علیرضا جلیلی فر

علیرضا جلیلی فر

مطالب

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۴۱ مورد.
۱.

Exploring retrospective/prospective patterns in MICUSP: A comparative study of English as a first language and English as an additional language(مقاله علمی وزارت علوم)

کلید واژه ها: academic writing Metadiscourse Prospective Categories Retrospective Categories MICUSP Genre

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English as a First Language (EFL) and English as an Additional Language (The results indicated that both EFL and EAL students used a diverse array of linguistic features to express their ideas in academic prose, with the prospective categories being the most commonly used.
۲.

مطالعه برنامه توسعه حرفه ای مستمر(CPD) اعضای هیأت علمی و راهبردهای تحقق آن در دانشگاه های شهر اهواز(مقاله علمی وزارت علوم)

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تحصیلات دانشگاهی یکی از عوامل بسیار مهم توسعه اجتماعی-اقتصادی کشورهاست و اعضای هیأت علمی برای اینکه در این فرایند نقش خود را بخوبی ایفا کنند می بایست بر دانش و مهارتهای مربوطه تسلط داشته باشند. این دانش و مهارتها به دلایل گوناگون ممکن است با شایستگیهای بدو استخدام استادان متفاوت باشد. لذا هدف اصلی این پژوهش بررسی برنامه توسعه حرفه ای مستمر اعضای هیأت علمی و شیوه پاسخگویی به آن در دانشگاه های شهر اهواز به روش ترکیبی تبیینی بود. جامعه آماری این پژوهش را کلیه اعضای هیأت علمی تمام وقت دانشگاه های شهر اهواز تشکیل دادند که به اقتضای روش پژوهش، در بخش کمی با استفاده از روش نمونه گیری تصادفی طبقه ای تعداد 341 نفر، براساس جدول مورگان انتخاب شدند. در بخش کیفی با استفاده از روش نمونه گیری هدفمند -موارد مطلوب- تا زمانی که اشباع نظری حاصل شد، فرآیند گردآوری داده ادامه یافت. داده ها در بخش کمی با استفاده از پرسشنامه محقق ساخته توسعه حرفه ای مستمر با ضریب پایایی 89/0 و در بخش کیفی مصاحبه نیمه ساختمند، جمع آوری گردیده اند. نتایج پژوهش نشان داد به طور کلی 12 راهبرد برای توسعه حرفه ای اعضای هیأت علمی مورد استفاده قرار می گیرد. گرچه راهبردها می توانند باعث تحقق اهداف مختلفی شوند اما در دانشگاه های مورد مطالعه تأکید بیشتر بر توسعه مهارت های آموزشی و پژوهشی است. همچنین یافته ها نشان از ناکافی بودن فرصت های توسعه حرفه ای اعضای هیأت علمی، پیچیدگی واکنش اعضای هیأت علمی به استفاده از راهبردهای توسعه حرفه ای، تأثیرگذاری مثبت فعالیت های توسعه حرفه ای مستمر بر فرایندهای مختلف دانشگاه و رویکرد متفاوت دانشگاهها برای استفاده از راهبردهای توسعه حرفه ای می باشد.
۳.

“You Sick Geeky Bastards!”: A Gender-Based Analysis of Impoliteness Strategies in American Comedy Series(مقاله علمی وزارت علوم)

کلید واژه ها: Impoliteness strategies Culpeper’s framework Gender American comedy series

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This paper examined impoliteness strategies used by characters and their resulting reactions in five American comedy series. Drawing on Culpeper’s models (1996 & 2003), the comedy series were watched several times with one month interval to make sure that the impolite utterances and their reactions were put in the correct categories. The results of the study revealed that sarcasm was the most frequently used strategy among other strategies, and male and female characters were not distinct in using this strategy. However, male characters exploited the bald on record strategy more than their female counterparts. One striking result was the frequent use of offensive reactions by male actors. The reasons behind the variable use of these strategies are twofold. First, impoliteness is used as a tool to show off the power of the male characters. Second, using impoliteness strategies in comedy series reflect the entertaining role of sarcasm used by the actors.
۴.

