Pedagogical Implementation of Stylistic Imitation in Grammar- based Writing Instruction in EFL Classes

محورهای موضوعی : Applied Linguistics

Arash Dehghanian ¹ (Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Seyyed Hassan Seyyedrezaei ² (Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Omid Mazandarani ³ (Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Ghasem Barani ⁴ (Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)

تاریخ دریافت : 1401/09/22 تاریخ پذیرش : 1401/10/28 تاریخ انتشار : 1402/06/10

کلید واژه: Modeling, Grammar- based Stylistic Imitation, social learning theory, Stylistic Imitation, Imitation,

چکیده مقاله :

Writing has a unique position in language teaching since its acquisition involves the practice and knowledge of the other three language skills. One of the best ways to attract students to writing is to let them write at the beginning of the learning process as freely as possible and evoke in them the feeling of creativity. Creative writing obviously can play a crucial role in the development of writing skills. This study is an inquiry into the role grammar-based stylistic imitation plays in learning how to write in English classes. To this end, the researcher, taking advantage of qualitative and action research to collect and analyze the data, attempted to teach paragraph writing to EFL in-service teachers using the grammar-based stylistic imitation. Fourteen non-native English teachers from the Gooyesh language institute in Shahrood were asked to do a close and free imitation. The researcher made use of semi-structured interviews to explain if and when they would use it in their own classes. The results showed grammar-based stylistic imitation could be of tremendous help to novice learners in their classes in that it can alleviate the burden they feel trying to master writing. However, a few teachers argued against it stating concerns about voices getting lost and styles getting killed. The results from the present inquiry can raise awareness of the way imitation, grammar-based stylistic imitation to be more specific, can find its way back into the classroom, which can help curriculum designers, stakeholders, policymakers, and administrators.

چکیده انگلیسی:

بر اساس نظریه فناوری کمکی، این مطالعه کیفی واقعیت مجازی را به عنوان یک فناوری کمکی در بین زبان آموزان زبان انگلیسی مبتلا به اختلال بیانی زبانبا توجه به اثربخشی، امکان سنجی و خطرات آن بررسی کرد. 18 زبان آموز انگلیسی زبان پیش از متوسط ایرانی با اختلال بیانی زبانخفیف تا متوسط انتخاب شدند و به مدت 20 جلسه هفتاد دقیقه ای با استفاده از نمایشگرهای واقعیت مجازی روی سر قرار گرفتند و در یک محیط یادگیری واقعیت مجازی کاملاً فراگیر قرار گرفتند. تکه‌های یادگیری نویسنده واقعیت مجازی بر مهارت‌های گفتاری متمرکز شده‌اند. برای تحلیل موضوعی داده ها از تحلیل کیفی داده های ماکس وبر استفاده شد. یافته ها مؤلفه های فناوری کمکی واقعیت مجازی را با توجه به (1) اثربخشی (سواد فناوری اطلاعات و ارتباطات، پیش فرض ها، فن هراسی یا استرس فنی، انگیزه و کیفیت تجهیزات واقعیت مجازی) نشان داد. (2) امکان سنجی (زیرساخت های آکادمیک، قیمت تجهیزات، ویژگی های سفارشی سازی، انواع محتوا یا زمینه، و آموزش). و (3) خطرات (علائم فیزیکی و ذهنی ناشی از واقعیت مجازی مختلف). فناوری کمکی و آموزشی و آموزش درمانی ممکن است از یافته ها بهره مند شود.  

منابع و مأخذ:

Ashman, G. (2022). A little guide for teachers: Cognitive load theory. Sage.

Bailey, B., Bryant, L., & Hemsley, B. (2022). Virtual reality and augmented reality for children, adolescents, and adults with communication disability and neurodevelopmental disorders: a systematic review. Review Journal of Autism and Developmental Disorders, 9(2), 160-183. https://doi.org/10.1007/s40489-020-00230-x

Baporikar, N. (2014). Youth entrepreneurship in Indian scenario. International Journal of Asian Business and Information Management (IJABIM), 5(2), 74-84.

Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.

Brosnan, M. J. (2002). Technophobia: The psychological impact of information technology. Routledge.

Brosseau-Lapré, F., & Rvachew, S. (2018). Introduction to speech sound disorders. Plural Publishing.

Caserman, P., Garcia-Agundez, A., Gámez Zerban, A., & Göbel, S. (2021). Cybersickness in current-generation virtual reality head-mounted displays: systematic review and outlook. Virtual Reality, 25(4), 1153-1170. https://doi.org/10.1007/s10055-021- 00513-6

Chang, E., Kim, H. T., & Yoo, B. (2020). Virtual reality sickness: a review of causes and measurements. International Journal of Human–Computer Interaction, 36(17), 1658- 1682. https://doi.org/10.1080/10447318.2020.1778351

Checa, D., & Bustillo, A. (2020). Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century. Virtual Reality, 24(1), 151-161.

