مجید عامریان

مجید عامریان

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۱۰ مورد از کل ۱۰ مورد.
۱.

A Comparative Study of Intersemiotic Complementarity of Visual and Verbal Modes in Three English School Textbooks from Iran and Malaysia(مقاله علمی وزارت علوم)

کلید واژه ها: Intersemiotic Complementarity Textbook analysis Prospect 1 Form 1 Pulse 2 Multimodality

حوزه های تخصصی:
تعداد بازدید : ۳۵ تعداد دانلود : ۳۰
Purpose: The integration of visual and verbal modes in educational materials, particularly in school textbooks, plays a chief role in enhancing the learning experience. Thus, the present study aimed to analyze the intersemiotic complementarity of verbal and visual modes in three English school textbooks from two countries with different policies toward English education at public schools, Iran and Malaysia. Methodology: Employing a qualitative descriptive approach, this study analyzes the intersemiotic complementarity within English school textbooks used in the first grade of high school in Iran and Malaysia, focusing on three selected textbooks: Prospect 1 (Iran), Form 1 (Malaysia), and Pulse 2 (Malaysia). The analysis was guided by Royce's (1998) framework for intersemiotic complementarity, with a particular emphasis on the ideational metafunction. This involved examining the coherence between visual representations (images) and textual content (dialogues) to assess how these elements complement each other in conveying educational content and facilitating learning. Findings: The analysis revealed a marked disparity in the integration of visual and verbal modes between the textbooks from the two countries. Iranian textbooks, specifically Prospect 1, demonstrated a significant disconnect between images and text, often leading to confusion and potentially hindering students' learning. In contrast, the Malaysian textbooks (Form 1 and Pulse 2) exhibited a high level of intersemiotic complementarity, with images effectively supporting and enhancing the textual content, thereby facilitating a more cohesive and comprehensible learning experience for students. Conclusion: The study demonstrates the importance of cohesive integration of visual and verbal elements in textbooks to support effective learning, highlighting the need for strategic multimodal design in educational materials. By ensuring a cohesive integration of visual and verbal elements, textbooks can become more effective tools in enhancing comprehension and improving learning outcomes. This research contributes to the growing discourse on multimodal education, suggesting pathways for future investigations into the optimization of textbook design for enhanced educational impact.
۲.

A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt(مقاله علمی وزارت علوم)

کلید واژه ها: Intercultural Analysis Textbook analysis Vision I Hello I EFL Curriculum

حوزه های تخصصی:
تعداد بازدید : ۱۸۶ تعداد دانلود : ۱۰۴
The present study aimed to analyze two secondary English school textbooks from Iran and Egypt to see to what extent these two middle-eastern countries with similar religious, historical, and social backgrounds include culture in their official textbooks.  For this purpose, Vision I , the Iranian secondary school textbook, and Hello I, the Egyptian English school textbook, were chosen. Four aspects of culture (topics, cultural dimensions, international/intercultural issues, and cultural references) were investigated in these two textbooks. The results show that Vision I has a more limited number of cultural content compared to Hello I . However, a lack of in-depth cultural information could be observed in both textbooks. Thus, it is necessary to take special measures concerning Vision I by including a greater array of cultural content and giving this content depth and detail. For Hello I , the cultural content needs to exceed in quality. The present study's findings might be insightful for syllabus designers, textbook publishers, and teachers to reconsider the essential role of culture qualitatively and quantitatively.
۳.

A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series(مقاله علمی وزارت علوم)

کلید واژه ها: postcolonialism Graded Right Path to English Prospect Vision resistance Bhabha

حوزه های تخصصی:
تعداد بازدید : ۲۶۵ تعداد دانلود : ۲۷۱
Since the establishment of the Islamic Republic of Iran, there have been three packages used in the state-controlled schools of the country, namely, Graded, Right Path to English, and Prospect/Vision series. These textbooks all include prefaces to indicate the general philosophy of language teaching and education, and how the agents (learners and teachers) have to play roles in the system. This article aims to have a postcolonial reading of the Islamic post-revolutionary English language textbooks published in Iran. To this aim, the prefaces are critically content-analyzed and explained taking into consideration the key concepts of postcolonialism. After developing the table of themes in relation to postcolonial issues, the findings indicate that the resistance prevalent in the prefaces is particularly hybrid, anxious, and unstable of the Iranian type due to the socio-politico-cultural background of the country. This resistance, thus, is a tragic attempt for developing a firm background for developing language learners'' knowledge.
۴.

