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جستارهای زبانی، جلد ۱۲، شماره ۳، صفحات ۲۵۵-۲۷۶
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| عنوان فارسی |
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| چکیده فارسی مقاله |
Driven by the concept of mediation, this study is set out to use sociocultrual theory as the theoretical framework to explore the mediation role of textbooks, specifically, the series Northstar in English as a Foreign Language (EFL) university classes in Vietnam. Learning journals with guided questions are employed to collect data on how different aspects of English textbooks assist students’ learning in the classroom. Besides, transcripts of recorded classroom obervations are analysed to interpret how the textbooks formulate and faciliate students’ ideas related to the given tasks and generate their interaction in both the target language and the mother tongue. It is found from the students’ journals that the textbooks assist them in understanding the lesson contents and the images help them with visualizing the lessons. Besides, the students make use of the tasks/activities when practising language skills, especially the listening skill. The transcripts reveal the process in which students refer to their previous knowledge related to the topics/tasks provided in the textbooks to interact with one other. More speficially, the tasks and the ideas of other group members mediate more thoughts of the students, leading to collective knowledge construction and task completion. From the findings, recommendations for the use of textbooks in the framework of sociocultrual theory are put forward. |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Textbook Mediation in EFL University Students’ Learning |
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| چکیده انگلیسی مقاله |
Driven by the concept of mediation, this study is set out to use sociocultrual theory as the theoretical framework to explore the mediation role of textbooks, specifically, the series Northstar in English as a Foreign Language (EFL) university classes in Vietnam. Learning journals with guided questions are employed to collect data on how different aspects of English textbooks assist students’ learning in the classroom. Besides, transcripts of recorded classroom obervations are analysed to interpret how the textbooks formulate and faciliate students’ ideas related to the given tasks and generate their interaction in both the target language and the mother tongue. It is found from the students’ journals that the textbooks assist them in understanding the lesson contents and the images help them with visualizing the lessons. Besides, the students make use of the tasks/activities when practising language skills, especially the listening skill. The transcripts reveal the process in which students refer to their previous knowledge related to the topics/tasks provided in the textbooks to interact with one other. More speficially, the tasks and the ideas of other group members mediate more thoughts of the students, leading to collective knowledge construction and task completion. From the findings, recommendations for the use of textbooks in the framework of sociocultrual theory are put forward. |
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| کلیدواژه‌های انگلیسی مقاله |
sociocultural theory, mediation, artifacts, textbooks, EFL university students |
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| نویسندگان مقاله |
| Huong Hoai Pham Le
Associate Professor, English Department, Hue University of Foreign Languages, Hue University, Hue city, Vietnam
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| نشانی اینترنتی |
http://lrr.modares.ac.ir/browse.php?a_code=A-10-60559-1&slc_lang=en&sid=14 |
| فایل مقاله |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
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| نوع مقاله منتشر شده |
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