Mahbube Tavakol
Biographic Data
| ID | 6521759 |
|---|---|
| NAME | Mahbube Tavakol |
| GIVEN NAMES | Mahbube |
| FAMILY NAME | Tavakol |
| SIGNATURE | TAVAKOL M |
| AFFILIATIONS | University of Isfahan |
| ORCID | 0000-0003-0412-0918 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Teaching English to young learners in private sector of Iranian ELT
The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever‐growing number of classes of ever‐younger learners. However, it is not clear what stands at its core b…
The professional identity of Iranian young-learner teachers of English
The impact of linguistic background on the nature of classroom dyadic interactions
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Th…
The role of language proficiency, gender, and language dominance in using co-speech gestures to identify referents in narratives by Persian-English bilinguals
The research reported here examined the effects of language proficiency, gender, and language dominance on gesture use in the tracking of referents by Persian-English bilinguals. 32 EFL learners were divided into two groups of highly proficient and less proficient speakers with equal number of males and females in each group. They were presented with a video extract and asked to recount the story in both L1 and L2. The sessions were video-recorde…
First versus subsequent foreign language development in situated interaction from a Vygotskyan SCT perspective
The present study compared L2 and L3 learners of the same additional language in two parallel case studies framed within a Vygotskyan SCT perspective to examine how foreign language learners’ background knowledge impacts on the path of their development. Interactive data were collected on the development of interrogative formation by four Persian learners of English (N = 2) and French (N = 2) in sessions tutored by a Persian L1, English L2, Frenc…
Syntactic transfer in the initial stages of adult third language and fourth language acquisition
This paper elucidates the articulated proposals for the initial stages of adult third language (L3) syntactic transfer, addressing their application for L3 and the subsequent fourth language (L4) acquisition. The study was set to demonstrate empirical evidence in line with or against the tenets of the models and to indicate if and how syntactic transfer might obtain differently depending on the language being acquired– L3 vs. L4. The models to be…
Teaching English to young learners in private sector of Iranian ELT
The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever‐growing number of classes of ever‐younger learners. However, it is not clear what stands at its core b…
Syntactic transfer in the initial stages of adult third language and fourth language acquisition
This paper elucidates the articulated proposals for the initial stages of adult third language (L3) syntactic transfer, addressing their application for L3 and the subsequent fourth language (L4) acquisition. The study was set to demonstrate empirical evidence in line with or against the tenets of the models and to indicate if and how syntactic transfer might obtain differently depending on the language being acquired– L3 vs. L4. The models to be…
First versus subsequent foreign language development in situated interaction from a Vygotskyan SCT perspective
The present study compared L2 and L3 learners of the same additional language in two parallel case studies framed within a Vygotskyan SCT perspective to examine how foreign language learners’ background knowledge impacts on the path of their development. Interactive data were collected on the development of interrogative formation by four Persian learners of English (N = 2) and French (N = 2) in sessions tutored by a Persian L1, English L2, Frenc…
The role of language proficiency, gender, and language dominance in using co-speech gestures to identify referents in narratives by Persian-English bilinguals
The research reported here examined the effects of language proficiency, gender, and language dominance on gesture use in the tracking of referents by Persian-English bilinguals. 32 EFL learners were divided into two groups of highly proficient and less proficient speakers with equal number of males and females in each group. They were presented with a video extract and asked to recount the story in both L1 and L2. The sessions were video-recorde…
The professional identity of Iranian young-learner teachers of English
The impact of linguistic background on the nature of classroom dyadic interactions
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Th…
Teaching English to young learners in private sector of Iranian ELT
The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever‐growing number of classes of ever‐younger learners. However, it is not clear what stands at its core b…
Linguistics (5 works) · Psychology (5 works) · Sociology (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Educational and Psychological Assessments (2 works)