Complexity Matching and Lexical Matching in the Conversations of Bilingual Persian-English Speakers(مقاله علمی وزارت علوم)

کلید واژه ها: Bilingual conversation Convergence hierarchical temporal structure Allan Factor lingua receptiva

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This study focuses on complexity matching and lexical matching to investigate speech convergence in the conversations of bilingual Persian-English speakers in three language conditions namely Persian, English, and mixed in the context of lingua receptiva as an attempt to investigate such matching mechanisms between a Latin-based language and a non-Latin-based language. Complexity matching investigates convergence in terms of the hierarchical temporal structure of human speech while lexical matching explores convergence in terms of the frequency occurrence of the matched lemmas. For this purpose, 14 master’s students from the Shahid Chamran University of Ahvaz majoring in English language conversed with one another in dyadic groups in three language conditions each of which had its own topic namely movies, music, and books. In complexity matching, Allan Factor analysis in terms of multiscale clustering of onset events was considered. In lexical matching, the focus was on the distribution of all lemmas and matched lemmas and the possible correlation between the two. The results revealed a gradual increase in Allan Factor log-log plots in relation to the longer timescales that correspond with discourse patterns for complexity matching. For lexical matching, the positive correlation between all lemmas and matched lemmas (r<sub>s = .607) suggested that as participants talked to each other more, they unconsciously tried to match their psychological perceptions with each other more. This suggests that speech convergence is vigorous in both bilingual and monolingual interactions.
۵.

A Cross-Cultural Study of Compliment Responses: A Pragmatic Analysis of a Persian and English Speech Act(مقاله علمی وزارت علوم)

کلید واژه ها: Pragmatic Speech Acts Compliment Responses Cross-cultural Linguistics Cultural Schemas

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The present study sought to cast light on differences in strategies of compliment responses used across Persian and American English. For this purpose, 110 participants, under three groups of Persian native speakers, American native speakers, and Persian learners of English, answered a Discourse Completion Test (DCT), followed by a semi-structured interview with the Persian learners of English to cross-check the findings of the DCTs. The collected responses from the DCTs were coded at macro and micro-levels. Moreover, a macro-level of Persian cultural schemas was used for the Persian groups. The chi-square test revealed the independent performance of the three groups. Judged by the written DCTs while performing in English, the learners’ responses displayed cases of utilizing the native Persian cultural schemas. More specifically, the English learner respondents employed different instances of ta’arof and shekaste-nafsi . Confirmed by the interview, such failures resulted from insufficient exposure to the American English culture and more importantly from their lack of instruction and awareness of cross-cultural pragmatic differences.
۶.

نقش هدف و کمال نهایی انسان در علوم انسانی اسلامی براساس دیدگاه آیت الله مصباح یزدی(مقاله پژوهشی حوزه)

کلید واژه ها: علم علوم انسانی علوم انسانی اسلامی هدف نهایی هدف

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تفاوت علوم انسانی اسلامی با علوم انسانی موجود، عمدتاً مرتبط با بعد مبانی علوم است. بنابراین پژوهش حاضر نیز در راستای همین هدف، به بررسی و تحقیق درباره یکی از مبانی اسلامی سازی علوم انسانی می پردازد که در مباحث انسان شناسی از آن با عنوان هدف نهایی انسان یاد می شود و در مبانی اسلامی، این هدف عبارت است از قرب الهی. در این مقاله این موضوع هم در بعد توصیفی و هم در بعد توصیه ای علوم براساس دیدگاه آیت الله مصباح یزدی بررسی می شود.
۷.

Exploring Patterns of Evaluation in the Rhetorical Construction of Economics Blurbs: A Lexico-grammatical Analysis(مقاله علمی وزارت علوم)

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This study examined blurbs in the discipline of economics to investigate how evaluative lexico-grammatical resources are employed in the logogenetic constructions of these blurbs. The study was informed by the appraisal framework proposed by Martin and White (2005), which describes the language of our attitudes, viewpoints, and personal judgments toward people, objects, and things. All three categories of the appraisal framework, including attitude, engagement, and graduation, were thoroughly explored. Findings demonstrated that economics blurbs are densely packed with appreciation. Graduation was also found to be realized both as intensification and quantification. The study showed that blurbs can be dialogically or monologically constructed based on the presence or absence of external voices as well as engagement resources and locutions. Meanwhile, lexico-grammatical realizations were found not to be restricted to one type of grammatical structures. Various forms including adjectival qualities, nominalized qualities, and processes are employed for encoding evaluative resources. The findings of the study provide those interested in this genre insights into the practical details of blurbs’ advertising discourse and keep them informed of the curricular rules and regularities dominating promotional discourse
۸.

