مسعود یزدانی مقدم

مسعود یزدانی مقدم

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نمایش ۱ تا ۲۰ مورد از کل ۲۲ مورد.
۱.

The Comparative Effects of Neurofeedback Training (NFT) and English Instruction through the Total Physical Response (TPR) Method on the Attention of Young Learners with Attention Deficit Hyperactivity Disorder(مقاله علمی وزارت علوم)

کلید واژه ها: neurofeedback training total physical response Attention deficit hyperactivity disorder Attention

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تعداد بازدید : ۶۶ تعداد دانلود : ۵۴
Attention plays a vital role in education. Children who have attention deficit hyperactivity disorder (ADHD) suffer from impairing levels of inattention. ADHD is a relatively common childhood disorder (Scahill & Schwab-Stone, 2000), which, if left untreated, results in adverse consequences (American Psychiatric Association, 2013). This necessitates employing attention-training methods, such as neurofeedback training (NFT). But although conventional, NFT is expensive and time-consuming; therefore, the need for finding other methods is felt. The total physical response (TPR) method can provide a suitable venue for teaching young learners with ADHD (Nunan, 2011). Hence, this study was conducted to investigate the comparative effects of NFT and TPR on ADHD young learners’ attention. To do so, 16 students with ADHD were selected from a school in Shahryar. They were randomly assigned to NFT and TPR groups, receiving these treatments for twenty sessions, respectively. The Integrated Visual and Auditory Continuous Performance Test (IVA+Plus) was used as the pre- and post-test to measure full, auditory, and visual attention. To answer the research questions investigating the comparative effects of NFT and TPR on ADHD young learners’ attention, non-parametric one-way Analysis of Covariance (ANCOVA) was conducted. Moreover, the Wilcoxon Signed Rank test was used to explore within-group differences. The results indicated significant improvements for both groups. Nevertheless, NFT was found to be more effective regarding full and auditory attention. Concerning visual attention, both treatments were similarly effective. The findings suggest both treatments can improve participants’ attention. The study has implications for education by shedding light on attention-training methods.
۲.

Iranian TEFL Ph.D. Candidates’ Conception of Professional Identity Development in Doctoral Education

کلید واژه ها: TEFL Ph.D. Candidates Professional Identity Development doctoral education

حوزه های تخصصی:
تعداد بازدید : ۲۷۸ تعداد دانلود : ۱۳۹
The present study investigated the TEFL Ph.D. candidates’ conception (TPCs) of professional identity development (PID) during doctoral program. To this end, under a mixed-method design, two instruments were used to collect data: a four-point Likert-scale researcher-made questionnaire and semi-structured interviews. First, the questionnaire was mailed to 80 Iranian Ph.D. students selected through simple random sampling. Then, to yield an in-depth understanding of how they develop their professional identity, 10 participants with more than 10 years of teaching experience were asked to take part in the interview. The results obtained from the analysis of the elicited data indicated that majority of the participants believed that lack of practical professional development courses, lack of scholarship, lack of employer support, the high cost of Ph.D. opportunities, and trivial increase in job satisfaction and security were among the hurdles of to their professional identity development. Regarding the factors influencing some participants’ withdrawal from Ph.D. studies, the results revealed that feeling of isolation and lack of dissertation writing groups were the most significant reasons. The findings of the study can have some pedagogical implications for teacher education programs in that they can be used to emphasize their strengths, eliminate their weaknesses, and to provide stakeholders with ample opportunities to improve the quality of doctoral education.
۳.

Towards a Consensual Definition of Learning: Insights from the Aristotelian Philosophy(مقاله علمی وزارت علوم)

کلید واژه ها: Educational Psychology learning definition definition theory philosophy Aristotle

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تعداد بازدید : ۲۴۶ تعداد دانلود : ۱۶۰
What is learning after all? Being the cornerstone of educational psychology, this question has not lost its appeal since there still is no consensus over it. What makes providing a careful definition of learning important is that such definitions carry important pedagogical implications which might not be equally beneficial. This theoretical paper, therefore, has tried to define learning by a novel interdisciplinary approach through connecting educational psychology to philosophy. It has started with the dilemma of a lack of consensus over the definition of definition itself and the necessity for holding a theory of definition. Consequently, Aristotle’s definition theory has been chosen. To be impartial, it has been contrasted with that adopted by Karl Popper- Aristotle’s major critic. Then, mainstream leaning definitions have been investigated. Their inadequacy has been attributed to their non-adherence to a tenable definition theory. The paper recommends a framework for learning definition studies established by adopting Aristotle’s definition theory and other points discussed. Such a framework constitutes guidelines for future studies. These guidelines give future definition studies direction and coherence and allow us to move away from idiosyncrasies reflecting personal bias and, as such, they can direct us towards developing a consensual definition.
۴.

