, it was found that there was no significant relationshipbetween the number of cohesive devices used and quality of writing. The findings of the study have some important implications for EFLwriting teachers and learners.
Discoursal Variation and Gender: The Case of Compliment Responses Among Male and Female Persian Speakers Shahreza, Mohammad Ali Heidari; Dastjerdi, Hossein Vahid; Marvi, Sepideh
Mediterranean Journal of Social Sciences Vol. 2 No. 3 (2011): September 2011
Publisher : Richtmann Publishing

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This study was aimed at investigating the discoursal variation of compliment responses (CRs) among male and female IranianPersian speakers. A total of 60 elementary Iranian teenage EFL learners participated in the study. The data were collected through theapplication of written discourse completion tasks (DCTs), with four situations, i.e. appearance, character, ability and possession. Theanalysis of the data showed that both male and female groups mostly preferred Accept strategies in almost all the four situations; however,female participants took side with Evade strategies when receiving compliments for possession. The findings have generally a practicalrelevance to the speech communities under study by providing guidelines for the use of CRs. They have also pedagogical implications,helping males and female Persian speakers respond to compliments in a culturally acceptable manner.
Impact of Immediate and Delayed Error Correction on EFL Learners’ Oral Production: CAF Rahimi, Afsaneh; Dastjerdi, Hossein Vahid
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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As the purpose of communication in second/foreign language learning can be complex, fluent and accurate speech,the best type of correcting learners' errors need to be taken into consideration. The aim of this study was to investigate aneffective error correction method (in this case immediate and/or delayed) in developing learners' complexity, fluency andaccuracy in speech. The other aim was to measure the level of anxiety that students experience in the class while the teachercorrects their errors immediately or with some delay. 20 female intermediate EFL learners aged 15 to 20 were chosen from oneof the English language institutes in Isfahan, Iran. The participants were divided into 2 groups of 10. For G1 errors werecorrected immediately and for G2 with some delay, i.e. after finishing their speech during 30 sessions. At the end of the term,each student was asked to discuss one of the topics they had discussed during the term while their voices were recorded andtranscribed later. Measures of accuracy, fluency, and complexity were developed and the results showed that delayed errorcorrection has positive effect on fluency and accuracy but not on complexity. For the second aim, a Foreign Language Anxietyquestionnaire was given to all the participants at the end of the term and the results indicated that G2 with delayed correctionexperienced less anxiety in class.
The Relationship Between Prior Knowledge and EFL Learners' Listening Comprehension: Cultural Knowledge in Focus Samian, Samira Hayati; Dastjerdi, Hossein Vahid
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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The present study investigated the impact of cultural familiarity on improving Iranian EFL learners’ listeningcomprehension. To do this, forty English language learners were selected at a private language institute in Isfahan based ontheir scores in FCE test and were randomly assigned to four groups of ten. A pre-test was administered to the four groups beforeany treatment. During the experiment, Group A had exposure to target culture texts. The participants in Group B had exposure tointernational target culture texts. The participants in Group C had exposure to source culture texts. The participants in Group Dhad only exposure to culture free texts. At the end of this treatment, the four groups took a post-test which was the same as pretestto see whether the treatment had any influence on their listening proficiency. The results of the post-test showed that thefour groups performed differently on the post-test, which indicated that greater familiarity with specific culturally-orientedlanguage listening material would improve Iranian EFL learners’ listening proficiency.
The Transfer of Persian Language Speech Acts into English Language Pakzadian, Maryam; Dastjerdi, Hossein Vahid
Mediterranean Journal of Social Sciences Vol. 3 No. 3 (2012): September 2012
Publisher : Richtmann Publishing

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This paper investigates socio-pragmatic transfer of speech acts from Persian language into English language. The researchercompares the data gathered from Persian speakers of English and American native English in five different service situations. Persianspeakers of English have different semantic interpretations from native American speakers, they conform to different sociolinguisticnorms. So when Persian speakers want to speak English they consider their own cultural and social norms and transfer them in toEnglish. Misunderstanding and break downs in conversations are due to this socio-pragmatic transfer. Adhering to different speakingrules and models of accepted behavior can cause different cultural perceptions about the L2 speakers, some of which are not trueperceptions of course. So we should be careful about false cultural perceptions naming stereotypes without having knowledge about L2speakers' cultural and social backgrounds.
Fidelity vs. Infidelity: An Investigation of the Ideational and Illocutionary Strategies Used in the Two Persian Renderings of Shakespeare's Macbeth Jamshidian, Elaheh; Dastjerdi, Hossein Vahid
Mediterranean Journal of Social Sciences Vol. 3 No. 3 (2012): September 2012
Publisher : Richtmann Publishing

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This study is an attempt to identify and describe certain ideational and illocutionary strategies which translators can make useof in their challenging task of translating literary works. They will be analyzed based on a hybrid framework comprising Halliday'ssystemic functional linguistics (SFL) and Lefevere's illocutionary strategies. To show such strategies at work, two Persian translations ofShakespeare's Macbeth were selected: one by Shadman (1972) and the other by Ashouri (1992). A descriptive and comparativeanalysis of the two translations, with a close eye on the source text, was done on the basis of ideational strategies (i.e. poetic function formeaning) and illocutionary strategies (i.e. archaism and rhyme for form). The findings revealed how the combination of the strategies, ifdone ideationally, could lead to the closest target language approximation of Shakespeare's elegance and balance in creating Macbeth.Thus, the study also tested the hypothesis that the very ideational combination of illocutionary strategies would bring forth a relativereconciliation for the old dichotomy of "fidelity" vs. "beauty" in the realm of literary translation.
Co-Authors Jamshidian, Elaheh Marvi, Sepideh Pakzadian, Maryam Rahimi, Afsaneh Samian, Samira Hayati Shahreza, Mohammad Ali Heidari