The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation(مقاله علمی وزارت علوم)

کلید واژه ها: EFL context Flipped Classroom Writing Performance Writing Motivation

حوزه های تخصصی:
تعداد بازدید : ۲۵۹ تعداد دانلود : ۱۸۱
To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group ( F = 22.20, p = 0.000, partial eta squared = 0.35) . Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation ( F = 51.67, p = 0.000, partial eta squared = 0.56) . The findings have remarkable implications for L2 writing methodology.  
۵.

Exploring the Factors Iranian EFL Institute Teachers Consider in Grading Using Personal Construct Theory(مقاله علمی وزارت علوم)

کلید واژه ها: classroom assessment grading repertory grid technique personal construct theory non-academic factors

حوزه های تخصصی:
تعداد بازدید : ۳۴۳ تعداد دانلود : ۲۰۳
Although grades are the most ubiquitous currency of educational measurement around the globe, their meaning, particularly in understudied settings as in Iran, is still shrouded in mystery. The purpose of this study was to investigate EFL teachers’ class grades by focusing on the less verbalized aspects of grading to see what a grade means. Five Iranian English language teachers working part-time in a private EFL institute were interviewed using the repertory grid interviewing technique, Kelly’s (1955) unique data collection instrument used extensively in personal construct theory (PCT). The results of the content analysis revealed that of the 92 elicited constructs, over 70% were categorized as non-academic, pointing to a heavy reliance on such criteria for grading, and consequently leading to the invalidity of assigned grades. Further, the results of principal component analysis (PCA) of each teacher’s elicited constructs endorsed hodgepodge grading by demonstrating single main components that accounted for the most variation in teacher grading and that comprised both academic and non-academic factors. However, this phenomenon was interpreted slightly differently when seen from the PCT perspective. Implications of this study for teacher professional development and teacher education programs are discussed.
۶.

The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?(مقاله علمی وزارت علوم)

کلید واژه ها: assessment and grading practices Graded Achievement Tested Achievement grades achievement test scores Gender proficiency level Correlation

حوزه های تخصصی:
تعداد بازدید : ۳۸۷ تعداد دانلود : ۱۷۱
Grades represent one of the most common sources of evidence of student achievement in classrooms, though their relationship with test scores has remained understudied, particularly in settings such as in Iran, where English is taught as a foreign language. The purpose of this study was to investigate the relationship between graded and tested achievement with respect to gender and proficiency level differences. Teacher-assigned grades and standardized achievement test scores of 693 Iranian learners of English taught by 15 teachers were examined. Primary analyses focused on the validity of teacher grades and the subsequent Pearson correlation coefficients revealed that grades associated positively with externally-validated test scores obtained from reliable tests, an indication of the validity of teacher grading. Additionally, the results of independent-samples t-tests showed that female students outperformed male students on achievement tests, but with fluctuations across proficiency levels. Higher proficiency levels gave male participants an advantage over female participants in achievement tests. Moreover, male teachers were found to grade female participants more accurately than their female counterparts. Implications are discussed for informing teachers about the validation of their grading practices, as well as for teacher education programs and teachers’ professional development.
۷.

بررسی کاربرد اصطلاحات انگلیسی در مقاله های پژوهشی زبان شناسی کاربردی :پژوهشی پیکره محور(مقاله علمی وزارت علوم)

کلید واژه ها: اصطلاحات انگلیسی کاربرد اصطلاحات پیکره مقاله پژوهشی زبانشناسی کاربردی

حوزه های تخصصی:
تعداد بازدید : ۳۵۶ تعداد دانلود : ۲۹۲
پژوهش های اخیر نشان می دهند اصطلاحات، که معمولاً وجهی غیررسمی، پر رنگ و لعاب، و سرگرم کننده از زبان محسوب می شوند، به گفتمان رسمی هم راه یافته اند، ولی تاکنون در مورد ورود اصطلاحات به ژانرهای نوشتاری و رسمی، از جمله مقاله های پژوهشی، تحقیقی صورت نگرفته است. پژوهش حاضر نقش کاربردی اصطلاحات در پیکره ای زبانی مشتمل بر 409،122 واژه را، که به صورت تصادفی از مقاله های منتشرشده در حوزه زبانشناسی کابردی انتخاب شده اند، شناسایی و بررسی کرده است. افزون بر این، کاربرد اصطلاحات در مقاله های انگلیسی نویسندگان فارسی زبان و انگلیسی زبان این حوزه مقایسه شده است. نتایج تحلیل های آماری استنباطی نشان می دهند که، در نگارش مقاله های پژوهشی، نویسندگان انگیسی زبان به طرز بارزی بیش از نویسندگان فارسی زبان از اصطلاحات استفاده می کنند. بر مبنای پژوهش حاضر، شش نقش کاربردی اصطلاحات استخراج و همچنین فهرستی از پرکابردترین اصطلاحات در مقالات پژوهشی عرضه شده است. این نقش های شش گانه عبارت اند از: ارزیابی کننده، اطلاعات دهنده، تعیین ماهیت، تأکیدی، سازماندهی کننده و چندگانه. با بررسی و ارائه اصطلاحات انگلیسی آکادمیک در مقاله های پژوهشی زبانشناسی کاربردی، یافته های این تحقیق می تواند مورد استفاده استادان دانشگاهی درس های نگارش انگلیسی،دانشجویان مقاطع تحصیلی کارشناسی ارشد و دکتری و تهیه کنندگان کتاب های آموزشی قرار گیرد.
۸.

