درخت حوزه‌های تخصصی

زبان شناسی

حوزه‌های تخصصی
ادبیات اقتصاد تاریخ تربیت بدنی جغرافیا حقوق روانشناسی زبان شناسی علم اطلاعات و دانش‌شناسی علوم اجتماعی علوم اسلامی علوم انسانی علوم تربیتی علوم سیاسی فلسفه و منطق مدیریت مطالعات زنان هنر و معماری
زبان شناسی چیست؟ زبان شناسی کاربردی زبان شناسی نظری سیر تحول زبان شناسی (تاریخچه) علوم مرتبط میان رشته ای ها نقد و بررسی کتاب
ترتیب بر اساس: جدیدترینپربازدیدترین
فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۱۱٬۰۹۰ مورد.
۱.

A Comparative Study on the Archetypal Journey of Self-Realization in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 143 - 165

کلیدواژه‌ها: Archetypal criticism spirituality The Alchemist The Forty Rules of Love Sufism

حوزه‌های تخصصی:
تعداد بازدید : ۸ تعداد دانلود : ۱۳
This comparative study deals with the archetypal journey of self-realization as represented in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love. Both novels feature protagonists who starts a spiritual journey to realize their true selves and fulfill their fates. The study also discovers how the writers use different literary techniques to transmit the archetypal journey of self-realization. For example, Coelho deploys the theme of the personal legend which stands for a person's unique ideal which serves as a guiding force for Santiago throughout his journey. On the other hand, Shafak benefits from the Sufi concept of the dervish, which represents a person going after spiritual enlightenment through separation from material possessions. Indeed, it focuses on the protagonists' self-realization journeys to discover the archetypal motifs, symbols, and narrative structures. These selected novels share thematic points embedded in mysticism, spirituality, and personal growth. From these perspectives, the purpose of this article is to provide a general understanding of how these contemporary works contribute to the wider discourse on self-discovery within the context of the protagonists’ archetypal journey.
۲.

Reframing Teacher Well-Being Scholarship: A Dual Analysis of Evolving Themes, Methodological Challenges, and Global Collaboration Patterns(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 33 - 78

کلیدواژه‌ها: bibliometric analysis Content Analysis cross-cultural research international collaboration Teacher Well-being

حوزه‌های تخصصی:
تعداد بازدید : ۷ تعداد دانلود : ۱۳
This study aims to provide a comprehensive synthesis of the research landscape on Teacher Well-Being by integrating bibliometric and qualitative content analyses. Drawing on 1,256 peer-reviewed articles indexed in the Web of Science database between 1995 and 2025, the study first employs bibliometric techniques using R and VOSviewer to map trends, collaborations, and thematic tracks. Subsequently, a content analysis was conducted on a selected subset of 107 high-impact articles to categorize research purposes and contextual characteristics. Findings reveal strong thematic topics around resilience, burnout, job satisfaction, emotion regulation, positive psychology, equity, self-efficacy, reflective practice, and self-reflection. Both analyses highlight critical gaps in theoretical integration, methodological rigor, and international collaboration. While the United States, Australia, and the United Kingdom dominate in output and citations, emerging hubs such as China exhibit increasing engagement but limited global connectivity. The study underscores the need for longitudinal designs, culturally responsive research, and comparative international studies to advance the field. This research helps create a clearer, more inclusive and policy-relevant understanding of teacher well-being by emphasizing its systemic and relational aspects.
۳.

Au-delà des brouillons: Exploiter la puissance de la réécriture pour maîtriser l’argumentation écrite(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 335 - 375

کلیدواژه‌ها: didactics of writing scriptural competence learning FFL accompanied rewriting didactic sequence

حوزه‌های تخصصی:
تعداد بازدید : ۳ تعداد دانلود : ۶
Partant d’un diagnostic des difficultés linguistiques des élèves, une démarche didactique de la réécriture accompagnée a été adoptée et développée dans une séquence didactique centrée sur le type argumentatif. L’analyse qualitative des données montre que les élèves du groupe d’intervention ont nettement progressé par rapport au groupe contrôle. Les écrits de ces derniers font apparaître un net progrès dans l’écriture d’un texte et ses procédures. Une analyse quantitative et statistique, réalisée à l’aide du logiciel SPSS, vient par la suite confirmer les résultats de l’analyse qualitative. Les résultats soulignent l’importance de l’enseignement des procédures rédactionnelles et de la distanciation par rapport à l’écrit. Ces éléments, et d’autres, nous ont offert des pistes didactiques intéressantes qui peuvent constituer des hypothèses de recherche pour des études ultérieures.
۴.

