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Showing 3 results for Dabaghi
Mohammad Taghi Shahnazari, Azizollah Dabaghi,
Volume 2, Number 1 (3-2014)
Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct a plausible interpretation of the writer’s message. Various number of reading models have been proposed by researchers among which some focus on motivational and emotional aspects of reading. Others highlight the cognitive aspects of reading. In this study, the models characterizing reading in terms of cognitive aspects are revieweded, and different viewpoints on the reading process are described. This may help EFL/ESL teachers to improve their understanding of the reading process, update their perspectives on teaching reading tasks which in turn might result in more efficient learning by not putting too much cognitively demanding reading tasks on EFL/ESL learners.
Sahar Najarzadegan, Azizollah Dabaghi,
Volume 2, Number 2 (3-2015)
Nonverbal communication (NVC) plays a highly important role in different
aspects of human life. Regarding teachers, however, it is more important, and they
should be very cautious about what type of NVC they use and how they perform it
in their teaching process. While practical tangible teaching techniques driven from
nonverbal behaviors can help English language teachers incorporate this essential
element into their classrooms, little attention has been given to this area. This
article tries to shed light on the often neglected, unexplored area of research
concerning nonverbal communication. It begins by mentioning the indispensable
role of NVC in the communicative process and then explaining different forms and
functions of these NVBs, attempt has been made to incorporate those NVCs into
language classes and give some practical techniques to be considered in the
classrooms, in order for the learners to be as Pennycook (1985) puts it "not only
bilingual but also bi- kinesics".
Kian Pishkar, Ahmad Moeinzadeh, Azizollah Dabaghi,
Volume 5, Number 1 (Volume5, Nomber 1, 2017 2017)
Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization (Chastain, 1988). In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.