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 ۲۰۱ تا ۲۲۰ مورد از کل ۱۰٬۶۸۷ مورد.
۲۰۱.

The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۳, Summer ۲۰۲۴ 27 - 52

کلیدواژه‌ها: ChatGPT-based instruction Flipped language learning instruction interactional metadiscourse

حوزه‌های تخصصی:
تعداد بازدید : ۲۵۳ تعداد دانلود : ۱۶۳
The advent of ChatGPT, an all-purpose intelligent Chabot created by Open AI, has created a multitude of prospects and opportunities within the realm of language education. Owing to its exceptional capacity to produce a wide range of textual outputs, ChatGPT responds to queries in a matter of seconds. The present study aimed to examine the appropriateness of ChatGPT-based instruction and flipped language learning instruction (FLLI) in classrooms in terms of enhancing EFL learners’ interactional metadiscourse realization across language proficiency levels. Sixty-three English language learners were divided into four distinct groups: 16 in the advanced and 16 in the intermediate FLLI group, 15 in the advanced, and 16 in the intermediate ChatGPT group. Before initiating the study, all participants were given a pretest that specifically assessed the use of interactional metadiscourse markers (IMMs) in argumentative writing. The four experimental groups were separately exposed to ChatGPT-based instruction and FLLI during eight sessions. Results from a two-way analysis of variance (ANOVA) procedure through SPSS (version 25) revealed that the ChatGPT-based instruction was more effective than FLLI, and both intermediate and advanced language learners following the ChatGPT-based instruction used IMMs in argumentative writing more successfully. Moreover, the participants’ perceptions of ChatGPT and FLLI were analyzed through MAXQDA (version 2020), showing more positive attitudes towards using ChatGPT in language learning in general and IM realization in particular. The findings have the potential to provide advantages for teacher educators in terms of utilizing ChatGPT learning approaches.
۲۰۲.

ارزیابی چند وجهی کیفیت ترجمه: مورد مطالعه ترجمه های فارسی کتب مصور تن تن(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۴ پاییز ۱۴۰۳ شماره ۳ 429 - 444

کلیدواژه‌ها: ارزیابی کیفیت ترجمه چندوجهگی کمیک تن تن فرامعناها خطاها

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۹ تعداد دانلود : ۱۱۹
کتاب های مصور تن تن، به عنوان یکی از محبوب ترین کتاب های مصور قرن بیستم، در ایران نیز مانند سایر نقاط جهان ترجمه و توسط گروه های سنی مختلف دنبال شده است. ترجمه کتاب های مصور کار دشواری است و حوزه های چالش برانگیز مختلفی در این خصوص وجود دارد. هدف از مطالعه حاضر ارزیابی کیفیت ترجمه معصومه رضاپور از کتاب های مصور تن تن با توجه به جنبه های کلامی و غیرکلامی در چهار حوزه چالش برانگیز اصطلاح، زبان عامیانه، نام آوا و معادل است. بدین منظور، دو متن انگلیسی و فارسی با یکدیگر مقایسه شدند. در بخش کلامی، برای ارزیابی خطاهای ترجمه ای از مدل الف ودینگتون (2001) و در بخش غیرکلامی از مدل کرس و ون لیوون (2006) برای بررسی فرامعانی متون چند وجهی و تعیین نقض رابطه بین تصویر و متن استفاده شد. یافته های تحقیق نشان می دهد که مترجم بیشترین موفقیت را در ترجمه جزیره سیاه (45/7) و کمترین موفقیت را در ترجمه گوش شکسته (36/1-) داشته است. تغییر در فرامعناها تنها در معنای ترکیبی به علت تغییر نوع یا اندازه قلم یا عدم تداوم رنگ اتفاق افتاده است و مواردی از نقض رابطه بین تصویر و متن به دلیل تفاوت های فرهنگی نوع نوشیدنی و تفاوت در جهت نوشتن در این دو زبان یافت شد. بررسی دو وجه کلامی و غیرکلامی حاکی از آن است که مترجم در موارد معدودی که در پی بومی سازی کتب از جهت فرهنگی بوده باعث نقض معنا و رابطه بین متن و تصویر شده است. نتایج تحقیق را می توان در آموزش ترجمه، جهت آگاه سازی مترجمین از حوزه های چالش برانگیزتر ترجمه کتاب های مصور و استفاده هوشمندانه از بومی سازی در راستای عدم نقض رابطه متن و تصویر به کار برد.
۲۰۳.