Transfer of Learning in a Multimodal, Collaborative ESAP Writing Program: Assessing Engineering Graduates’ Perceptions via the LTSI(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 77 - 111

کلیدواژه‌ها: learning transfer academic writing the LTSI collaborative planning

حوزه‌های تخصصی:
تعداد بازدید : ۳ تعداد دانلود : ۳
Transfer of learning from English course to other contexts is one of the most fundamental objectives of English for Special Academic Purposes (ESAP) instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduate students who participated in an ESAP course assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. Sixty engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The variation in participants’ writing skills throughout the semester was recorded and analyzed. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). The participants’ evaluations of the treatment they had received was assessed through a focus group interview. Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis of the LTSI demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
۵.

The Construct Validity and Measurement Invariance of the Teacher Emotion Questionnaire for Assessing EFL Teachers’ Emotions in the Classroom(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 113 - 141

کلیدواژه‌ها: construct validation Teacher Emotion Questionnaire confirmatory factor analysis fit indices measurement invariance

حوزه‌های تخصصی:
تعداد بازدید : ۴ تعداد دانلود : ۴
his study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TEQ in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
۶.

Audiovisual Translation and Media Accessibility in Iran: State of the Art(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 255 - 282

کلیدواژه‌ها: Audiovisual Translation dubbing Subtitling voice-over localization

حوزه‌های تخصصی:
تعداد بازدید : ۷ تعداد دانلود : ۷
The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on the dubbing and subtitling of audiovisual products. Particularly, accessibility research in the context of (non-)interactive audiovisual products is yet to attract focused attention. Certain areas are highlighted and recommended for future research
۷.

Amplifying Achievement: How Self-Efficacy Shapes Music Students' Success in English Medium Instruction (EMI)(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 229 - 254

کلیدواژه‌ها: conceptual review English medium instruction (EMI) music Self-Efficacy students' achievement

حوزه‌های تخصصی:
تعداد بازدید : ۱ تعداد دانلود : ۲
English Medium Instruction (EMI) is increasingly adopted in higher education worldwide, yet its application in music education within non-English-speaking contexts remains underexplored. The application of EMI plays a crucial role in improving learners' English skills and subject matter, which can also affect learners' achievement. The most important predictor of learners' performance and success is self-efficacy, which is also a relevant concept in the area of music performance. This Review investigates the role of self-efficacy in shaping music students' academic achievement in EMI settings, where language and performance intersect. The study aims to identify how learners' self-efficacy in their musical and linguistic abilities influences their success and motivation. It contributes to EMI literature by highlighting self-efficacy as a mediating factor between language proficiency and academic performance in music education. The findings offer practical implications for curriculum design, instructional strategies, and learner support. Specifically, the study emphasizes the need to integrate self-efficacy-building practices—such as performance feedback, peer collaboration, and goal-setting—into EMI-based music instruction to enhance both linguistic and artistic development.
۸.

The Impact of Concept Mapping on Summarizing Short Stories for EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 199 - 228

کلیدواژه‌ها: concept mapping EFL Learners Summarizing Short Story writing

حوزه‌های تخصصی:
تعداد بازدید : ۴۰ تعداد دانلود : ۲۹
Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research, therefore, examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as a pretest. Next, the experimental group experienced concept-mapping instruction, whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as a posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment supports the statistical results. The findings offer several instructional implications.
۹.

Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 1 - 31

کلیدواژه‌ها: active motivation passive motivation willingness to communicate Foreign language achievement

حوزه‌های تخصصی:
تعداد بازدید : ۲ تعداد دانلود : ۸
As a trigger to communication, motivation still includes undiscovered aspects which require further investigation. Hence, considering the newly proposed dual continuum model of motivation, this study investigated the relationships among willingness to communicate (WTC), active/passive motivation, and foreign language achievement (FLA) among 216 high school English as a foreign language (EFL) learners. The modified version of the active/passive motivation scale (APMS) was revalidated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) revealed significant relationships among active/passive motivation, L2WTC, and FLA. Additionally, six models were proposed for the prediction of learners’ L2WTC and FLA. The findings indicated that socio-cultural and sensory-perceptual active motivation as well as cognitive and sensory-perceptual passive motivation significantly predict learners’ L2WTC, while only cognitive active motivation predicts FLA. Furthermore, passive motivation predicts FLA in all sub-constructs. Finally, active motivation is a negative predictor of FLA if mediated by L2WTC. Overall, the study highlights the importance of passive as well as active motivation in promoting WTC and improving FLA among EFL learners.
۱۰.

