Volume 59
The Internal Structure of Language Learning Motivation and Its Relationship with Learners’ Belief and Self-Perceived Performance
The complexity and multi-facets nature of L2 motivation leads to conflicting findings in the past, especially during the cognitive-situated period in 1990s, i.e., Gardner’s classic concept of the socio-educational model (Gardner, 1985). However, it has been attacked by Dörnyei’s (2005) L2 motivational self system.
Big Brother and Big Sister: But Whose Power Is Bigger?
“Big Brother†(BB), apart from being a very popular reality TV show broadcast in over 65 countries, is significant to linguistics in terms of gender differences and power relations in the house. Referring to a male figure as a name, Big Brother (UK) instructing housemates on various matters and interacting with them on a daily basis is, in fact, both a male and a female figure changing randomly in housemates’ visits to the diary room.
A Contrastive Study of Oral Communication Discourse Makers Used by Iranian EFL Learners vs. English Native Speakers
Discourse Markers (DM) as important cues in speakers’ pragmatic competence signal a sequential relationship between utterances. Present research has demonstrated that they differ in type and frequency across speaking and writing modes. The use of DMs may also index the differences between native speakers and non-native ones.
Teaching English Through Sports: A Case Study
Teaching English as a Second Language through sports activities gives immense benefits to learners. It promotes active learning of the language in any environment, whether urban or rural. It not only enhances learning of the English Language but also the intellectual, physical and social development of the learners.
Dynamic Assessment: A Call for Change in Assessment
While the results of static testing -assessing current performance levels- indicate the already existent abilities of the students, dynamic assessment is believed to evaluate the ability of the students to learn from the interaction with a teacher. This learning ability, as Poehner and Lantolf (2003) suggest, may serve as a better predictor of the students’ educational needs than the static scores if it can be evaluated properly.