A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests(مقاله علمی وزارت علوم)

کلید واژه ها: pragmatic development Request interlanguage pragmatics EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۳۳۸ تعداد دانلود : ۳۳۶
This study attempts to investigate the pragmalinguistic and sociopragmatic development of Iranian EFL learners cross-sectionally when making requests in different situations. To this end, 103 university students in three proficiency levels of pre-intermediate, upper-intermediate, and advanced were asked to write three discourse completion tests (DCTs) of requests in different situations with various social and power relation demands and 20% of them were interviewed about their DCTs. The analyses of these written and verbal reports suggested that parallel with proficiency there was a movement from directness to conventional indirectness and an expansion of the repertoire of both external and internal modification devices. Even though all the participants expressed their awareness of the sociopragmatic requirements of different request situations in their verbal reports, increasing proficiency led to the application of this awareness in practice. That is, advanced learners were more successful to differentiate among the situations both sociopragmatically and pragmalinguistically. The results are discussed in light of previous research and available developmental patterns.
۹.

Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class(مقاله علمی وزارت علوم)

کلید واژه ها: Socialization Essay Writing Sociocultural theory academic discourse community of practice

حوزه های تخصصی:
تعداد بازدید : ۳۳۳ تعداد دانلود : ۳۱۹
L2 language socialization asks how learners come to gain the ability to write appropriately and sufficiently in an institutional academic community of practice. In the same line, this study focuses on the process of socialization of an Iranian English L2 essay writing class in the context of higher education. The theoretical backgrounds rely on the socialization and Vygotsky's sociocultural theories. Three case studies were analyzed throughout six weeks. The learners' essays, outlines, and reflective diaries were analyzed to trace their development in appropriating academic discourse and argumentation. Also, an interview session was held at the end of the study in which the issues regarding the whole experience of socialization were discussed with the participants. The results suggested that each learner pursued their path of socialization based on their individual and social needs of the academic discourse community. Accordingly, a model demonstrating their paths of development is presented. The model shows that the new-comers to this social site of engagement were mediated by the old-timer agent of practice (instructor) to appropriate the values, principles, and behaviors of this community of practice through the activities they were engaged in.
۱۰.

راهبردهای بیان مخالفت در بین دانشجویان دختر و پسر(مقاله علمی وزارت علوم)

کلید واژه ها: وجهه مخالفت کارگفت کاروجهه جنس/جنسیت

حوزه های تخصصی:
تعداد بازدید : ۱۰۸۶ تعداد دانلود : ۶۳۶
تحقیق حاضر به بررسی راهبردهای کاروجهه در میان دانشجویان دختر و پسر هنگام بیان کارگفتِ مخالفت می پردازد. 280 دقیقه گفتگو و بحث گروهی دانشجویان در کلاس ضبط و موارد مخالفت بین آنها به تفکیک جنسیت مخالفت کننده و مخالفت شونده استخراج و راهبردهای استفاد ه شده در چارچوب نظریه ادب براون و لوینسن (1987) و طبقه بندی ریز-میلر از راهبردهای مخالفت (ریز-میلر، 2000) دسته بندی گردید. نتایج حاصل از بررسی کمّی و کیفی داده ها نشان دهنده تأثیر عامل جنسیت بر چگونگی استفاده از راهبردهای مخالفت است بدین گونه که به طور کلی پسران بیش از دختران مخالفت نمودند و ستیزه جوتر از دختران بودند. در مخالفت با هم جنس، دختران کمتر و پسران بیشتر با هم جنس خود مخالفت نمودند، اما در مخالفت با جنس مخالف تنها در یک مورد تفاوت بین دختران و پسران معنادار بود: پسران از راهبردهای تشدید مخالفت بیش از دختران استفاده نمودند. هم چنین، دختران توجه بیشتری به جنس مخاطب نشان دادند.

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