Making a Difference in Teacher Education Courses: A Psychological Reconsideration

کلید واژه ها: Educational Psychology psychology teacher education courses

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تعداد بازدید : ۱۷۶ تعداد دانلود : ۱۶۵
The interdependency between education and psychology has been valued for a long time and the educational psychology as an interdisciplinary field reconciling these two disciplines has been introduced to the field of teacher education. However, theoretically present in teacher training programs, the practical ways of applying educational psychology has not gained enough attention. The interviews with 21 Iranian EFL teachers and educators reveal that those teachers start their career after doing a teacher education course, do not have enough awareness to deal with learners’ cognitive and emotional problems. Therefore, the researchers tried to put psychological theories into practice through assigning some mini-action research during the teacher education courses. To check the effectiveness of the method, two groups (experimental and control) were selected and then their awareness of psychological issues while reflecting on their teaching process were compared after the treatment. The qualitative findings of the study indicate that the method was successful in increasing pre-service teachers’ psychological awareness towards language teaching. The method is beneficial for those designing and planning teacher education courses.
۵.

Exploring Iranian Pre-Service English Language Teachers’ Professional Identity through Sociocultural Lens(مقاله علمی وزارت علوم)

کلید واژه ها: Pre-service Teachers Professional identity practicum mentor teachers

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تعداد بازدید : ۳۷۳ تعداد دانلود : ۱۰۸
This study was an attempt to explore the process of professional identity construction of 49 male and female pre-service English language teachers of Isfahan Farhangian university Through a Vygotskian sociocultural lens. Since the construction of identity can be considered both personally and socially (Beachup & Thomas, 2009; Beijaard et al., 2004), this study took a social constructivism and Vygotskian sociocultural approach as its theoretical basis. This mixed method study was conducted through reflective journals, semi-structured interviews, and a five items Likert-type questionnaire. The data were analyzed using SPSS ver.19 and ANOVA for comparing the means of the quantitative data. Thematic analysis was used for analyzing the qualitative data. The results showed that the construction of student-teachers’ professional identity is a dynamic and unstable process which is affected by different factors such as personal and sociocultural factors, self-image, learning environment, and practicum experiences and mentor teachers. The results of the current study can be used by educational policy makers, teacher educators, and evaluators for making better decisions about teachers to make educational progress.
۶.

Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)(مقاله علمی وزارت علوم)

کلید واژه ها: TPACK Perceptions CALL literacy TPACK TPACK Workshop

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تعداد بازدید : ۱۴۵ تعداد دانلود : ۹۶
Theory and practice are two sides of one coin, and the way they are perceived adds to its practice. This holds true regarding teachers’ Technological Pedagogical Content Knowledge (TPACK) literacy status and its implementation. To shed more light on these issues in the Iranian EFL setting, t his study was designed to pursue a three-fold purpose: the status quo of the Iranian EFL teachers' TPACK literacy, the contribution of TPACK literacy, and perception developments in the light of TPACK intervention. For the intervention purpose, TPACK workshops were implemented with 15 teachers through employing the TPACK framework and the learning by doing method. The results of chi-square data analysis showed statistically significant differences between the participants’ TPACK literacy before and after TPACK workshops and also positive contributions of the intervention. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence to investigate incorporating technology and knowledge into teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.
۷.

Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education(مقاله علمی وزارت علوم)

کلید واژه ها: TEFL Ph.D. Candidates Professional Identity Development community of practice

حوزه های تخصصی:
تعداد بازدید : ۱۷۳ تعداد دانلود : ۱۳۰
The current study investigated the Iranian Teaching English as a Foreign language (TEFL) Ph.D. candidates’ (TPCs) professional identity development during the TEFL Ph.D. education program (TPEP). Applying a mixed-method design, the current study used two kinds of instruments: a four-point, Likert-scale, a researcher-made questionnaire on TPCs’ professional identity development, and the semi-structured interviews. First, the survey was mailed to 80 university instructors. Then, to yield an in-depth understanding of how TPCs develop their professional identity, TPCs with more than 10 years of intensive experience were asked to participate in the interview.  Following the quantitative data analysis, the qualitative data obtained through semi-structured interviews were analyzed using descriptive qualitative content analysis techniques. The results indicated that the majority of the participants believed that TPEP caused them to gain social legitimation from their community of practice, to get socialized to their global community, and raised their social status; therefore, they believed that not only professional but also personal development took place. Furthermore, it developed their pedagogical knowledge; however, it created small changes in the likelihood of TPCs’ career advancement and led to a small increase in their job satisfaction and security. The findings of the study can have some pedagogical implications for teacher education programs in that they can be used to emphasize their strengths, eliminate their weaknesses, and incorporate ample opportunities for TPCs’ reflection on their current and aspiring professional identities and improve their performance in classes.
۸.

Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies

کلید واژه ها: Vodcasting Activity theory Visual Thinking Strategies VTS

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تعداد بازدید : ۲۴۵ تعداد دانلود : ۲۴۷
Teachers need to know new applications for developing online materials and then they should become aware of different ways to present them to online audience. This study tries to help ELT teachers to overcome challenges and difficulties of vodcasting by recognizing their social and biological motives (Activity Theory), and using Visual Thinking Strategies (VTS). It can alter teachers’ negative attitudes towards online materials development via providing useful tools and techniques to become better producers of their knowledge to survive professionally. This QUAL-quan inquiry initiated with 10 University professors of Islamic Azad University-South Tehran Branch. All these participants answered ‘Myers-Briggs Type Indicator (MBTI)’ questionnaire, ‘Personality Test and Job Satisfaction’, ‘Three-D Test’, and ‘Spatial Recognition Test’. The researcher conducted semi-structured interviews with those whose data were grounded and initiated from open coding, down to axial coding, and finalized with selective coding. Participants produced vodcasts as pre-test. Then, they received the treatments on an exclusively launched ‘MArt’ Telegram group in the form of the researcher-designed audios and videos and YouTube samples. As a post-test, each of the participants made another vodcast. Then, two experts who are ELT university lecturers evaluated the two sets of recorded data. Finally, all the interpretations and analyses were presented in different graphs and charts along with researcher’s interpretation based on theoretical frameworks. The results show that whether ELT teachers are capable of producing vodcasts or not. Besides, VTS help teachers to become much more visually literate and produce more successful vodcasts. Both treatments of the present study and the derived codes can be used in teacher education, and they can turn into a task-based digital or paper-based coursebooks benefiting M.A. TEFL students.
۹.

بررسی ویژگی های اخلاقی استادان زبان انگلیسی با توجه به سطح دینداری دانشجویان(مقاله علمی وزارت علوم)

کلید واژه ها: رابطه اخلاق و دین اخلاق سطح دینداری تعلیم و تربیت

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تعداد بازدید : ۳۷۶ تعداد دانلود : ۴۰۰
هدف از پژوهش، بررسی دیدگاه های دانشجویان درباره ویژگی های اخلاقی استادان زبان انگلیسی با توجه به سطح دینداری دانشجویان بود. در این پژوهش، روش ترکیبی پیمایشی به کار رفت. در آغاز پرسش نامه سطح دینداری با توجه به طبقه بندی 81 دانشجو به گروه های بیشتر یا کمتر مذهبی سازگار و پایایی این پرسش نامه با استفاده از آلفای کرونباخ محاسبه شد. از میان 53 نفر از دانشجویان سال آخر رشته مترجمی زبان در دو دانشگاه در شهر قم که پرسش نامه را تکمیل کردند، 22 نفر از آنان در مصاحبه نیمه ساختاریافته شرکت کردند. پس از تجزیه و تحلیل دقیق و چندباره از کدها و مقولات مصاحبه دانشجویان، یک موضوع اصلی (صداقت) شناسایی شد، سپس با توجه به سطح دینداری دانشجویان از طریق آزمون های خی دو و فیشر، مفهوم صداقت مورد بررسی قرار گرفت. از طریق تحلیل مفهومی، یک شبکه معنایی از ویژگی های اخلاقی استادان زبان براساس صداقت، به عنوان مهم ترین صفت اخلاقی استادان زبان به زعم دانشجویان شناسایی شد. از چنین پژوهش هایی می توان در برنامه ریزی آیین نامه های اخلاقی برای استادان زبان استفاده کرد.
۱۰.

Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level(مقاله علمی وزارت علوم)

کلید واژه ها: Accessibility Hierarchy Hypothesis Attention Mediating factor note-taking Relative Clause

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تعداد بازدید : ۲۸۲ تعداد دانلود : ۹۳
In order to establish the why of noticing, it is imperative to empirically explore the factors that potentially mediate noticing. This study aimed to explore two factors that are believed to affect noticing: the complexity of target structures and learners’ second language (L2) proficiency level. English relative clauses (RCs) were selected as the target structures, and Accessibility Hierarchy Hypothesis (AHH) was taken as the measure of the complexity of the RCs. A sample of 113 freshmen English language majors were selected as the participants of the study. A test of English RCs was developed as the placement test, and Key English Test (KET) was used to classify the participants into three groups of High (N=38), Mid (N=37), and Low (N=38) L2 proficiency level. Note-taking was used as the measure of noticing. After administering the RC test and the proficiency test, the participants were given a number of authentic reading texts containing instances of RCs and were required to take notes during reading activity. The non-parametric Friedman’s test demonstrated that the complexity of RCs positively affected the participants’ noticing while the non-parametric ANCOVA indicated that the participants’ L2 proficiency level had no significant effect on noticing. The findings of this study can be helpful to both teachers and material developers in providing learners with optimal conditions for noticing linguistic forms, which in turn, could facilitate L2 learning.
۱۱.

The Impact of Implementing Critical Appraisal on EFL Teachers’ Data Analysis Knowledge

کلید واژه ها: Critical appraisal data analysis knowledge quantitative research research literacy teacher training

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تعداد بازدید : ۴۴۴ تعداد دانلود : ۱۹۱
Condemning a laissez faire approach to English Language Teaching (ELT), English as a Foreign Language (EFL) teacher trainers unanimously agree that the building blocks of teachers’ teaching framework are profoundly influenced by conducting research. Focusing on quantitative research, this study endeavored to scrutinize the impact of the Critical Appraisal of Published Research (CAPR) in undergraduate teacher training programs on EFL teachers’ Data Analysis Knowledge (DAK). To this objective, 30 male and female EFL teachers were non-randomly selected and randomly assigned to two groups. In two Research classes, the experimental group received the CAPR whereas the control group received traditional teacher-centered instruction with summative assessment. The DAK section of the Quantitative Research Literacy (QRL) questionnaire was employed as the pretest and posttest. Subsequent to corroborating participants’ pre-treatment homogeneity in terms of DAK, analyzing the post-treatment data through running an independent-samples t-test, eta squared = .338 (representing a large effect size), indicated the existence of a significant difference in the post-treatment DAK scores between the two groups. The obtained results confirmed that the CAPR has a significantly better impact on EFL teachers’ DAK which is a key area of QRL. Therefore, it seems accurate to argue that ELT teacher training programs should endeavor to involve the students in a mentally engaging process, e.g. CAPR, where the content of the course is put into practice by the students, something which is required for balancing the concrete and the abstract.
۱۲.

Interactionist and Interventionist Dynamic Assessment Approaches to Teaching Argumentative Writing: Do Complexity, Accuracy, and Fluency Develop?(مقاله پژوهشی دانشگاه آزاد)

کلید واژه ها: Feedback Mediation teaching writing writing proficiency EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۲۰۹ تعداد دانلود : ۲۵۹
Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.
۱۳.

Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity(مقاله علمی وزارت علوم)

کلید واژه ها: KARDS Language teacher education Teacher Professional Identity

حوزه های تخصصی:
تعداد بازدید : ۲۶۸ تعداد دانلود : ۱۶۳
This research aims to investigate the contributions of KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) institute teachers’ professional identity reconstruction. The researchers employed purposive sampling to choose twenty teachers. A KARDS questionnaire (Hassani, Khatib, & Yazdani Moghaddam, 2019a, 2019b) was used to classify the teachers into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (N=10) on the basis of their scores on the questionnaire through quartile-based visual binning technique. Pre-course interview, post-course interview, teacher educator and teachers’ reflective journals, and class discussions were employed to gather data. After the pre-course interview, there was an implementation phase during which all twenty teachers became familiar with KARDS. Then, Grounded Theory was applied to analyze the data. Findings showed that there were four big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching”, and “conformity to nonconformity to dominant ideologies” in teachers’ professional identities in both groups. The changes were analogous and/or identical in nature but not in quantity, and they should be underscored and incorporated in teacher education programs.
۱۴.

Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach(مقاله علمی وزارت علوم)

کلید واژه ها: Intercultural awareness Intercultural Skills Constْructivist approach Critical thinking Global skills

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تعداد بازدید : ۳۶۷ تعداد دانلود : ۲۲۷
In the fast-changing modern world of today, learners need global skills for life-long learning and effective communication. Among these skills are intercultural competence and critical thinking. Although teachers have acknowledged the importance of the inclusion of global skills in their actual teaching procedures, they still need more concrete methodology and tangible pedagogical frameworks to incorporate these skills into their teachings. This study has been an attempt to propose a framework based on the constructivist approach to activate critical thinking and, in turn, develop critical cultural awareness and intercultural skills in EFL learners. To achieve this aim, a qualitative study was designed; an intercultural syllabus was developed and implemented through the constructivist approach in an academic semester. The related data were then collected through the participants’ reflective worksheets and interviews. The content analysis of the data indicated that the constructivist approach and the intercultural syllabus were effective in assisting the participants in applying critical thinking strategies and developing critical cultural awareness and intercultural skills of discovery and interaction, interpreting and relating, and evaluation. Meanwhile, the results of the self-report evaluation survey indicated that the participants evaluated most of the aspects of the intercultural experience positively. The findings of the current study have implications for instructors, materials developers, and educational stakeholders who support developing intercultural awareness and skills in learners.
۱۵.

Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity(مقاله علمی وزارت علوم)

کلید واژه ها: teacher education Teacher Professional Identity Knowing Analyzing Recognizing Doing Seeing

حوزه های تخصصی:
تعداد بازدید : ۳۲۰ تعداد دانلود : ۴۱۵
This paper deals with the contributions of a language teacher education model by Kumaravadivelu (2012) known as KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) university teachers’ professional identity reconstruction. The researchers used purposive sampling to select participants. A KARDS questionnaire designed, constructed, and validated by the researchers was used to group twenty teachers into a more KARDS-oriented group and a less-KARDS oriented group. Exploratory and confirmatory factor analyses showed that the questionnaire was both reliable and valid. Pre-course interview, post-course interview, teacher educator’s and teachers’ reflective journals, and class discussions were used to collect data. After the pre-course interview, there was a treatment during which teachers were familiarized with KARDS. Then, Grounded Theory was used to analyze the data. Findings indicated that there were two big shifts from “uncertainty of practice to certainty of practice” and “the use of fewer macro-strategies to the use of more macro-strategies” in teachers’ professional identities in both groups. The changes were similar and/or the same in nature but not in quantity, and they should be emphasized and included in teacher education programs. The findings may drive teacher education programs, teacher educators, and teachers to welcome and embrace uncertainty and confusion in classrooms. Suggestions to reduce “uncertainty of practice” by teacher education programs and teacher educators are presented in this paper.
۱۶.

An Investigation of Teachers’ Perceptions of KARDS in an EFL Context

کلید واژه ها: KARDS Language teacher education teachers’ perception

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تعداد بازدید : ۲۱۱ تعداد دانلود : ۲۰۸
Kumaravadivelue’s (2012) language teacher education for a global society known as KARDS has gathered little momentum in the context of Iran due to scarcity of studies on it. To fill this gap, the present research investigated Iranian EFL teachers’ perceptions of KARDS with regard to variables including teaching context, gender, and teaching experience. To this end, a KARDS questionnaire was designed, constructed, and validated by the researchers, and the results of exploratory and confirmatory factor analyses confirmed the validity of the questionnaire. Later, it was administered to 400 English teachers in Tehran. Then, 20 participants volunteered for follow-up interviews, and their verbatim interview transcripts were content analyzed. The results of descriptive statistics and MANOVA indicated that teachers’ perceptions were positive for the majority of items except theorization, observation of colleagues’ classes, and needs analysis done by outsiders, and there were significant differences in teachers’ perceptions of KARDS with regard to their teaching context, gender, and teaching experience. Also, the qualitative investigation of teachers’ perceptions confirmed the findings of the quantitative part.
۱۷.