Multi-level Contextual Factors and L2 Writing Teachers' Assessment Conception and Practices in Iran(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 167 - 198

کلیدواژه‌ها: writing assessment literacy assessment practice assessment conception macro/ meso/micro contextual factors

حوزه‌های تخصصی:
تعداد بازدید : ۳ تعداد دانلود : ۲
riting assessment literacy (WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables, impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data were collected through semi-structured interviews with ten in-service L2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments, but they stated that they mostly used summative assessments in writing classes. Macro-level contextual factors turned out to mostly impact teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and the provision of more efficient assessment training for language teachers in teacher education programs.
۱۱.

Amélioration de la communication orale des apprenants de langues étrangères en Iran: rôle de l’intelligence artificielle dans la création d’interactions vérisimilitudinaires et l’adaptation culturelle(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 377 - 409

کلیدواژه‌ها: communication orale intelligence artificielle (IA) interaction vé risimilitudinaires carré tensif compé tence communicative

حوزه‌های تخصصی:
تعداد بازدید : ۱ تعداد دانلود : ۲
Cet article examine le rôle de l’intelligence artificielle (IA) dans l’amélioration de la compétence orale chez les apprenants de français langue étrangère (FLE) en Iran. Il s’interroge sur la manière dont l’IA peut contribuer, de manière efficace et contextualisée, au développement de cette compétence dans un environnement culturellement spécifique. L’étude repose sur une enquête menée auprès de 20 apprenants de FLE en Iran. La collecte de données s’est effectuée à travers un questionnaire ciblant leurs compétences orales, leur expérience d’usage de l’IA et leur perception de l’adéquation culturelle des contenus générés. L’analyse des données mobilise une approche mixte (quantitative via SPSS et qualitative) et un cadre théorique pluridisciplinaire. Ce cadre s’appuie sur la théorie de la compétence communicative de Dell Hymes, la théorie de l’adaptation culturelle de Kim et Hall, les approches discursives-pragmatiques de John Searle et surtout sur la théorie du carré tensif de Fontanille. Les résultats indiquent que l’IA permet d’améliorer la prononciation et la fluidité, encourage l’usage des expressions idiomatiques françaises et développe la souplesse linguistique. Par la création d’environnements vérisimilitudinaires (contextes d’interaction réalistes et culturellement cohérents) et des retours personnalisés en temps réel, l’IA favorise un apprentissage actif et individualisé. Toutefois, certaines limites subsistent : la difficulté à reproduire les dimensions émotionnelles, gestuelles et implicites des interactions humaines, ainsi qu’à intégrer la diversité dialectale régionale.
۱۲.

Manipulation of Taboo Language in Four American Novels Translated into Persian(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 283 - 306

کلیدواژه‌ها: manipulation rewriting patronage translated literature taboo concepts

حوزه‌های تخصصی:
تعداد بازدید : ۴ تعداد دانلود : ۷
ranslated literature almost always involves a degree of manipulation of the source text for a certain purpose. Such manipulations are imposed by the ‘patrons’ who try to regulate the relationship between the literary system and the other systems a society is composed of. Working on this fundamental broadly-acknowledged assumption about translation, the present study aimed at identifying the concepts that are often manipulated in translated literature published in contemporary Iran. It also attempted to spot the manipulative strategies imposed on translations and the counter-manipulative strategies adopted by translators to sidestep those manipulations. Drawing on the findings of the so-called ‘Manipulation School’ and Dukāte’s typology of manipulation strategies, it conducted a comparative analysis of the source texts and translated versions of four American novels recently published in Iran. The codification of the data revealed the frowned upon taboo concepts to be descriptions of, or references to, sexual activity, physical contact between the sexes, human body, extramarital relationships, swear words, prostitution, nudity, homoeroticism, alcoholic drinks, and dancing. The most frequent manipulation strategies were 1) deletion of the taboo concepts, 2) substitution of the concepts with totally different concepts, and 3) attenuation of the forbidden words, that is to say, expressing them in a more polite, softer language. Although the manipulation mechanism is most effectively in place, the translators seemed to have occasionally applied creative strategies to evade the imposed manipulations. Such counter-manipulative strategies were classified as legitimization, archaism, use of less familiar words, degenderalization, denunciation, and borrowing in this study.
۱۳.