Transforming textual meaning during the revision process of research articles written by Iranian scholars(مقاله علمی وزارت علوم)

کلید واژه ها: Manuscripts revision Scholarly publication academic discourse Textual Meaning Theme Systemic functional linguistics

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Publishing in English has brought about great difficulties for scholars whose first language is not English. After submitting their manuscripts to English-language journals, they usually receive comments from the reviewers on the quality of their English. One of these challenges is how links and transitions are managed in the flow of discourse. The present study aimed to investigate how the successfully revised text differs from its originally submitted counterpart within the framework of systemic functional linguistics. Based on our examination of the revisions made to our corpus, the increased use of marked theme is believed to contribute significantly to textual cohesion and coherence, and thereby to the achievement of the writer’s argument. This would contribute to transforming a relatively immature and unpublishable piece of writing into a well-crafted and mature version. However, this is a necessary but not a sufficient condition for the texts to be published.
۹.

عوامل بازدارنده اعمال بازخورد بر متون دانشجویان تحصیلات تکمیلی رشته آموزش زبان انگلیسی در سطوح پیشرفته(مقاله علمی وزارت علوم)

کلید واژه ها: نگارش به زبان دوم نگارش دانشگاهی اعمال بازخورد عوامل بازدارنده

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در نگاهِ پژوهشگرانِ زبانِ دوم، مشارکتِ دریافت کننده بازخوردِ متن که به شکلِ پیاده سازیِ آن در متن بازنویسی شده باشد، یکی از مسئله های مهمِ یادگیریِ نگارش، در زبان دوم است. بررسی و حذفِ عوامل بازدارنده بهره گیری از بازخوردها، می تواند به افزایشِ مشارکت دانشجویان و بهبود یادگیری آن ها منجر شود. پژوهش حاضر، با نگرشی کیفی، به بررسی علت های بازدارنده پیاده سازیِ بازخوردِ استادهای راهنما، به وسیله دانشجویان تحصیلات تکمیلی پرداخته است که پایان نامه یا رساله خود را به زبان دوم خود – زبان انگلیسی- می نویسند. این پژوهش، همچنین تفاوت میانِ دیدگاه های دانشجویان کارشناسی ارشد و دکترا را مورد بررسی قرار می دهد. با استفاده از مصاحبه برانگیخته، دلایلی که به وسیله 54 دانشجوی کارشناسی ارشد و دکترا در پیوند با نادیده گرفتن بازخوردِ استادهای راهنما ارائه شدند، مورد بررسی قرار گرفتند. با بهره گیری از روش طبقه بندی استنتاجی، دلیل های دانشجویان در چهار گروه معناییِ کلی بودن، ناواضح بودن، ناهمخوانیِ بازخورد با توانایی های دانشجویان و نگهداری از استقلال و مالکیت متن، گروه بندی شدند. یافته ها نشان دادند که هر دو گروه کارشناسی ارشد و دکترا، ناواضح بودن و کلی بودن را به عنوان عمده ترین عوامل به کار نبستن بازخوردها در متن بر شمردند. همچنین، یافته ها نشان دهنده تفاوت هایی میان دیدگاه های دانشجویان کارشناسی ارشد و دکترا بود. این گونه که دانشجویان دکترا به میزان معناداری بیش از دانشجویان کارشناسی ارشد برای نگهداری از استقلال فکری و مالکیت متن، بازخوردِ استاد راهنما را نادیده گرفتند. از سوی دیگر، دانشجویان کارشناسی ارشد، شمار بیشتری از بازخوردها را به سبب ناهمخوانی با توانایی های خود پیاده سازی نکردند
۱۰.

Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles(مقاله علمی وزارت علوم)

کلید واژه ها: Phrasal Complexity Features (Pre/post) modifiers Data commentary Research Article academic writing

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The present study aimed at exploring phrasal complexity features in data commentaries produced by graduate students and in research articles written by expert writers. To this end, 25 empirical RAs in the field of Applied Linguistics and 158 data commentaries generated by graduate students of English Language Teaching were comparatively examined. The results revealed that students approximated expert writers in terms of producing two linguistic features (i.e., N+N structures and nominalizations). However, they differed significantly from expert writers in generating four linguistic elements (i.e., attributive adjectives, appositive structures, of -genitives, and PPs as noun post-modifiers). The results also revealed that expert writers’ texts comprise varied presence of exceedingly complex patterns of pre-modification, triple/quadruple/quintuple (pre)modification, a hybrid of novel appositive structures, and multiword hyphenated adjectives. Conversely, graduate students’ language could be characterized by less variety, single/dual (pre)modification, a far less extensive range of noun-participle compounds functioning as nominal pre-modifiers, linguistically limited complex modifications, and minimally multifarious patterns of use associated with N+N formulations. Overall, the findings can give fresh insights into the needs of the L2 student writers in developing an academic text.
۱۱.

Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study(مقاله علمی وزارت علوم)

کلید واژه ها: augmented reality scaffolding virtual reality scaffolding abstract genre structure collaborative writing mobile-assisted language learning

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The marriage between technology and teaching in educational milieus in recent years has been a major concern among educational researchers in general and applied linguists in particular as far as augmented reality (AR) and virtual reality (VR) are concerned. Augmented reality after virtual reality received much attention over the last decades in mobile assisted language learning context. AR mixes virtual world onto real environment, VR delve the participants in to the virtual world. To examine the effect of AR and VR on abstract writing of EFL students, 12 intermediate proficiency pairs (high and low proficiency) participated based on their scores on TOEFL and a hypothetical abstract writing task. The participants were required to write an abstract according to the sub-moves of Hyland's (2000) move analysis provided through three mobile applications including AR-, VR HeadSet virtual reality-, and paper-based scaffoldings for four weeks in a collaborative context. In evaluating the groups' abstract writing scores before and after the treatment, no significant differences were found among the three groups. However, the AR group revealed better mean average results ( M = 33) compared to the other VR ( M = 24) and paper-based groups ( M = 29). Besides, the low intermediate proficiency subjects in the AR group received higher scores ( M = 40) compared to heir higher counterpart ( M = 37). Results imply that the integration of real and unreal worlds might be a good asset in teaching the genre of abstracts to EFL learners in general and low intermediate proficiency learners in particular.
۱۲.

A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations(مقاله علمی وزارت علوم)

کلید واژه ها: academic writing Feedback second language writing Supervisor feedback

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The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts.
۱۳.

Classification of EFL Students: EFL Teachers’ Criteria and a Case Study(مقاله علمی وزارت علوم)

کلید واژه ها: Classification Teachers’ Criteria EFL students Student Types Cluster Analysis

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Language learners have frequently been classified according to individual difference variables such as aptitude, personality, cognitive style, and motivation. However, a language teacher’s view seems to have been missing from such classifications. This exploratory research investigated whether and by which criteria Iranian EFL teachers classify their students. Based on preliminary interviews with 29 high-expertise Iranian EFL teachers, 21 criteria were identified and included in a questionnaire that was completed by 175 Iranian EFL teachers. The respondents almost unanimously agreed that they did classify their students according to their understanding of the character type, behavior patterns, and achievement patterns of their students. Then they rated the 21 criteria on a scale from 0 to 4 according to how important each classification criterion was for them. Factor analysis of questionnaire responses revealed six major classification criteria. Subsequently, in a case study, 26 EFL students in a typical Iranian high school class were asked to rate their classmates according to the six major criteria. Only five of the criteria were found to predict English achievement and Grade Point Average (GPA). A cluster analysis of the students’ peer ratings using the five criteria generated three clusters. An ANOVA revealed that the three clusters were accurately differentiated not only on the clustering criteria but also on the two non-clustering variables: EFL Achievement and GPA.
۱۴.

Nominalization in Academic Writing: A Cross-disciplinary Investigation of Physics and Applied Linguistics Empirical Research Articles(مقاله علمی وزارت علوم)

کلید واژه ها: academic writing Nominalization Research Articles Systemic functional linguistics Physics Applied linguistics

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<span>The present study aimed to explore how nominalization is manifested in a sample of Physics and Applied Linguistics research articles (RAs), representing hard and soft sciences respectively. To this end, 60 RAs from discipline-related professional journals were randomly selected and analyzed in light of Halliday and Matthiessen’s (1999) taxonomy of nominalization. Comparing the normalized frequencies indicated that articles in Applied Linguistics differ significantly from their counterparts in Physics as they include more nominalized expressions. Moreover, the analysis brought out the findings that deployment of nominalization Type Two is significantly different from the other three types of nominalization in each discipline. Subsequently, the obtained expressions were put into their context of use in order to extract the most prevalent patterns of nominalization in the RAs. The investigation into the embedded patterns introduced 15 common patterns for Physics and Applied Linguistics RAs. Chi-square analyses suggested statistically significant differences in using only four patterns. Finally, implications accrue to the findings in reference to academic writing teachers and course designers.</span>
۱۵.