The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 385 - 408

کلیدواژه‌ها: corrective feedback feedback scope asynchronous feedback synchronous feedback Complexity Accuracy fluency L2 writing

حوزه‌های تخصصی:
تعداد بازدید : ۲۰۴ تعداد دانلود : ۱۱۵
This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive feedback delivered via digital platforms in synchronous and asynchronous formats. Participants were divided into five groups: synchronous highly focused feedback, synchronous comprehensive feedback, asynchronous highly focused feedback, asynchronous comprehensive feedback, and a control group receiving corrective feedback via traditional methods, characterized by the indiscriminate identification and marking of all errors. Results across the feedback groups regarding their impact on complexity, accuracy, and fluency in EFL learners' written productions indicated a significant effect on accuracy, while complexity and fluency showed no significant differences based on feedback scope and delivery modality. The results of this study have several important implications for educators, material developers, and policymakers in the field of language education. For teachers, adopting synchronous feedback strategies could significantly enhance the accuracy and complexity of students' written work.
۲۰۴.

A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 427 - 442

کلیدواژه‌ها: rubric literary short texts Literary Authentic Texts Reading Comprehension Instructional Materials

حوزه‌های تخصصی:
تعداد بازدید : ۲۱۱ تعداد دانلود : ۹۵
The usefulness of using literature in language teaching has always been acknowledged by language teaching researchers who have studied the said issue from different aspects and in various contexts. The present investigation tries to discover if the use of authentic and simplified literary texts could improve learners’ reading achievement, and then check if the impacts of these two types of texts on the learners’ reading were significantly different. Employing a quasi-experimental design, the researchers included ninety high school students in the data collection process. These students were taught in three groups including two experimental and one control, comparing the two types of literary texts with the usual course materials. Using pre-tests and post-tests scores, the learners' performance was compared, then t-test and ANOVA were employed to analyze the significance of the differences found between the means. It appeared that the use of literary texts could assist high school learners improve their performance in reading compared to the use of usual course materials. The findings further confirmed that the use of simplified literary texts could improve the learners’ reading better than the authentic literary texts. The findings are specifically important in teaching reading, which serve as the basic skill for building the required knowledge in EFL contexts. Literature-based language teaching seems to enjoy the power to change and improve language teaching programs through presenting on-demand and productive teaching materials and add to learners’ life awareness besides the language knowledge.
۲۰۵.

An Analysis of Interactive and Interactional Metadiscourse: Native vs. Non-native Author Dichotomy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 31 - 48

کلیدواژه‌ها: authorial stance Metadiscourse Applied linguistics interactional and interactive resources

حوزه‌های تخصصی:
تعداد بازدید : ۴۳۶ تعداد دانلود : ۲۴۷
Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.
۲۰۶.

Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 97 - 115

کلیدواژه‌ها: Argumentative writing Genre lexical diversity Narrative Writing Syntactic complexity Writing quality

حوزه‌های تخصصی:
تعداد بازدید : ۴۴۴ تعداد دانلود : ۲۵۰
lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.
۲۰۷.

Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 214 - 227

کلیدواژه‌ها: Cohesion Cohesive devices textuality Narrative Writing free writing

حوزه‌های تخصصی:
تعداد بازدید : ۴۳۷ تعداد دانلود : ۲۸۳
This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by Iraqi intermediate EFL learners in the narrative genre. To do so, 30 Iraqi intermediate EFL learners at Kufa university took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The narratives were coded and rated by two experts based on Halliday and Hasan’s (1976) framework. The data obtained from translation narratives were compared with a standard translation for each text. Results of the one-sample t-test performed on the scores of translation narratives indicated that Iraqi leaners produce shorter passages in the target language than in the source language; however, they used significantly more times than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used in English output of the Iraqi EFL learners are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of Iraqi EFL learners.
۲۰۸.

ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 49 - 85

کلیدواژه‌ها: Artificial Intelligence ChatGPT ChatGPT-assisted language learning scoping review Technology-aided language instruction

حوزه‌های تخصصی:
تعداد بازدید : ۴۸۰ تعداد دانلود : ۲۶۱
ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article sought to analyze and synthesize the existing literature on the complementary use of ChatGPT in second/foreign language (L2/FL) education and pedagogy. Aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA‑ScR), the study adopted a systematic approach to evidential data search and analysis. A total of 28 peer-reviewed articles retrieved from well-established databases, such as Scopus and Web of Science (WoS), were reviewed to map the scope and consequences of the growing body of literature on using ChatGPT as an L2/FL learning/teaching tool. Centering around five predetermined variables, including setting, design, focus area, objective, and concluding remarks, the content or thematic analysis results helped to shape a clear picture of the literature under review. The literature-derived evidential data also referred to the fruits of ChatGPT-assisted instruction under three distinct headings: learning outcomes, pedagogical outcomes, and cognitive-affective impetus for language learning and teaching. The review results also revealed the repercussions of the instruction mainly concerned with ethical and technical concerns. Given the immature but fast-paced nature of the literature on the instructional model, this early attempt, though provided a brief sketch of the research scope and chief outcomes of the model, needs to be complemented with future systematic reviews to fully unlock the potential of language pedagogy well suited to the demands of today’s technology-governed education.
۲۰۹.

Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مرداد و شهریور ۱۴۰۳ شماره ۳ (پیاپی ۸۱) 195 - 223

کلیدواژه‌ها: Critical Pedagogy critical pedagogical classroom practices EFL context grounded theory Language teacher education

حوزه‌های تخصصی:
تعداد بازدید : ۲۸۴ تعداد دانلود : ۱۵۳
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
۲۱۰.

Cognitive and linguistic implications of learning Japanese as foreign language: A case study of a Brazilian aphasic learner(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبان شناسی سال ۱۶ پاییز و زمستان ۱۴۰۳ شماره ۲ (پیاپی ۳۱) 53 - 66

کلیدواژه‌ها: aphasia foreign language learning metalinguistic skills atypical population language impairment

حوزه‌های تخصصی:
تعداد بازدید : ۲۳۹ تعداد دانلود : ۱۳۰
Considering that foreign language (FL) learning invokes a diverse brain network with different functions, this paper aims to discuss the activities proposed in a case study with a Brazilian participant with aphasia learning Japanese as a FL. We focus on the metalinguistic processes required from him to accomplish the Japanese tasks. The participant attended weekly sessions, one-hour per session, for seven months. The sessions were recorded and transcribed. Therefore, we explore the relation among language, brain, aphasia, and metalinguistic processes and embodied simulation in the context of FL learning activities. The results of this research support the idea that learning a FL might be a valuable technique for language intervention in aphasia.To our knowledge, this is the first work to address the FL learning by people with aphasia. Several questions still remain to be answered, such as the long-term effect of FL learning and the use of a broader variety of participants. However,  the findings of this study contribute to the discussion of language learning in aphasia rehabilitation.
۲۱۱.

Probing into the Effects of Teacher Support on EFL Learners' Self-esteem, Resilience, Academic Enjoyment, and Academic Achievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 149 - 180

کلیدواژه‌ها: Positive Psychology EFL Learners teacher support Self-esteem Resilience academic enjoyment academic achievement

حوزه‌های تخصصی:
تعداد بازدید : ۲۱۸ تعداد دانلود : ۱۷۳
The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.
۲۱۲.

A Synthetic Investigation of Listening Skill and Learning Styles Status in Light of Exercise-based vs. Task-based Interventions

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۲ (۲۰۲۴) 1 - 19

کلیدواژه‌ها: task-based instruction exercise Listening Skill learning style

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۹ تعداد دانلود : ۱۵۰
Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.
۲۱۳.

Pragmatic Deviation of Searle’s Felicity Conditions of Illocutionary Speech Acts in Trump’s Political Speeches(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ آذر و دی ۱۴۰۳ شماره ۵ (پیاپی ۸۳) 225 - 255

کلیدواژه‌ها: Trump pragmatic deviation felicity conditions illocutionary speech acts Context

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۹ تعداد دانلود : ۱۵۶
Reviewing related literature shows deviation from Searle’s felicity conditions has not been given attention. The present paper aims to investigate pragmatic deviation from Searle’s (1969) felicity conditions of illocutionary speech acts in the previous president of the US, Donald Trump’s political language. A qualitative method is used to gather and examine the data. The instrument consists of three oral documents which are chosen purposefully: (1) Trump’s discourse to a group of his supporters in Illinois state, (2) Trump’s meeting with Broadcasters MacCallum and Baier on Fox News Channel, and (3) Trump’s interview with Broadcaster Cooper on CNN Channel. The paper uses a discourse analysis method to study these documents. Findings reveal that Searle’s conditions (propositional content, preparatory, sincerity, essential) are deviated from in Trump’s political speeches: (1) Representative acts by making false claims without providing any evidence, (2) commissive acts by committing himself to do a future action, but Trump fails to fulfill it, (3) directive acts by ordering Joe Biden’s administration to prevent immigrants from entering the US, but Trump’s order cannot be done, (4) expressive acts by jokingly apologizing to his wife because he does not do anything wrong that pushes him to make an apology to her and thus has no real intention to do this act, and (5) declarative acts by declaring they are going to end Pelosi’s career politically, but she is not done.  It is also found that deviation from these conditions happens as a means of persuading, influencing, threatening, mocking, and attacking others.
۲۱۴.

