وحید شهیدی پور

وحید شهیدی پور

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۱.

Syntactic Structures and Rhetorical Functions of Electrical Engineering, Psychiatry, and Linguistics Research Article Titles in English and Persian: A Cross-linguistic and Cross-disciplinary Study(مقاله علمی وزارت علوم)

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تعداد بازدید : ۷۱۰ تعداد دانلود : ۵۹۲
A research article (RA) title is the first and foremost feature that attracts the reader's attention, the feature from which she/he may decide whether the whole article is worth reading. The present study attempted to investigate syntactic structures and rhetorical functions of RA titles written in English and Persian and published in journals in three disciplines of Electrical Engineering, Psychiatry, and Linguistics. To this end, 750 English and 750 Persian RAs were randomly selected from reputable English and Persian journals in these fields and syntactic structures of their titles were analyzed based on Dietz’s (1995) taxonomy. The results revealed that, despite some similarities, there were some cross-linguistic and cross-disciplinary differences in title structures. The differences were found in title components and title length and style. Generally, English titles were shorter in length than Persian ones. Psychiatry titles were the longest, whereas Linguistics ones were the shortest. Although the majority of titles were single-unit ones, English authors used multiple-unit titles more than Persian ones. Multiple-unit titles were also employed the most in Linguistics RAs. No significant difference was found regarding combinations of multiple-unit titles in the two languages; however, topic-description combinations were the most frequent in Electrical Engineering and Linguistics titles, whereas topic-method ones were the most popular in Psychiatry titles. Moreover, the post-modified nominal group construction was the most frequent syntactic structure across single-unit titles. Such findings can contribute to the developments of English for Specific Purposes and provide some information about Persian and English RA titles structures in different disciplines.
۲.

Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Idiomatic Expressions idiom comprehension Language Learning Strategies difficulties of idiom comprehension High School Students

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تعداد بازدید : ۳۴۸ تعداد دانلود : ۲۷۱
The objectives of the present study were threefold: First, it sought to investigate difficulties Iranian EFL high school learners face to understand English idioms. Second, it attempted to explore intermediate EFL learners’ language learning strategy preferences to comprehend idioms. Third, it aimed to examine whether there was a significant difference between successful and less successful students' strategy use in idiom comprehension. To this end, 200 Iranian male and female students of the three grades of different senior high schools in Qom, Iran, were selected through convenience sampling. They responded to a five-point Likert-scale questionnaire (Alhaysony, 2017), investigating the challenges of idiom comprehension. Afterwards, they took the Oxford Quick Placement Test. Ninety-eight of them were selected as intermediate learners. Third, they took a multiple-choice test on idiom comprehension, developed by the researcher, and responded to the Strategy Inventory for Language Learning (Oxford, 1990). Descriptive statistics, frequencies and means, and a one-sample t-test were used to analyze the data. The results indicated that the participants complained that idioms were challenging mainly because they were not taught well in class and were not part of the course syllabi. They also revealed that successful learners in understanding idioms used all six categories of strategies in the high and medium levels. They employed metacognitive strategies the most (M= 3.88), but affective strategies the least (M= 2.84). The results of the t-test suggested significant differences between successful and less successful learners' strategy use. The results provide insights into the challenges and strategies of English idiom comprehension.

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