Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences

Maryam Rajaei Najafabadi; Yousef Bakhshizadeh; Azizullah Mirzaei

Volume 38, Issue 1 , May 2019, , Pages 157-190

https://doi.org/10.22099/jtls.2019.33176.2678

Abstract

The current pretest-posttest quasi-experimental study attempts, firstly, to probe the effects of teaching formulaic sequences (FSs) on the second or foreign language (L2) learners' ... Read More

Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures

Azizullah Mirzaei; Ashraf Beyzaei; Ali Roohani

Volume 37, Issue 2 , July 2018, , Pages 91-123

https://doi.org/10.22099/jtls.2019.31417.2601

Abstract

Second language (L2) theories have for long acknowledged the importance of focus on formulaicity or conventionalized lexical chunks. Yet, there has been little attempt to examine the ... Read More

Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task

Azizullah Mirzaei; Mahmood Hashemian; Mahshid Azizi Farsani

Volume 35, Issue 2 , July 2016, , Pages 69-98

https://doi.org/10.22099/jtls.2016.3816

Abstract

Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the ... Read More

Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development

Ali Akbar Jafarpour; Azizullah Mirzaei; Fatemeh Zahra Ehsani

Volume 33, Issue 3 , October 2014, , Pages 75-100

https://doi.org/10.22099/jtls.2015.2898

Abstract

Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van ... Read More

Researching (Non) Fluent L2 Speakers’ Oral Communication Deficiencies: A Psycholinguistic Perspective

Azizullah Mirzaei; Najmeh Heidari

Volume 32, Issue 1 , May 2013, , Pages 45-70

https://doi.org/10.22099/jtls.2013.1493

Abstract

Fluency in a second language (L2) involves a quintessentially cognitive processing system that operates quickly and effectively. The perceived importance of researching fluency through ... Read More Fluency in a second language (L2) involves a quintessentially cognitive processing system that operates quickly and effectively. The perceived importance of researching fluency through a psycholinguistic lens has motivated the related L2 research to resort to current cognitive speaking-specific models. This study, drawing on Levelt’s (1999a) psycholinguistic model, probed the deficiency sources (DSs) (non)fluent L2 speakers encounter in L2 communication and then surveyed the problem-solving mechanisms (PSMs) they happen to engage in to circumvent or mitigate the bottle-neck effects of the deficiencies. First, an analytic fluency rating scale was developed to assess the audio-recorded (monologic and dialogic) speech samples of a large number of L2 speakers and identify the fluent and nonfluent speakers. Two questionnaires and output-related retrospective interviews were employed to explore the (non)fluent L2 speakers’ DSs and PSMs. The MANOVA results and the interpretative analysis of retrospective data revealed that the nonfluent participants mainly suffered from resource deficits, processing time pressure, and perceived deficiencies in the interlocutor’s performance. Specifically, they felt adversely pressured by an onrush of competing plans or the absence of any to chart their minds, floundered on feeling incapable of configuring a viable syntactic structure for their intended meanings, were restrained groping for the right lemma to fit their notions, or faltered due to a daunting uncertainty of the phonological accuracy. Meanwhile, they resorted to ineffective oral-production strategies such as message abandonment and reduction, which resulted in disfluent speech. The fluent participants, however, did not suffer from these DSs and employed PSMs more consistently. They were able to dynamically reformulate the notions or the preverbal message, apply a revitalized encoding mechanism, use various stalling mechanisms, and negotiate meaning in order to monitor the articulation. The findings suggest that any attempt intended to improve or assess L2 fluency pivot on a psycholinguistic approach to L2 oral production.

Exploring Pragmalinguistic and Sociopragmatic Variability in Speech Act Production of L2 Learners and Native Speakers

Azizollah Mirzaei; Ali Roohani; Maryam Esmaeili

Volume 31, Issue 3 , October 2012, , Pages 79-102

https://doi.org/10.22099/jtls.2012.622

Abstract

The pragmalinguistic and sociopragmatic aspects of language use vary across different situations, languages, and cultures. The separation of these two facets of language use can help ... Read More

Author = Azizollah Mirzaei

Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences

Abstract

Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures

Abstract

Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task

Abstract

Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development

Abstract

Researching (Non) Fluent L2 Speakers’ Oral Communication Deficiencies: A Psycholinguistic Perspective

Abstract

Exploring Pragmalinguistic and Sociopragmatic Variability in Speech Act Production of L2 Learners and Native Speakers

Abstract