دستور ساخت: مبانی نظری و روش شناسی: بررسی و نقد کتاب دستور ساخت ، ساختار زبان انگلیسی اثر توماس هافمن(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان و زبان شناسی دوره ۱۹ پاییز و زمستان ۱۴۰۳ شماره ۴۰ 307-337

کلیدواژه‌ها: ساخت دستور حالت معنی شناخت

حوزه‌های تخصصی:
تعداد بازدید : ۱۸ تعداد دانلود : ۱۴
دستور ساخت به مجموعه ای از رویکردهای نظری متفاوت ولی مرتبط در درک زبانی اطلاق می شود که در آن ها تعمیم هایی درباره ساخت زبانی بر حسب ساخت (همسانی صورت و معنی) صورت بندی می شود. درحالی که مبانی مفهومی دستور ساخت را می توان مستقیماً به دستور حالت فیلمور منتسب کرد، انواع مختلفی از رویکردها در چارچوب دستورساخت (با جهت گیری شناختی قوی تر) برای تدوین و توسعه این دستور به عنوان مدلی که می تواند مقام ساخت های زبانی را توصیف، تحلیل و تعمیم دهد، ظاهر شده اند. مهم ترین رویکردهای دستورساخت شامل دستورساخت برکلی، دستور ساخت بدنمند، دستور شناختی لنگاکر، دستورساخت گلدبرگ، دستور ساخت بنیادی کرافت، دستور ساخت معنایی-قالبی بوآز، دستور ساخت نشانه-بنیاد ساگ و دیگران، دستور ساخت سیال و مدل ساخت واژگانی می شود که در سه مقوله صورت گرایی، کاربرد-بنیاد و محاسباتی قرار می گیرند.تمام مدل های زبانی دستور ساخت بر این نکته تأکید دارند که ساخت ها واحدهای نمادینی از صورت معنی/کاربرد هستند و امکانات و شرایطی را نشان می دهند که دستورساخت می تواند در فهم تولید دانش و معنی در ذهن گویشور زبان آشکارسازی کند. اما در عین حال، این نحله ها در یک نکته اساسی دارای اختلاف هستند: ساخت چیست؟ درک صحیح مبانی و روش شناسی هرکدام از این مدل های ساخت بنیاد، نکات مشترک و تفاوت آن ها پیرامون همگانی بودن ساخت های زبانی، کمیت و نوع آن ها، ترکیب و معناشناختی ساخت، داده های کاربرد زبانی و مشخص سازی نظام های نمادگذاری در کتاب دستور ساخت : ساختار زبان انگلیسی اثر توماس هافمن با اثبات قدرت تبیینی دستور ساخت در تمام سطوح زبان انگلیسی، انجام مطالعات همزمانی و درزمانی و معرفی رویکردهای ساختاری مختلف، که یکی از برجسته ترین دستاوردهای دستور ساخت است درنظر گرفته شده است .در این کتاب ، این ادعا که دستور ساخت حوزه مطالعاتی جامع نظریه پردازی دستوری می باشد، مورد بررسی قرار می گیرد تا نشان داده شود که آیا رویکرد کل گرایانه به واحدهای زبانی می تواند واقعیت فعالیت ذهنی را بازنمایی کند. افزون بر این، در این کتاب نشان داده می شود که دستور ساخت به روش های مختلفی از داده های زبانی واقعی استفاده می کند و این داده ها می توانند شامل تحلیل های تجربی، شواهد کاربردی و نمونه های متنی باشند. در این کتاب می توان به فهم عمیق تری از نحوه تعامل صورت و معنی در زبان های طبیعی رسید و نقش دستور ساخت را در تحلیل زبان بهتر درک کرد.
۲۱۵.

