Mahmood Yenkimaleki
Biographic Data
| ID | 5435678 |
|---|---|
| NAME | Mahmood Yenkimaleki |
| GIVEN NAMES | Mahmood |
| FAMILY NAME | Yenkimaleki |
| SIGNATURE | YENKIMALEKI M |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0002-8712-9004 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners
The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the pro…
Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees
This study investigates the effect of explicit teaching of segmentals vs. prosody on the quality of interpreting by Farsi-to-English interpreter trainees. Participants were native speakers of Farsi and BA students of English translation and interpreting in Iran, who were assigned to one of three groups. No differences in English language skills were found between the groups prior to the experiment. The control group listened to and discussed Engl…
The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/vie…
Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice
Prosody Instruction for Interpreter Trainees
This study investigates the effect of explicit vs. implicit prosody teaching on the quality of consecutive interpretation by Farsi–English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences, Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders…
The effect of teaching prosody awareness on interpreting performance
This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical…
The effect of prosody awareness training on the performance of consecutive interpretation by Farsi-English interpreter trainees
This study investigates the effect of prosody awareness training on the performance of Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were assigned to groups at random, but with equal division between genders (8 female and 8 male students in each group). At the …
Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice
The effect of teaching prosody awareness on interpreting performance
This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical…
The effect of prosody awareness training on the performance of consecutive interpretation by Farsi-English interpreter trainees
This study investigates the effect of prosody awareness training on the performance of Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were assigned to groups at random, but with equal division between genders (8 female and 8 male students in each group). At the …
The effect of teaching prosody awareness on interpreting performance
This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical…
Prosody Instruction for Interpreter Trainees
This study investigates the effect of explicit vs. implicit prosody teaching on the quality of consecutive interpretation by Farsi–English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences, Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders…
Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice
Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees
This study investigates the effect of explicit teaching of segmentals vs. prosody on the quality of interpreting by Farsi-to-English interpreter trainees. Participants were native speakers of Farsi and BA students of English translation and interpreting in Iran, who were assigned to one of three groups. No differences in English language skills were found between the groups prior to the experiment. The control group listened to and discussed Engl…
The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/vie…
The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners
The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the pro…
Linguistics (7 works) · Mathematics education (7 works) · Psychology (7 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Interpreter (5 works) · Interpreting and Communication in Healthcare (5 works) · Prosody (5 works) · Curriculum (4 works) · Pedagogy (4 works)