LINGUIST List 16.2613
Sun Sep 11 2005
Calls: Applied Ling/Iran;Applied Ling/USA
Editor for this issue: Megan Zdrojkowski
<meganlinguistlist.org>
Directory
1. Akram
Paktint,
A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students
2. Francis
Hult,
27th Annual Ethnography in Education Research Forum
Message 1: A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students
Date: 08-Sep-2005
From: Akram Paktint <paktinat
yahoo.com>
Subject: A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students
Full Title: A Comparative Study on Language Learning Strategies Among Iranian
Teachers and Students
Date: 13-Nov-2005 - 16-Nov-2006
Location: Isfahan, Iran
Contact Person: ghlamreza zarei
Meeting Email: zareigr
cc.iut.ac.ir
Linguistic Field(s): Applied Linguistics
Subject Language(s): English (eng)
Call Deadline: 23-Nov-2005
Meeting Description:
the concept and the use of language learning strategies among Iranan students
Abstract:
The concept of learning strategies has become quite familiar to most
professionals in teaching English as a foreign language. The present study was
carried out with the intention of investigating the extent that Iranian pre
university students use strategies as they self report through the SILL
questionnaire, the relationship between their proficiency and the use of
language learning strategies. Besides, the extent that pre-university teachers
advise their students to use language learning strategies and finally the
difference between teachers' advice and students' use of language learning
strategies were investigated. To investigate the extent of teachers' perception
of language learning strategies 30 teachers participated in the study.
The results of the statistical analysis indicated that the subjects of the study
reportedly used all strategy categories in the medium range; it was found that
there is strong relationship between the subjects' proficiency and strategy used
for five categories( Memory, Cognitive, Compensation, Metacognitive Affective)
out of six; teachers advise all direct and indirect strategies, and there is
much similarity in mean scores between teachers and high proficient students and
finally there was difference between teachers' advice and students' reported use
of three categories of Memory, Metacognitive and Affective strategies that it
can be contributed to the method of language teaching which has no place for
cooperative learning and most of the time teachers prefer to use Grammar
Translation Method. And there is no opportunity for the learners to be in
contact with the native speakers.
Message 2: 27th Annual Ethnography in Education Research Forum
Date: 08-Sep-2005
From: Francis Hult <fmhult
dolphin.upenn.edu>
Subject: 27th Annual Ethnography in Education Research Forum
Full Title: 27th Annual Ethnography in Education Research Forum
Date: 24-Feb-2006 - 25-Feb-2006
Location: Philadelphia, PA, USA
Contact Person: David Johnson
Meeting Email: cue
gse.upenn.edu