A Cross-Cultural Scrutiny of Rhetorical, Pragmatic, and Semantic Strategies in Political Discourse: Comparative Manipulation Strategies in English and Arabic Contexts(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 117-129

کلیدواژه‌ها: Pragmatic strategies Rhetorical devices Semantic Analysis political discourse manipulation comparative analysis

حوزه‌های تخصصی:
تعداد بازدید : ۲۷۷ تعداد دانلود : ۱۱۶
This study provides a comparative analysis of the rhetorical, pragmatic, and semantic strategies used by English-speaking and Arabic-speaking politicians to manipulate their audiences. By examining political speeches from both linguistic contexts, the research reveals distinct cultural patterns in manipulation. English-speaking politicians often employ direct, fact-based appeals (logos), while Arabic-speaking politicians rely more on emotional and collective identity appeals (pathos). These strategies reflect the cultural and linguistic norms of each group. Additionally, the study highlights the evolving impact of digital media on political communication, showing how manipulative strategies have adapted to new technological platforms. The findings have important implications for political communication strategists, media professionals, and educators. They underscore the need for culturally nuanced communication strategies in cross-cultural political discourse, offer insights for enhancing public media literacy to combat manipulation, and provide a framework for further research into the role of digital platforms in shaping political rhetoric. Additionally, the study highlights the evolving impact of digital media on political communication, showing how manipulative strategies have adapted to new technological platforms. The findings have important implications for political communication strategists, media professionals, and educators. They underscore the need for culturally nuanced communication strategies in cross-cultural political discourse, offer insights for enhancing public media literacy to combat manipulation, and provide a framework for further research into the role of digital platforms in shaping political rhetoric.
۲۱۶.

ارزیابی کاربرد استعاری اسامی حیوانات در زبان ترکی(مقاله علمی وزارت علوم)

نویسنده:
منبع: علم زبان سال ۱۱ بهار و تابستان ۱۴۰۳ شماره ۱۹ 45 - 76

کلیدواژه‌ها: استعاره استعاره مفهومی اسم حیوانات معنای ضمنی زبان ترکی زبان شناسی فرهنگی جنسیت

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۹ تعداد دانلود : ۱۶۶
بر اساس دیدگاه شناختی لیکاف و جانسون، استعاره مفهومی یکی از مجاری اصلی درک انسان از مفاهیم عالم هستی است. هدف از پژوهش حاضر، بررسی تأثیر اسامی حیوانات بر گفتار گویشوران زبان ترکی و ارزیابی معانی ضمنی این واژه ها بوده است. گویشوران زبان ترکی با تشبیه انسان و رفتارهای او، نیز رویدادهای پیرامونی به حیوانات، آنها را در معانی استعاری به کار می برند. در پژوهش حاضر که به صورت میدانی و انجام مصاحبه با 30 گویشور زبان ترکی گویش شهر زنجان انجام گرفت، تعداد 93 واژه گردآوری شده که 22 واژه و معانی استعاری آنها بین کاربران زبان ترکی مشترک بوده است. ابتدا، معانی ضمنی هرکدام از این 22 واژه که دیدگاه فرهنگی گویشوران زبان ترکی را نشان می دهند، استخراج و در جدولی مقابل هرکدام از اسامی حیوانات نوشته شده است. سپس، برای هر واژه با ذکر اشعار یا امثال و حکم از کتاب ها و منابع معتبر زبان ترکی توضیحاتی ارائه گردیده است. همچنین، موضوع جنسیت، فراوانی و درصد این واژه ها بررسی شده است. یافته های پژوهش بیانگر آن است که نام های این حیوانات بر گفتار گویشوران زبان ترکی تأثیر می گذارد به طوری که متناسب با موقعیت های مختلف بافتی، از این نام ها به صورت استعاری بهره می گیرند و در گفتار از آنها استفاده می کنند.
۲۱۷.

Relationship between L1 Reading Comprehension, L1 Spelling, and Second Language Improvement in Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۵۰, Autumn ۲۰۲۴ 111 - 123

کلیدواژه‌ها: L1 Reading Spelling Literacy English Language Acquisition

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۸ تعداد دانلود : ۱۰۲
This study aims to investigate the role of first language literacy and reading habits in L2 development. the researcher invited a group of 97 pre-intermediate and intermediate learners from various schools to participate in this study. They were asked to take part in two L1 tests (L1 reading comprehension and L1 spelling) as well as an L2 achievement test. Correlation was used to find the possible relation between L1 literacy and L2 development and in order to find out which of the two subcomponents of L1 literacy can better predict L2 development, regression was used. The findings show that there is a meaningful relationship between L1 literacy and L2 development. Both reading comprehension and spelling knowledge of L1 can lead to L2 development; the statistics revealed that both can preferably lead to L2 development and L2 literacy. But in this study, reading comprehension has the strongest impact on L2 development.
۲۱۸.