بررسی ادراک دانشجویان از ویژگی های اخلاقی اساتید زبان با توجه به پایگاه اجتماعی-اقتصادی دانشجویان(مقاله علمی وزارت علوم)

کلید واژه ها: اخلاق ادراک پایگاه اجتماعی-اقتصادی آموزش زبان انگلیسی

حوزه های تخصصی:
تعداد بازدید : ۳۶۱ تعداد دانلود : ۱۷۶
هدف از این تحقیق، بررسی ادراک دانشجویان زبان از ویژگی های اخلاقی اساتید زبان با توجه به پایگاه اجتماعی-اقتصادی دانشجویان بود. روش تحقیق ترکیبیِ-توضیحی در این پژوهش بکار رفت. ابتدا پرسشنامه پایگاه اجتماعی-اقتصادی با شرایط تحقیق سازگار شد تا دانشجویان را به دو گروه اجتماعی-اقتصادی بالاتر یا پایین تر طبقه بندی کند. از 81 پرسشنامه پایگاه اجتماعی-اقتصادی پخش شده در 5 کلاس زبان مختلف از 2 دانشگاه در شهر قم، 53 مورد تکمیل شد. پس از آن، 22 نفر از همان دانشجویان در مصاحبه نیمه ساختاریافته شرکت کردند. پس از تجزیه و تحلیل دقیق کد و مقوله های مصاحبه، 1 موضوع اصلی (جدیت) شناسایی و سپس با توجه به پایگاه اجتماعی-اقتصادی دانشجویان، با استفاده از آزمون دقیق فیشر بررسی شد. در نهایت، 1 مدل برای ویژگی های اخلاقی اساتید زبان بر اساس ادراک دانشجویان طراحی شد تا بتوان در برنامه ریزی آیین نامه های اخلاقی که به طور خاص برای مدرسان زبان طراحی شده و همچنین جهت افزایش آگاهی اخلاقی در میان آنها بکار برد.
۱۸.

ارزیابی کیفی ترجمه اصطلاحات حقوق مدنی در قرآن کریم(مقاله علمی وزارت علوم)

کلید واژه ها: ارزیابی کیفی ترجمه ترجمه حقوقی اصطلاحات حقوقی قرآن آیات الأحکام

حوزه های تخصصی:
تعداد بازدید : ۴۸۸ تعداد دانلود : ۲۷۴
در ترجمه اصطلاحات حقوقی توجه به نکاتی مانند انتقال جنبه های معنایی، متنی و کاربردشناسی ضروری به نظر می رسد. بخشی از متون مقدس، مانند قرآن کریم ، حاوی دستورهایی است که غالباً بار حقوقی دارند و از آنجا که این گونه دستورها می توانند منشاء برخی سوء برداشت ها از سوی خوانندگان شوند، لذا در ترجمه آن ها باید دقت فراوانی کرد. از جمله مهم ترین موضوعات حقوقی در قرآن ، می توان به ارث، ازدواج، طلاق و غیره اشاره نمود که مردم در زندگی روزمره خود همواره با آن ها سروکار دارند و هر گونه ترجمه نادرست آن ها و عمل به مفاهیم نادرست که به دلیل علاقه شدید مردم به متون مقدس وجود دارد، می تواند تبعات حقوقی برای خوانندگان در پی داشته باشد. تقریباً سیصد آیه به مسائل حقوقی پرداخته اند. بر همین اساس، ممکن است خوانندگان غیرمتخصص ترجمه های قرآن و یا مترجمانی که از روی ترجمه های ناقص، یک ترجمه نو ارائه می دهند، در فهم اصطلاحات حقوقی اشتباه نمایند و یا اینکه این ترجمه های نادرست بهانه ای به دست مغرضان برای به چالش کشیدن مبانی حقوقی اسلام بدهد. ارزیابی کیفی ترجمه 34 نمونه از اصطلاحات حقوقی قرآن کریم در 21 ترجمه نشان می دهد که تنها حدود %34 از ترجمه ها موفق به انتقال معنای دقیق اصطلاحات حقوقی قرآن کریم شده اند. کسانی که می خواهند یک ترجمه قابل اعتماد از اصطلاحات حقوقی قرآن کریم ارائه نمایند، باید از نظرات فقها و علمای دینی و مفسران قرآن بهره برند و با علوم مختلف اسلامی آشنا باشند. توصیه می شود برای فهم بهتر اصطلاحات حقوقی قرآن کریم و جلوگیری از سوء برداشت ها، تا حد امکان توضیحاتی مختصر درباره این اصطلاحات در پانوشت ها و یا پرانتزها ارائه شود.
۱۹.