A Comparative Study of Thematicity in the Argumentative Writing of University EFL Students and the Introduction Section of Research Articles(مقاله علمی وزارت علوم)

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The present study aimed to find out thematic organization and progression in the argumentative writing of Iranian learners of English, representing two levels of language proficiency, and the introduction section of published Research articles (RAs) of Applied Linguistics. For this aim, 60 articles were downloaded from three journals and also 92 MA and BA students majoring in English Language Teaching and English Literature were selected. Then, three topics were used for gathering data from them. Of the written argumentative compositions, only 67 were chosen for the next phase of the study. These compositions together with the RAs were analyzed based on Halliday’s (1985) model of thematic structure and the revised model of Danes’ (1974) thematic progression patterns. The results of Chi-square suggested that there was a significant difference in the thematic structure of the essays written by MA students and the introduction section of RAs. It was concluded that thematicity can be effectively applied in classrooms to help students in writing. Students will know where they are losing their effectiveness in their arguments due to problems with either thematic progression or thematic selection, or both. The findings of this study can be effectively applied in teaching writing skills.
۱۶.

Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus(مقاله علمی وزارت علوم)

کلید واژه ها: Learning Styles Blended Learning writing behaviors input log

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The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.
۱۷.

Genre Analysis and Genre-mixing Across Various Realizations of Academic Book Introductions in Applied Linguistics (تحلیل نوع متن و ترکیب آن در مقدمه کتاب های دانشگاهی در زبانشناسی کاربردی)(مقاله علمی وزارت علوم)

کلید واژه ها: مقدمه کتاب های دانشگاهی تحلیل نوع متن ترکیب نوع متن

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پژوهش حاضر بر آن بود که سه نوع متن از مقدمه کتاب های دانشگاهی یعنی؛ سرآغاز، مقدمه و پیش گفتار را از لحاظ کاربردها و ساختارهای متنی بالقوه، آنچنان که در نظریه نوع متن توسط سویلز (۱۹۹۰) و باتیا (۱۹۹۳) استدلال شده، بررسی نماید. علاوه بر این، مطالعه فعلی بر این هدف بود که پدیده اختلاط نوع متن را به عنوان عامل بیناگفتمانی، در سراسر انواع متن فوق الذکر بررسی نماید. در انجام این کار، پردازش جز به کل به عنوان رویکردی به تجزیه و تحلیل حرکت بلاغی، به منظور دستیابی به دیدگاه نسبتا عینی از ماهیت این گونه های نوع متن مقدماتی دانشگاهی اتخاذ گردید. داده ها که شامل سه مجموعه داده ی جداگانه با تعداد کل ٧٥ نمونه متنی مستخرج از کتاب های درسی زبانشناسی کاربردی بودند، به منظور شناسایی اختلاف آماری محتمل در بکارگیری حرکت بلاغی در سراسر سه مجموعه داده ی مورد مطالعه، بررسی شدند. یافته های این مطالعه، مدل های ساختاری تقریبا مشابهی را برای سه نوع متفاوت از مقدمه کتاب دانشگاهی نمایان کرد. با این وجود، تحلیل آماری داده ها حاکی از وجود تفاوت هایی ملموس تنها در دو حرکت بلاغی بود. علاوه بر این، بررسی صناعات فراگفتمانی و ویژگی های بلاغی در هر سه مجموعه داده، نشان داد که چگونه نویسنده های مقدمه کتاب ، منابع متنی را با موفقیت به تصرف درآورده و یک هدف تبلیغاتی را با یک هدف آموزنده درآمیخته اند. یافته های این تحقیق، نه تنها برای نویسندگان در تالیف یک بخش مقدماتی موفق برای کتاب های درسی خود در زبانشناسی کاربردی سودمند می باشد بلکه همچنین می تواند به عنوان دستورالعمل هایی در راستای تغذیه آموزش انگلیسی با اهداف ویژه از نظر محتوا و طراحی برنامه درسی و نظام آموزشی استفاده شود.
۱۸.

