Bücher von Abbas Ali Zarei

L'apprentissage des expressions idiomatiques est depuis longtemps une préoccupation majeure de nombreux apprenants d'anglais à travers le monde. Les expressions idiomatiques sont souhaitables car elles ajoutent de la saveur et de la beauté à la langue et permettent aux apprenants de ressembler davantage à des locuteurs natifs. En même temps, l'apprentissage des expressions idiomatiques est aussi un défi car leur utilisation est à la fois liée au contexte et à la culture. Plusieurs tentatives ont été faites pour faciliter l'apprentissage des idiomes anglais par les apprenants de langues étrangères. Dans ce livre, le rôle de la focalisation sur la tâche et de la charge d'implication dans la tâche sur l'apprentissage des expressions idiomatiques anglaises a été étudié. Ce livre peut être utile aux professeurs d'anglais, aux développeurs de matériel pour l'enseignement des langues ainsi qu'aux personnes intéressées par l'apprentissage des expressions idiomatiques anglaises.

A aprendizagem de expressões idiomáticas é, desde há muito, uma das principais preocupações de muitos aprendentes de inglês em todo o mundo. As expressões idiomáticas são desejáveis porque acrescentam sabor e beleza à língua e fazem com que os aprendentes soem mais como falantes nativos. Ao mesmo tempo, aprender expressões idiomáticas é também um desafio, porque a sua utilização está ligada ao contexto e à cultura. Foram feitas várias tentativas para facilitar a aprendizagem de expressões idiomáticas em inglês por parte dos aprendentes de línguas estrangeiras. Neste livro, investigou-se o papel da focalização na tarefa e da carga de envolvimento na aprendizagem de expressões idiomáticas em inglês. Este livro pode ser útil para professores de inglês, criadores de materiais para o ensino de línguas, bem como para todos os interessados na aprendizagem de expressões idiomáticas inglesas.

El aprendizaje de expresiones idiomáticas ha sido durante mucho tiempo una de las principales preocupaciones de muchos estudiantes de inglés en todo el mundo. Las expresiones idiomáticas son deseables porque añaden sabor y belleza a la lengua y hacen que los estudiantes se parezcan más a los hablantes nativos. Al mismo tiempo, aprender expresiones idiomáticas es un reto porque su uso está ligado tanto al contexto como a la cultura. Se han hecho varios intentos para facilitar a los estudiantes de lenguas extranjeras el aprendizaje de las expresiones idiomáticas inglesas. En este libro, se ha investigado el papel de la concentración en la tarea y la carga de implicación en la tarea en el aprendizaje de las expresiones idiomáticas inglesas. Este libro puede ser útil para profesores de inglés, desarrolladores de materiales para la enseñanza de idiomas, así como para aquellos que estén interesados en aprender modismos ingleses.

L'apprendimento dei modi di dire è da tempo una delle principali preoccupazioni di molti studenti di inglese in tutto il mondo. Le espressioni idiomatiche sono auspicabili perché aggiungono sapore e bellezza alla lingua e fanno sembrare gli studenti più simili ai madrelingua. Allo stesso tempo, l'apprendimento dei modi di dire è anche impegnativo perché il loro uso è legato al contesto e alla cultura. Sono stati fatti diversi tentativi per facilitare l'apprendimento degli idiomi inglesi da parte degli studenti di lingue straniere. In questo libro è stato analizzato il ruolo dell'attenzione al compito e del carico di coinvolgimento nell'apprendimento degli idiomi inglesi. Questo libro può essere utile per gli insegnanti di inglese, per gli sviluppatori di materiali per l'insegnamento delle lingue e per coloro che sono interessati all'apprendimento degli idiomi inglesi.

Das Erlernen von Redewendungen ist seit langem ein wichtiges Anliegen vieler Englischlerner auf der ganzen Welt. Idiome sind wünschenswert, weil sie der Sprache Geschmack und Schönheit verleihen und die Lernenden mehr wie Muttersprachler klingen lassen. Gleichzeitig ist das Erlernen von Idiomen aber auch eine Herausforderung, da ihre Verwendung sowohl kontext- als auch kulturgebunden ist. Es wurden bereits mehrere Versuche unternommen, Fremdsprachenlernern das Erlernen englischer Idiome zu erleichtern. In diesem Buch wurde die Rolle von Aufgabenfokus und Aufgabenbeteiligung beim Lernen englischer Idiome untersucht. Dieses Buch kann für Englischlehrer, Entwickler von Materialien für den Sprachunterricht sowie für alle, die am Erlernen englischer Idiome interessiert sind, nützlich sein.