Iranian EFL Teachers’ Professional Development, Psychological Well-being and Reflection: A Mixed-methods Design(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 307 - 332

کلیدواژه‌ها: EFL Language teachers professional development well-being reflection

حوزه‌های تخصصی:
تعداد بازدید : ۴ تعداد دانلود : ۴
Although reflective teaching and well-being have been promoted as a means to promote teaching quality, there is little empirical evidence to illustrate their impact on enhancing professional development. To fill this existing gap, this study adopts a mixed-methods approach to examine the contribution of reflection and psychological well-being as predictors of professional development. In so doing, 350 English language teachers participated in a survey and follow-up interviews. The correlational analysis confirmed the positive relationship among these three constructs, and a structural equation modelling indicated that both reflection and well-being significantly predicted professional development; however, well-being was a stronger predictor compared to reflection. The qualitative analysis of data revealed four main themes contributing to professional development among teachers. The pedagogical implications are also elaborated and discussed.
۱۴.

Portfolio as an Assessment Tool: Impact on Student Participation and Improvement in EFL Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۵, Issue ۲, October ۲۰۲۵ 134 - 152

کلیدواژه‌ها: Alternative Assessment Learning Improvement teaching methodology motivation

حوزه‌های تخصصی:
تعداد بازدید : ۳۶ تعداد دانلود : ۲۲
The use of portfolios as a tool for assessment in educational settings has attracted significant attention in recent years due to its potential to capture multifaceted aspects of student learning. This study investigates students' perceptions of portfolios as an assessment tool, examining their experiences, attitudes, and beliefs towards its effectiveness in assessing their learning progress and achievements. Additionally, the study explores the influence of factors such as prior exposure to portfolio assessment, instructional support, and personal learning styles on students' perceptions. The research examined students’ responses to portfolio-based assessments over three academic years, from 2020 to 2023. The respondents were third-year elementary education students enrolled in the Faculty of Education at the public University of Gjakova, Kosovo, where the research was conducted. Additionally, the study incorporated a focus group consisting of five English language teachers to examine both the advantages and disadvantages of portfolio assessment, as well as the challenges associated with evaluating students through this method. A qualitative research approach was employed, utilizing qualitative analysis for the questionnaire responses and a descriptive approach for the data collected from teachers. The analysis of student outcomes yields several insights into portfolio-based assessment. The findings suggest that this assessment method enables a more convenient preparation process, as students have ample time, a supportive environment—such as their homes—and the flexibility to engage in learning according to their unique preferences and styles. According to teachers, the portfolio is perceived as straightforward in its appearance, yet it presents significant complexities in terms of implementation and assessment. The integration of portfolio assessment in curriculum design and the provision of structured guidelines and support could be underlined as practical implications and recommendations to enhance the effectiveness of assessment-based portfolios in educational settings.
۱۵.

نشانه ها و آهوی بی نشانی: نابرابرنهادگی و سرگشتگی نام ها و نشانه ها در دو ترجمه ی فارسی از نمایش نامه ی «سالومه» آسکِر وایلد(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۶ خرداد و تیر ۱۴۰۴ شماره ۲ (پیاپی ۸۶) 177 - 211

کلیدواژه‌ها: نمایش نامه نمایش بافت ادبی ترجمه نشانه نام نشانه شناسی دست کاری

حوزه‌های تخصصی:
تعداد بازدید : ۲۵۲ تعداد دانلود : ۲۰۳
مقاله پیش روی، پژوهشی است کارسنجانه که از دیدگاهی نشانه شناختی و با هدف بررسی کاستی های ترجمه گرا، چیستی و چگونگی الگوی دست کاری های نشانه شناختی را در دو برگردان فارسی از نمایش نامه «سالومه»، نوشته آسکر وایلد، با ترجمه عبدالله کوثری (۱۳۸۵) و ابوالحسن تهامی (۸-۱۳۹۶) مورد بررسی قرار داده است. در این راستا، پرسش کانونی پیش نهاده در این پژوهش بررسیِ چیستی و چگونگیِ دست کاری های نشانه شناختی در دو ترجمه فارسی یادشده با نگاه ویژه به چیستی شناسی برخی نام های ویژه و واژگان کلیدی است. از این روی، روش شناسی به کاررفته در این پژوهش برپایه خوانشی کارسنجانه از دو ترجمه یادشده، خود بر بنیاد و در هم سنجی با بافت ویراست انگلیسی نمایش نامه «سالومه» انجام گرفته است. بر این بنیاد، نخستین و روشن ترین دست آورد پژوهشی در بررسی پیش روی، به گواهِ نمونه های درکاویده از دو ترجمه مورد بررسی، بر رویکرد دو مترجم به بومی سازی و برون گذاری نام های ویژه و نمادها و نشانه های واژگانی کلیدی و پیرو آن بیگانگی زدایی از بافت بُن کار در ترجمه پرتو افکنده است. یک یافته پژوهشی ارزنده دیگر این بررسی این نکته را برجسته می نماید که دست کاری های انجام گرفته در ساختار نشانه شناسی واژه ها و واژه شناسی نام های ویژه این کار ادبی نمایشی، افزون بر دگرشدگی بن مایه های نمایشی بافتاری کلیدی، گسستگی میان بافت ترجمه فارسی و فرابافت فرهنگی زبانی کار را در پی داشته است.
۱۶.