A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses(مقاله علمی وزارت علوم)

کلید واژه ها: Multimodality academic writing ESAP learning transfer team-teaching

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تعداد بازدید : 215 تعداد دانلود : 320
This paper presents a detailed examination of learning transfer from an English for Specific Academic Purposes course to authentic discipline-specific writing tasks. To enhance transfer practices, a new approach in planning writing tasks and materials selection was developed. Concerning the conventions of studies in learning transfer that acknowledge different learning preferences, the instructional resources were designed to be multimodal to engage all participants in construing the principles of academic writing. To promote the relevance of writing practices and their transferability to future professional settings and to ensure the success of the multimodal presentations, a practice of team-teaching between the English Language and content lecturers was rigorously embraced. A sample population of 28 postgraduate medical students from Jondi Shapur University of Medical Sciences in Ahvaz participated in this research. The data were collected through interviews and writing samples throughout a whole semester and were subsequently analyzed both quantitatively and qualitatively based on James' (2009) checklist of writing outcomes. The results indicated that the instruction did stimulate transfer from the course to the authentic tasks notably in the skills associated with organization and language accuracy; however, the transfer of some outcomes appeared to be constrained particularly the use of punctuation marks. Implications of the findings for theory, practice, and future research in discipline-specific writing practices are discussed.
۱۹.

Oral Requests in Advanced Level English Coursebooks and English Movies: An Evaluative Study(مقاله علمی وزارت علوم)

کلید واژه ها: Conversation analysis Politeness Request Nonverbal/Verbal goods and services Speech act theory

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تعداد بازدید : 354 تعداد دانلود : 342
Concerns over the phony nature of textbooks and artificiality of their contents in reflecting authentic language have been raised by a number of researchers. It has been argued that many language teaching programs result in the failure of learners of English to successfully communicate in the target language. The problem with these programs is that there is no general agreement about the success of these materials in developing the pragmatic competence necessary for interlocutors’ mutually intelligible communication[D1] . Hence, this study explored communicated requests for nonverbal/verbal goods and services (RNGS/RVGS) in the dialogues of 5 textbooks and 8 English movies. The utterances of the textbooks and movies were evaluated on six criteria deriving from research on speech act theory, politeness, and conversation analysis. These included whether the textbooks discussed second pair parts, the forms of requests, the context of request occurrence, the nature of the devices through which the requests are mitigated, and multi-turn request forms. The results of the analysis revealed that, except for re-requests and dispreferred responses of RNGS,textbooks’ strategies including forms, face, contexts of RVGS, and strategies of RNGSwere not realized through adequate examples compared to their variants in movies.Most importantly,except for bald on record, internal mitigators of RVGS, external mitigators, and direct and indirect forms of RNGS, the other request strategies in the textbooks showed less variety than those of their counterparts in the movies. Internally mitigated RVGS were the onlystrategies variouslyexploited in the textbooks.The findings revealed that textbook designers should improve their instructional materials by incorporatingmore accurate samples of communicated requests in their future textbooks.
۲۰.

The Impact of Podcasts on English Vocabulary Development in a Blended Educational Model(مقاله علمی وزارت علوم)

کلید واژه ها: Podcast Learning scenarios L2 vocabulary Learning Management System

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تعداد بازدید : 967 تعداد دانلود : 401
This experimental study attempts to see whether incorporating supplemental podcasts into the blended module of second language (L2) vocabulary teaching and learning leads to better learning outcomes in comparison with other common teaching and learning methods as self-study and conventional. To that end, undergraduate students from Ahvaz Jundishapur University of Medical Sciences were summoned up via an announcement to take part in the study. Volunteers were homogenized via Vocabulary Levels Test (VLT) and were then randomly divided into three groups to learn English vocabulary items via three different scenarios during 32 sessions. The collected data from the participants’ answers to the attitude questionnaire and interview as well as the data from assessing their performance throughout the course were analyzed both descriptively and inferentially. The analysis of the data revealed that the podcast-mediated blended L2 learning scenario appeared as the most successful scenario in L2 vocabulary learning. Consequently, it could be concluded that providing miscellaneous practicing opportunities for students would facilitate learning process and contribute to learning improvement.

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