Leila Gholami

Leila Gholami
Arizona State University | ASU · Department of English

Ph.D. Applied Linguistics
Lecturer of Writing and Communication, Georgia Institute of Technology

About

10
Publications
8,965
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
101
Citations
Introduction
Leila Gholami holds a Ph.D. in Linguistics and Applied Linguistics from the Department of English at Arizona State University, Arizona, USA. Her research interests primarily lie in the areas of incidental focus on form and formulaic language. She has published in the Modern Language Journal, Language Teaching Research, System, Foreign Language Annals, and Vigo International Journal of Applied Linguistics. ORCID ID: https://orcid.org/0000-0001-5542-8854 Webpage: https://sites.google.com/view/l
Additional affiliations
August 2017 - present
Arizona State University
Position
  • Graduate Teaching Associate
December 2010 - January 2014
Shokouh Language Institute
Position
  • Instructor
Description
  • Teaching General English
Education
August 2018 - August 2023
Arizona State University
Field of study
  • Applied linguistics
September 2014 - September 2016
Kharazmi University
Field of study
  • Applied linguistics
September 2010 - September 2014
Urmia University
Field of study
  • English language and literature

Publications

Publications (10)
Article
Full-text available
Focus on form (FonF) studies have predominantly addressed its effectiveness in improving learners’ syntactic, lexical, orthographic, and phonological knowledge. Extending the scope of this line of research to formulaic FonF practices, this study investigates the relative effectiveness of incidental FonF targeting formulaic versus nonformulaic forms...
Article
Full-text available
A substantial number of studies have investigated the efficacy of incidental focus on form (FonF) measured through (successful) uptake rate in teacher-learner interactions in communicative contexts and have established a link between learners’ (successful) uptake of linguistic forms and their second language learning. In this line of research, the...
Article
Full-text available
Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundle...
Article
Full-text available
An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocatio...
Article
Full-text available
The Challenge Findings in corpus linguistics indicate that formulaic sequences (FSs) dominate natural language use. Psycholinguistic findings indicate that the use of FSs as holistic chunks offers a cognitive processing advantage over rule-based constructions. Likewise, for-mulaic language plays a key role in second language acquisition. To what ex...
Article
Full-text available
An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms...
Article
The present study investigated three categories of formulaic sequences (FSs), namely, collocations, lexical bundles, and idioms in incidental focus on form (FonF). The data consisted of 30 h of audio-recorded communicative classroom interactions between the teacher and the entire class in three adult English as a foreign language classes. The analy...
Article
Full-text available
In any teaching and learning setting, there are some variables that play a highly significant role in both teachers' and learners' performance. Two of these influential psychological domains in educational context include self-efficacy and burnout. This study is conducted to investigate the relationship between the self-efficacy of Iranian teachers...
Article
Full-text available
English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the rela...
Article
Full-text available
As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the o...

Network

Cited By