Exploring English Language Pre-service Teachers’ Technological Pedagogical Content Knowledge(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۴, N. ۱ , ۲۰۲۵ 163 - 188

کلیدواژه‌ها: EFL Teaching pre-service EFL teachers teacher education Technology in Education TPACK

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۲ تعداد دانلود : ۱۲۸
Based on Shulman's (1986) concept of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK) emerged and became a helpful framework for comprehending the objectives of using technology in pre-service teacher training programs. The purpose of the present study was to evaluate Iranian pre-service EFL teachers’ (PSEFLTs) perceptions towards their TPACK regarding their gender and academic year of study. To this aim, 254 Iranian PSEFLTs across various academic years of study filled out a 39-item EFL TPACK questionnaire developed by Baser et al. (2016). The questionnaire included seven categories: Content Knowledge (CK), Pedagogical Knowledge (PK), Technology Knowledge (TK), PCK, Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK). Based on the collected data, which were subjected to the Kolmogorov-Smirnov test, descriptive statistics, t-tests, one-way ANOVA, and post-hoc analysis, it was found that PSEFLTs generally held mildly favorable perceptions towards their TPACK. Notably, the lowest mean score was observed for the TK component, while the component with the highest mean score was the CK component. In terms of the gender effect, statistically significant differences were found in the TK and TPCK dimensions, where males outscored females in both TK and TPCK and females outscored males in CK. Furthermore, an examination of the relationship between participants' TPACK and their academic years of study manifested a statistically significant difference primarily between freshmen and seniors. The results are expected to encourage curriculum planners to develop PSEFLTs’ training programs by integrating technology courses into the ELT curriculum.
۱۷.

The Flip Side of Language Learning: Student Perceptions and Achievement in Iranian EFL Classrooms(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۳, No ۲, Fall ۲۰۲۵ 37 - 54

کلیدواژه‌ها: Blended Learning Challenge Choice flipped learning interest Joy

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۲۲
In the postmodernism era, considering the new technological facilities, researchers are trying to improve the traditional learning process by presenting some new learning models. One of these models, called blended learning, tries to present special ways and solutions to blend synchronous and asynchronous learning. The flipped classroom, subcategorized in this model, reverses the traditional classroom formats. This study investigates the role of this model in EFL learners’ perceptions of class activities and their language achievement. In doing so, two classes in a high school, 10th grade, were selected as the participants. In the experimental group, the flipped learning approach was implemented through the creative software, developed by the researchers. The software was designed based on the book that students were supposed to study that semester. The software framework was Storyline which is a suitable software for creating interactive courses. Learners’ perceptions were also measured by using the translated version of the 'Students Perceptions of Classroom Activities' scale. The results revealed that the flipped learning approach could account for over 70 percent of Choice perception, about 50 percent for Challenge, and 10 percent for Joy perception. The results also demonstrated significant impact of flipped learning on language achievement. The results of this study would help instructors and practitioners to use technology in their teaching program and be optimistic about its amazing results in their learners’ outcomes.
۱۸.