A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 316 - 340

کلیدواژه‌ها: Systematic review Instagram Mall meta-analysis

حوزه‌های تخصصی:
تعداد بازدید : ۵۳۴ تعداد دانلود : ۲۹۰
In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool in ESL/EFL and attempted to perform a scientific mapping of the literature. To this end, a corpus of studies since 2010 was retrieved in January 2023 from six academic databases and reviewed through the stages of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). A critical appraisal of 48 experimental studies included in this review was carried out and a meta-analysis of 11 eligible studies was conducted. The results of the meta-analysis confirmed the significant effect size of the use of Instagram in ESL/EFL. The bibliometric analysis revealed that the research productivity is up and found writing and vocabulary skills as the main focus in most of the studies. This study could have implications for teachers and researchers to gain a broad overview of the integration of Instagram in English language teaching and to know the current research trends in the field for future research.
۲۱۹.

A Critical Discourse Analysis of Former Iranian President’s Speeches in the Time of Covid-19: The Case of Holy Sites Lockdown(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ آذر و دی ۱۴۰۳ شماره ۵ (پیاپی ۸۳) 257 - 281

کلیدواژه‌ها: Critical discourse analysis Discourse analysis Hassan Rouhani Iran political discourse Rhetoric SFL

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۲ تعداد دانلود : ۱۸۲
This study takes a critical look at the purposive manipulation of discourse and rhetoric by the former Iranian President — Hassan Rouhani — when announcing the lockdown of holy sites during the COVID-19 crisis. A discourse analysis with a qualitative design was applied to study the political dimension of the discourse. This study is framed within the domain of systemic functional linguistics mood systems and the classical Aristotelian rhetoric trio — logos, ethos, and pathos. The results revealed that Rouhani mainly used the declarative mood in his speeches which performed three main functions: statements of opinion, statements of fact, and indirect directives. From a rhetorical perspective, Rouhani applied ethos considerably more than pathos and logos as a way to increase the credibility of his words while persuading the audience. Moreover, the researchers noticed that the former president employed multiple strategies to build pathos and ethos with the audience. These findings can suggest and encourage novel future research directions.  
۲۲۰.

بررسی زایایی الگوهای سازنده اسم مرکب در زبان فارسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ بهمن و اسفند ۱۴۰۳ شماره ۶ (پیاپی ۸۴) 39 - 64

کلیدواژه‌ها: اسم سازی زایایی ترکیب اسم مرکب واژه تک بسامدی

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۹ تعداد دانلود : ۱۶۲
پژوهش حاضر به بررسی زایایی الگوهای سازنده اسم مرکب در زبان فارسی با تکیه بر چارچوب نظری زایایی پلاگ (2003) می پردازد. بدین منظور نگارندگان از پیکره ای برگرفته از پایگاه دادگان زبان فارسی، 1300 اسم مرکب استخراج کردند. روش تحقیق پژوهش حاضر توصیفی تحلیلی بوده و روش گردآوری داده ها پیکره بنیاد است. نگارندگان پس از بررسی و تحلیل داده های جمع آوری شده از پیکره پژوهش، این گونه نتیجه گرفتند که تنها روش کمی سنجش زایایی فرایندهای واژه سازی که پلاگ (2003) معرفی کرده، شمارش بروندادهای یک فرایند واژه سازی است. همچنین، زایاترین الگوی اسم مرکب ساز در میان الگوهای سازنده اسم مرکب در زبان فارسی، الگوی (اسم + اسم) است. به علاوه، روش های مختلف سنجش میزان زایایی الگوهای سازنده اسم مرکب، نتایج متفاوتی را از میزان زایایی این الگوها ارائه می دهد. تحلیل داده های استخراج شده از پیکره پژوهش نشان می دهد که در میان الگوهای سازنده اسم مرکب در زبان فارسی، الگوی (اسم + اسم) بیشترین زایایی را دارد و الگوهای (ضمیر + اسم، ضمیر + ستاک فعلی (حال)، اسم + فعل امر و عدد + عدد) با بسامد نوع 1 واژه، غیرزایاترین الگوی سازنده اسم مرکب بوده و از کم ترین میزان زایایی برخوردارند.

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