Pooneh Heydari

Islamic Azad University of Shiraz

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Co-Authors

Mostafa Zamanian

Islamic Azad University of Shiraz

Mohammad Sadegh Bagheri

Kabul University

A. Mehdi Riazi

Macquarie University

Cooperative Institutions

Islamic Azad University of Shiraz

Islamic Azad University, Marvdasht

Autodesk Foundation

ExxonMobil (United States)

Carnegie Mellon University

Kabul University

Kateb University

Islamic Azad University, Tehran

Macquarie University

Hamad bin Khalifa University

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Research Field

Error Analysis: Sources of L2 Learners’ Errors

Theory and Practice in Language Studies (2012)

Pooneh Heydari Mohammad Sadegh Bagheri

Many scholars in the field of EA have stressed the significance of second language learners' errors. Corder (1967), for instance, in his influential article, remarks that are significant in three different ways. First, to the teacher, in that they show how far towards the goal the learner has progressed. Second, they provide to the researcher evidence of how a language is acquired, what strategies the learner is employing in his learning of a language. Thirdly, they are indisputable to the learner himself because we can regard the making of errors as a device the learner uses in order to (p. 161). The present paper mostly illustrates fundamental background studies done in the field of Error Analysis. There is the hope that the paper helps EFL teachers and educators to become familiar with the most frequent errors committed by EFL learners leading them to make more objective decisions about how to go about adopting appropriate teaching strategies to help EFL students learn better.

Error Analysis

10.4304/tpls.2.8.1583-1589

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The Validity of Some Popular Readability Formulas

Mediterranean Journal of Social Sciences (2012)

Pooneh Heydari

This study aimed at exploring the correlation between readers’ evaluation of text-readability on one hand and somepopular readability formula’s (Flesch Reading Ease Readability Formula, Gunning’s Fog-Index of Readability, The SMOG Indexof Readability, Flesch-Kincaid) evaluation of text-readability on the other. This study was conducted with an overall number of118 participants. The participants were selected from among male and female undergraduate students studying different EFLrelatedmajors at the Department of Foreign Languages and Linguistics of IAU, Shiraz Branch. The participants were chosenusing convenient sampling procedure. To achieve the objectives of the study, 5 passages of different readability index wereused. Moreover, a questionnaire aimed at tapping responses from the participants was devised on each passage. Finally, anumber of SPSS analyses were run and the results of the study did not reveal any significant correlations between readers’ andthe formulas’ evaluation of text-readability level. As a conclusion, it seems that those teachers who have used the readabilityformulas as valuable measures for evaluating materials to use with their students should use them cautiously. Of course, furtherresearch seems necessary to check the validity of the readability formulas.

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Readability of texts : human evaluation versus computer index

Pooneh Heydari A. Mehdi Riazi

10.5901/mjss.2012.03.01.177

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Citations (14)

Readability of Texts: State of the Art

Theory and Practice in Language Studies (2012)

Mostafa Zamanian Pooneh Heydari

In TEFL, it is often stated that communication presupposes comprehension.The main purpose of readability studies is thus to measure the comprehensibility of a piece of writing.In this regard, different readability measures were initially devised to help educators select passages suitable for both children and adults.However, readability formulas can certainly be extremely helpful in the realm of EFL reading.They were originally designed to assess the suitability of books for students at particular grade levels or ages.Nevertheless, they can be used as basic tools in determining certain crucial EFL text-characteristics instrumental in the skill of reading and its related issues.The aim of the present paper is to familiarize the readers with the most frequently used readability formulas as well as the pros and cons views toward the use of such formulas.Of course, this part mostly illustrates studies done on readability formulas with the results obtained.The main objective of this part is to help readers to become familiar with the background of the formulas, the theory on which they stand, what they are good for and what they are not with regard to a number of studies cited in this section.

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10.4304/tpls.2.1.43-53

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Citations (198)