Doerner, R., & Horst, R. (2022). Overcoming challenges when teaching hands-on courses about Virtual Reality and Augmented Reality: Methods, techniques and best practice. Graphics and Visual Computing, 6(3), 201-224. https://doi.org/10.1016/j.gvc.2021.200037

Fedorova, O., Shumskyi, O., Golikova, O., Kutsenko, I., Serdiuk, N., & Zahorodna, O. (2022). Microlearning in forming the students' English competencies with VR involvement. Broad Research in Artificial Intelligence and Neuroscience, 13(1), 388- 402. https://doi.org/10.18662/brain/13.1Sup1/326

Flick, U. (2021). Doing interview research: The essential how to guide. Sage.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. E-learning and Software for Education, 11(4), 15- 26

Geweke, J. (1992). Decision making under risk and uncertainty: New models and empirical findings. Springer Science & Business Media.

Johnson, C. M., Corazzini, K. N., & Shaw, R. (2011). Assessing the feasibility of using virtual environments in distance education. Knowledge Management & E-Learning, 3(1), 5- 16.

Hartnett, M. (2016). Motivation in online education. Springer.

Hoffman, B. (2015). Motivation for learning and performance. Academic Press.

Horst, R., Gerstmeier, S., Naraghi-Taghi-Off, R., Wagner, J., Rau, L., & Dörner, R. (2022). Virtual reality content creation based on self-contained components in the e-learning domain: Re-using pattern-based VR content in different authoring toolkits. Multimedia Tools and Applications, 25(4), 1-38. https://doi.org/10.1007/s11042-022-13362-5

Kouroupetroglou, C. (2014). Enhancing the human experience through assistive technologies and e-accessibility. IGI Global.

Mihelj, M., Novak, D., & Beguš, S. (2014). Virtual reality technology and applications. Springer.

Park, S., & Lee, G. (2020). Full-immersion virtual reality: Adverse effects related to static balance. Neuroscience Letters, 73(3), 134-149. https://doi.org/10.1016/j.neulet.2020.134974

Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 26(4), 1- 13. https:// doi. Org /10 .10 80 /10494820.2020.1765392

Peckmann, C., Kannen, K., Pensel, M. C., Lux, S., Philipsen, A., & Braun, N. (2022). Virtual reality induces symptoms of depersonalization and derealization: A longitudinal randomized control trial. Computers in Human Behavior, 131(2), 107-119.  https:// doi. Org /10. 10 16/ j. chb. 2022.107233

Peeters, D. (2019). Virtual reality: A game-changing method for the language sciences. Psychonomic Bulletin & Review, 26(4), 894-900.

Ravneberg, B., & Söderström, S. (2017). Disability, society and assistive technology. Taylor & Francis.

Rinaldi, J. A., & Mayes, C. (2022). Learning compassion: Conflict resolution through education and therapy. Rowman & Littlefield.

Saredakis, D., Szpak, A., Birckhead, B., Keage, H. A., Rizzo, A., & Loetscher, T. (2020). Factors associated with virtual reality sickness in head-mounted displays: a systematic review and meta-analysis. Frontiers in Human Neuroscience, 14(5), 96-105. https://doi.org/10.3389/fnhum.2020.00096

Somrak, A., Humar, I., Hossain, M. S., Alhamid, M. F., Hossain, M. A., & Guna, J. (2019). Estimating VR Sickness and user experience using different HMD technologies: An evaluation study. Future Generation Computer Systems, 94(2), 302-316. https://doi.org/10.1016/j.future.2018.11.041

Turk, A., & Shattuck-Hufnagel, S. (2020). Speech timing: Implications for theories of phonology, phonetics, and speech motor control. Oxford University Press

Vess, K. (2021). Speech Sound Disorders: Comprehensive Evaluation and Treatment. Georg Thieme Verlag.

Weber, A. S., & Hamlaoui, S. (2018). E-learning in the Middle East and North Africa (MENA) region. Springer.

Weinbaum, C., Landree, E., Blumenthal, M. S., Piquado, T., & Gutierrez, C. I. (2018). Ethics in scientific research: An examination of ethical principles and emerging topics. Rand Publication.

Yu, E. C., & Lagnado, D. A. (2012). The influence of initial beliefs on judgments of probability. Frontiers in Psychology, 3(5), 381-396. https://doi.org/10.3389/fpsyg.2012.00381