Speaking is generally believed to be one of the most anxiety provoking language skills, especially in foreign language learning contexts. Speaking anxiety is related to several other factors such as mindfulness and willingness to communicate. This book is an attempt to investigate the nature of such relationships. Apart from a review of the related literature, it also includes the empirical analysis of the mentioned variables. This book may be useful for second/foreign language learners and teachers as well as researchers and materials developers.

Reading is probably the most important skill in academic settings, especially in foreign language learning contexts. Today, reading is believed to be not just one skill, but a combination of several micro-skills. Due to the multitude of sub-skills involved, the teaching of reading has been a long standing concern of many teachers and practitioners. At the same time, a number of factors are believed to influence the use of the different micro-skills. This book focuses on the investigation of gender differences in the use of reading micro-skills. It offers a rich review of the related literature, followed by the empirical analysis of the issue. The reading of this book is suggested to foreign and second language teachers, learners, and researchers.

Language learning is a demanding task that may be affected by a large number of factors. Teacher variables are among the instructional variables that have an undeniable effect not only on language learners' success but also on their motivation to learn. Ongoing teacher evaluation, therefore, may influence teacher variables, and by so doing also influence language learners' motivation. This book includes both a theoretical review and an empirical analysis of this issue. Language teachers, teacher trainers, and language policy makers may find the content of this book highly relevant and interesting.

Fixed expressions, including idioms and proverbs, give language colour, but they also sometimes give language learners headache. Finding the factors that affect, or are related to, the learning of such expressions has been a long standing concern of many researchers and practitioners. This book explores whether, and to what extent, lexical inferencing strategies can predict EFL learners' comprehension and production of English idioms and proverbs. This book may be of interest to foreign language learners and teachers, vocabulary learning researchers and materials developers.

There is little doubt that computers and other media have changed the face of learning in general, and language learning in particular. Idioms, as one of the most challenging areas of language, are no exception. This book is an empirical study investigating the feasability as well as the effectiveness of computer-based distance learning procedures applied to L2 idioms learning. It offers a relatively rich literature review and an empirical analysis of the effect of electronic glossing and hyperlinking on Iranian EFL learners' comprehension and production of English Idioms. It could be interesting for EFL learners, teachers, and materials developers.

There can be no denial of the fact that the correct application of productive language learning strategies (LLS) can facilitate language learning to a large extent. In addition, vocabulary, as the building block of language, has long been a major concern of teachers and educators. Recently, the focus has shifted from single words to multi-word units, of which idioms are of particular interest for both teachers and learners. Both LLS and idioms, as two controversy evoking areas, have been extensively investigated. However, the relationship between the two concepts has been little explored, often producing conflicting results. This book is an attempt to partially fill the existing gap. It offers a theoretical review as well as an experimental analysis of the relationship between them. It may be useful for language learners, teachers and researchers.

There is little doubt that vocabulary is one of the cornerstones of any language. Finding effective ways of teaching vocabulary has, therefore, been a long standing concern of many teachers. With the increasing popularity of multimedia sources among the younger generation, one can hardly deny the effect of various aspects of multimedia on the learning of various language components such as vocabulary. This book offers a theoretical review as well as an empirical analysis of the effect of different input modalities on the comprehension and production of L2 vocabulary. It can be useful for EFL/ESL learners, teachers, and materials developers.

Reading is a significant skill in many Foreign Language Learning contexts, and one of the personal traits that may influence foreign language learners' reading ability is ambiguity tolerance, which may itself be affected by a number of factors. This book explores the effect of using information gap and opinion gap tasks on language learners' ambiguity tolerance in the reading skill. It includes both a literature review and an empirical analysis of the subject. Language learners and teachers, researchers as well as syllabus designers may find this book relevant and interesting.