Tag Archives: foreign language learning

Prosodic Training Benefit for Farsi-English Interpreter Trainees: Does Gender Matter? (Published)

This study investigates the effect of gender on the quality of interpreting by 30 Iranian BA students of English translation and interpreting. In the  experiment, the control group (7 males, 8 females) received the routine instruction of the interpreting curriculum. The experimental group (7 males, 8 females) spent less time on the routine syllabus and instead received explanation of prosodic concepts and did prosodic exercises as participants in the two groups were matched on the basis of their scores on a pre-test of general English proficiency. Interpreting performance was assessed in a post-test by having three experts rate ten aspects of interpreting quality. Then, t-tests were run on the male and female subsamples to see whether gender affects the performance of participants in the pre- and posttest and in the difference between the two test scores. There is a slight (but statistically insignificant) advantage for women both in the pre-test (8 points better on average on the scale from 0 to 700,) and in the post-test (3 percentage points, but again insignificant). These results have implications for designers of curricula for training interpreters, material producers and all who are involved in foreign-language study and pedagogy

Keywords: Consecutive Interpreting, Gender, Interpretation, foreign language learning

The Impact of Cultural Identity and Attitudes towards Foreign Language Learning On Pronunciation Learning Of Iranian EFL Students (Published)

The present study was an attempt to measure the impact of cultural identity and attitudes towards foreign language learning on pronunciation learning of Iranian EFL students. To do so, 60 Iranian EFL students studying at a high school in Sabzevar were selected. They were school boys and girls aging between 16 and 18 years of old. The Language Learning Attitude Questionnaire and the Cultural Identity Questionnaire were used in order to measure the participants’ attitudes and cultural identity towards pronunciation learning.  The results indicated that the participants hold positive attitude towards pronunciation learning. Also, cultural identity has a meaningful association with learning pronunciation among the Iranian EFL students.

Keywords: Cultural Identity, Iranian EFL students., Learner’s attitude, foreign language learning, pronunciation learning