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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: The Role of Teacher/Learner Variables in Teaching/Learning EFL in Iranian Universities Add Dissertation
Author: Bahman Gorjian Update Dissertation
Email: click here to access email
Institution: Islamic Azad University, Tehran, Ph.D. Defence session
Completed in: 2006
Linguistic Subfield(s): Sociolinguistics; Language Acquisition;
Director(s): Parviz Birjandi
Mansour Koosha

Abstract: This study investigated the role of teachers' variables (i.e., motivation,
attitude, teaching techniques , teachers' traditional views, sex and age.
and learners' variables (i.e., motivation, attitude, anxiety, aptitude, sex
and age) in teaching/learning EFL in Iranian universities. Research
questions and hypotheses focused on the likelihood of relationships among
the above variables. Population included university students and
instructors in non- English university departments in Iran and Islamic Azad
University of Mahshahr was selected based on non-random judgment sampling
as a representative of the research population. Two hundred students and
seventeen instructors were chosen through stratified random sampling.
Research instruments included Arends' (1998) Motivation and Attitude
Questionnaires and Gorsuch's (2003) Good Teacher Questionnaire administered
in Fall semester, 2005. Data were collected and subjected to descriptive
statistics.The results showed that there were meaningful relationships
between teaching EFL and teachers' variables of motivation, attitude and
teaching techniqes (p<.01) while there were not meaningful relationships
between teachers' variables of traditional views, sex, age and teaching
EFL(p<.05). The results concerned with learners showed that there were
meaningful relationships between learners' variables of motivation,
anxiety, aptitude and learning EFL (p<.01) while there were not meaningful
relationships between learners'variables of attitude, sex, age and Learning
EFL(p<.05).