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Dr. Banaruee, Hassan

Akademischer Mitarbeiter; Forschungszentrum für fachbezogene Lehr- und Lernprozesse (eh. Forschungszentrum für Sekundarbildung)
Fakultät 1 - Pädagogische Psychologie

Anschrift:
88250 Weingarten, PH Weingarten, Fach Psychologie, Zimmer Lon 2.07

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hassan.banaruee[at]ph-weingarten.de
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https://sites.google.com/view/hassan-banaruee/home
OrcID: 0000-0002-8004-7604

Forschungsschwerpunkte:
educational psychology: longitudinal & experimental studies, an applied/cognitive linguistics (psycholinguistic experiments, content analysis, curriculum & culture, embodied language), and a teacher educator.

Projekte

Publikationen

Alle 2026 2025 2024 2018 2016

BuchPeer ReviewPrintEnglisch

ENGLISH FOR STUDENTS OF ECONOMICS

Banaruee, H. (2018). ENGLISH FOR STUDENTS OF ECONOMICS. Chabahar: Chapar Publication.

ISBN9786002761026
StichworteEnglish, College, Economics

Abstract

This book has been prepared for students of Economics in EFL countries. Students will be prepared for practical use of language and economy texts. This book is unique in its syllabus and content. It can be recommended for both General English and English for Economics courses. The reason behind such versatile approach is rooted in the communicative tasks, learning strategies, and grammatical items present throughout the textbook, which are rendered from Macroeconomics and Microeconomics texts.

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DNB

BuchOnlinePeer ReviewEnglisch

Error Correction: To Me or Not To Me!

Banaruee, H. (2018). Error Correction: To Me or Not To Me! OmniScriptum Publishing Group: LAP LAMBERT Academic Publishing.

ISBN9786137339305
StichworteError Correction, Feedback, Teaching, Learning

Abstract

Since the very first moment of learning, mankind has encountered the cycle of trials and errors to come across the learning process, which we can never let this cycle go round unaffectedly or halter it with irrational restrictions. We find it necessary to pose some thought provoking questions regarding the nature of providing corrections to errors existing in learning processes before moving fast: Should teachers stop learners making mistakes on the spot? Should teachers provide feedback to individuals or to the whole classs? Is that necessary to call out all errors encountered? Should teachers give corrections right after observing errors? Should teachers pinpoint specific types of errors? May the error corrections be delayed? Can the feedback provided be simple or complex? Explicit or Implicit? Direct or indirect? Covert or overt? Delayed or instant? In order to find answers to all or some of the posed questions we recommend teachers, students and researchers involved in teaching language pedagogy refer to this book where necessary specifically in respect with the writing skill. We hope this book provides techniques and sufficient information for better learning and teaching process inside and outside language classrooms. A section of this book is the result of two years non-stop analysis of errors and types of feedback outcomes over students’ writings which may provide all language teachers, researchers, students and planners helpful information. Language teachers can benefit from this book as to manipulate the methodology throughout their classes and keep their students motivated and encouraged.

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DNB