نتایج جستجو برای: voa special english for persian learners
تعداد نتایج: 10491132 فیلتر نتایج به سال:
this study investigated iranian english language learners’ use of circumlocution for culture-specific referents. a discourse completion test (dct) was designed in english and persian, consisting of items dealing with iranian culture-specific notions and distributed among 3 groups. the persian language group received the persian version, whereas the english language learners, divided into high a...
this paper reports the results of an experimental study on non-native production of english vowels. two groups of persian efl learners varying in language proficiency were tested on their ability to produce the nine plain vowels of american english. vowel production accuracy was assessed by means of acoustic measurements. ladefoged and maddison’s (1996) f1 f2 measurements for american english v...
the present study was an attempt to compare the effect of peer metalinguistic corrective feedback on elementary and intermediate efl learners speaking ability to see which level benefits more from this type of feedback. to this end, 117 female efl learners at grade 3, al-zahra high school in kermanshah, iran were non-randomly chosen. the homogeneity of the participants was attained through a pi...
Metadiscourse markers help writers make coherent and reader- friendly texts, thus of considerable importance in academic writing. The main aim of this study was to investigate how interactive and interactional metadiscourse markers are used by Iranian EFL learners. An inquiry was carried out to investigate cross-cultural similarities and differences in the use of metadiscourse markers in the Di...
abstract this research is about a longitudinal case study of english morpheme acquisition by a persian speaking child l2 learner of english (2 .9-3).the goal of this research has been discovery of the child ‘s ability in acquiring of english morphemes in a persian context while only one person (the child’ s father)has been talking to her.this child has also been exposed to english languag...
learning a second or foreign language requires the manipulation of four main skills, namely, listening, reading, speaking, and writing which lead to effective communication. it is obvious that vocabulary is an indispensible part of any communication, so without a vocabulary, no meaningful communication can take place and meaningful communication relies heavily on vocabulary. one fundamental fac...
this study explored the nature of transfer among bilingual vs. trilinguals with varying levels of competence in english and their previous languages. the hypotheses were tested in writing tasks designed for 75 high (n= 35) vs. intermediate (n=40) proficient efl learners with turkish, persian, english and persian, english linguistic backgrounds. qualitative data were also collected through some ...
this study was a contrastive analysis of the evolution of english and persian advertising slogans to investigate their similarities/differences in using rhetorical figures, and the evolution in the use of these figures in the slogans of each language. thus, 800 persian and english slogans from the last four decades were collected. lapsanka's framework (2006) including different aspects with som...
Multilingual corpora are valuable resources for cross-language information retrieval and are available in many language pairs. However the Persian language does not have rich multilingual resources due to some of its special features and difficulties in constructing the corpora. In this study, we build a Persian-English comparable corpus from two independent news collections: BBC News in Englis...
for any educational program to be successful, many factors work hand in hand. based on pervious efl studies, teachers and learners are the keys to gain achievement. granted the fact that explicit and implicit practice plays a key role in education, knowledge of it can help teachers facilitate students’ vocabulary learning. this study investigated to determine the contribution of explicit and i...
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