تاثیر آموزش راهبرد-محور و فرایند-محور بر راهبردهای نگارش خودتنظیم راهبردی در مهارت نگارش فراگیران زبان انگلیسی(مقاله علمی وزارت علوم)

کلید واژه ها: راهبرد-محور فرایند-محور نگارش در زبان دوم

حوزه های تخصصی:
تعداد بازدید : ۲۹۹ تعداد دانلود : ۱۴۹
هدف تحقیق حاضر مقایسه و بررسی میزان تاثیر روشهای آموزش نگارش راهبرد-محور و فرایند-محور بر راهبردهای نگارش خودتنظیم راهبردی در مهارت نگارش است. بدین منظور، 60 نفر فراگیر زبان انگلیسی در دو گروه 30 نفری با استفاده از آزمون بسندگی تافل انتخاب شدند. قبل از آموزش، تمامی فراگیران یک مقاله (پیش آزمون) در مورد نموداری نوشتند. سپس یک مربی راهبردهای نگارش خودتنظیم راهبردی را با روش نگارش راهبرد-محور به گروه آزمایش و فرایند-محور به گروه معیار طی شانزده جلسه آموزش داد. سرانجام، فراگیران همراه با یک پرسشنامه یک مقاله و پس ازدو هفته مقاله ی دیگری مانند پیش آزمون نوشتند. دو مربی با استفاده از معیار نمره ی آیلتس مقالات را ارزشیابی کردند. با استفاده از تجزیه و تحلیل واریانس مرکب (SPANOVA) مشخص شد که روش راهبرد-محور در استفاده از راهبردهای نگارش خودتنظیم راهبردی در نگارش مقاله موثرتر و از میان سه متغیر سن، جنسیت و سطح دانش، سن در ایجاد این اثر نقش مهم تری داشته است. بنابراین، آموزش راهبردهای نگارش با استفاده از روش راهبرد-محور باید بخشی از آموزش نگارش باشد.
۲۰.

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Writing Instruction on Academic Writing Motivation of Iranian EFL Learners(مقاله علمی وزارت علوم)

کلید واژه ها: writing motivation system-nested genre-oriented Structurally-mediated Model of Writing Instruction

حوزه های تخصصی:
تعداد بازدید : ۲۴۵ تعداد دانلود : ۱۳۹
The present study set out to investigate the effect of a newly-developed model of writing instruction in comparison with Swalesian genre approach, and the traditionally-favored product-oriented approach on Academic Writing Motivation of Iranian EFL learners. The devised model was called System-Nested, Genre-Oriented, Structurally-Mediated Model of Writing Instruction. Next, with a quasi-experimental design, three groups of learners received writing instruction via traditionally-favored product-oriented approach (N = 8), Swales’ genre-based approach (N = 8), and the newly-developed model (N = 7). The participants received an academic writing motivation questionnaire prior and subsequent to their treatments as pretest and posttest. The results of ANCOVA revealed that the participants in the newly developed model group outperformed the other two groups on the posttest of writing motivation. Additionally, the learners in the Swalesian genre approach group performed significantly better than those in the product-oriented approach group. Language teachers are encouraged to incorporate the system-nested, genre-oriented, structurally-mediated model of writing instruction or other genre-based models to improve learners’ academic writing motivation.

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