Impact des tâches numériques sur la production orale des apprenants iraniens de niveau débutant(مقاله علمی وزارت علوم)

نویسنده:
منبع: Recherches en langue française, Vol. ۵, N° ۱۰, printemps-été ۲۰۲۵ 167 - 200

کلیدواژه‌ها: Tâches numériques production orale enseignement du FLE apprenants iraniens perspective actionnelle cours de conversation

حوزه‌های تخصصی:
تعداد بازدید : ۳ تعداد دانلود : ۳
Cette recherche examine l’impact des tâches numériques sur la production orale des apprenants iraniens de FLE de niveau A2, dans le cadre d’un cours de conversation à distance. Neuf participants ont été impliqués dans douze séances organisées autour de cinq thèmes, au cours desquelles des tâches numériques soigneusement planifiées ont été mises en œuvre. La méthodologie adoptée combine des approches quantitatives (pré-test et post-test analysés à l’aide du logiciel SPSS ) et qualitatives (productions orales des apprenants et entretiens). Les analyses statistiques mettent en évidence une amélioration significative entre le pré-test et le post-test, confirmant un progrès global dans les productions orales des apprenants. Bien qu’aucune différence notable n’ait été observée entre les performances des apprenants dans les différentes tâches numériques, cette homogénéité souligne un développement régulier, indépendamment de la nature de la tâche. De plus, les témoignages des apprenants recueillis lors des entretiens révèlent des perceptions variées de leur expérience d’apprentissage, mettant en lumière à la fois des aspects positifs et des pistes d’amélioration concernant l’intervention mise en place. En conclusion, les tâches numériques enrichissent considérablement l’enseignement de la production orale dans le cadre des cours de conversation, en favorisant un apprentissage interactif et authentique. Leur pleine efficacité repose néanmoins sur une planification didactique rigoureuse, incluant des formations technologiques pour les apprenants afin d’optimiser les résultats et de développer de manière équilibrée les différentes compétences linguistiques.
۱۹.

It-Lexical Bundles Revisited: The Role of Disciplinary Variations and First Language(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۴, Issue ۲, Spring ۲۰۲۵ 1 - 23

کلیدواژه‌ها: Applied linguistics Information technology It-bundles corpus Function

حوزه‌های تخصصی:
تعداد بازدید : ۴۰ تعداد دانلود : ۲۵
Lexical bundles, starting with the anticipatory it, mostly serve as stance expressions (e.g., it is necessary to ). While most research centers on anticipatory, it-bundles in one single discipline, not much has been done across different disciplinary areas. Therefore, based on an adaptation of the functional taxonomy proposed by Hewings and Hewings (2002), this research attempted to detect it-bundles using a corpus of 400 research papers in L1-English and L1-Persian in applied linguistics (AL) and information technology (IT) to probe the possible significant resemblances and disparities. According to the results, IT writers employed fewer bundles than their AL counterparts, and their overuse was more impressive than that of their L1-English peers in AL. However, AL and IT writers showed similarity in their use of functional categories; AL writers also made heavier use of two functional categories: emphatic and epistemic. As for practice, writing instructors can exploit the findings of this study to facilitate academic writing instruction. They can also help students to achieve a better comprehension of anticipatory it-bundles .
۲۰.

Cross-Lingual Analysis of Pseudo-homophone Recognition in Language Learners: Phonological Evidence for Word Recognition(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۴, Issue ۳, Summer ۲۰۲۵ 109 - 123

کلیدواژه‌ها: Reaction-time Pseudo-homophones word recognition Grapheme-phoneme conversion (GPC)

حوزه‌های تخصصی:
تعداد بازدید : ۳۷ تعداد دانلود : ۲۶
This study aimed to examine the cross-lingual recognition of French and English words and their pseudo-homophones to verify the presence of Grapheme-Phoneme Conversion (GPC) for the word recognition of foreign language learners. Considering the study's purposes, 100 Iranian advanced English and French learners were chosen and recruited for the study through the convenience sampling procedure. The participants' homogeneity and proficiency level were checked with the aid of an English proficiency test (McMillan Placement Test (MPT)) and a French proficiency test (Test d'Évaluation de Français (TEF)) before the examination phase. To investigate the participants' reaction times for recognizing the real words, illegal nonwords, and legal nonwords (pseudo-homophones), a computerized test was designed that sought the participants' judgments about the presented linguistic construct on the screen. The employed words were chosen according to their morphological complexity, frequency, and length from the learners' course books. Data analysis revealed that pseudo-homophones were more challenging for both English and French learners to recognize; this was shown by their higher reaction time needed for recognizing pseudo-homophones compared with the real words and the illegal nonwords. Although the occurrence of GPC for both groups was attested, it was significantly stronger for the French learners. These findings suggest that word recognition is inherently a phonological process (not an orthographic one) among foreign language learners. 

پالایش نتایج جستجو

تعداد نتایج در یک صفحه:

درجه علمی

مجله

سال

زبان