درخت حوزه‌های تخصصی

: Corrective Feedback (CF) provision on performance involves calling attention to learners' erroneous utterances, which stimulates classroom language learning. Despite widespread research in this area, a controversy still exists as to the time of CF in communicative tasks especially when learners' task engagement is targeted. Employing 60 intermediate-level Iranian learners, a four-week study examined the effects of immediate versus delayed CF types on oral engagement, grammar gain as well as on Complexity, Accuracy and Fluency (CAF) in the context of a dictogloss task. The statistical analysis showed that despite statistically significant improvements in the case of Grammaticality Judgement Test (GJT) from the pre-test to the post-test, no statistically significant difference was found between the two groups with regard to their grammar gain, complexity, accuracy, fluency, as well as on their social and cognitive engagement. However, results in the case of behavioral and emotional engagement revealed that there were statistically significant differences between the two groups of immediate and delayed CFs. The findings of the present study call for more flexibility and confidence on the part of the teachers in providing either immediate or delayed CF whenever appropriate and without being concerned about the adverse effects of feedback

New approaches and methods to language learning and teaching have drawn the attention of many researchers. This study aimed at investigating the role of Iranian EFL learners’ attitudes towards the value components of the Partnership Approach (PA) on motivating their active engagement in the learning process. A descriptive research method (survey study) was used, and 72 male and female Iranian EFL students whose ages ranged from 18 to 26 were randomly selected to participate in the study. They were asked to respond to a five-point Likert-scale questionnaire addressing the objectives of the study, and then 30 of the participants were randomly interviewed to reveal the possible consonance with the questionnaire outcomes. The study was conducted at Islamic Azad University (IAU), Najafabad Branch. The findings indicated that although both male and female participants showed significantly positive attitudes towards the value components of the PA, except for the inclusivity value, female participants held significantly higher positive attitudes. The highest motivational value from both male and female participants’ point of view was for the challenge value component. However, reciprocity and inclusivity were the value components with the lowest motivational values from the male and female participants’ point of view, respectively. Focusing on the importance of the psychological factors in education, the findings of the study may encourage both education policy-makers and practitioners in the field to think more critically, and make more reasonable decisions for their policy and practice.

Conducting qualitative research in applied linguistics seems to have some challenges. Hence, this study aimed to investigate the challenges of applied linguists across different research abilities to conduct qualitative studies. To that end, the biographical narratives, authored by 13 applied linguists, were collected. Then, the narratives were analyzed through qualitative data analysis principles, including organizing and familiarizing, coding and reducing, and interpreting and presenting (Ary et al., 2014). The findings showed that applied linguists face four challenges: methodological issues, technical issues, ethical issues, and qualitative research dissemination while doing qualitative research. The findings also indicated similarities and differences among applied linguists' challenges across different research abilities. It can be concluded that teaching qualitative research is more than mere lecturing about qualitative concepts. Thus, there should be practice-based instruction on qualitative research for applied linguistics students. Moreover, there should be a community for addressing pedagogical dialogs among applied linguists about doing qualitative research.

This study investigated the comparative effects of audio-visually prompted collaborative dialogue on the listening comprehension development of symmetrical, asymmetrical, and asymmetrical teacher-fronted EFL learner groups. Besides, it explored the attitude of the participants of the groups concerning the effectiveness of collaborative dialogue for their listening comprehension improvement. The participants of the study were 120 Iranian female EFL learners who were conveniently chosen from several English language institutes and put into three experimental and one control groups, each with 30 learners. In the first experimental group, coequal learners engaged in collaborative dialogue. In the second experimental group, the expert peer(s) and less knowledgeable peers applied collaborative dialogue, and in the third experimental group, in addition to the peers, the teacher was involved in collaborative dialogue with the group members. As for the control group, the collaborative dialogue was abandoned and the participants worked individually. Quantitative and qualitative analyses revealed that collaborative dialogue in asymmetrical teacher-fronted, asymmetrical peer and symmetrical peer groups were respectively the most effective procedures for listening comprehension development of the EFL learners. Also, it was found that the participants of the asymmetrical teacher fronted group had a more positive attitude towards the efficacy of audio-visually prompted collaborative dialogue compared with asymmetrical and symmetrical peer groups. The findings underscore the cognitive and affective efficiency of a more knowledgeable source, either a teacher or a peer, in asymmetrical dyadic interactions for the less knowledgeable partners' ZPD sensitive development.   

Nowadays there are several challenges for English teachers as well as researchers regarding how to teach foreign language pronunciation more effectively. The current study aimed to explore the effect of computer-assisted pronunciation teaching (CAPT) on Persian monolinguals and Turkmen- Persian and also Baloch- Persian bilinguals’ pronunciation considering production and perception. A sample of 48 female mono and bilingual 7th-grade students participated in this study and made the experimental and comparison groups. All the participants took the Oxford Placement Test and accordingly were in the beginner level of English language proficiency (95.83% of the participants’ scores ranged from 0 to 15). The experimental group experienced a technology-based instruction while the comparison group benefited from traditional listen and repeat method of pronunciation teaching. Two Two-way between-group ANOVAs were used to define the influence of CAPT on pronunciation production and perception of the mono and bilingual participants. The results of the study indicated that CAPT had a significant effect on pronunciation production while pronunciation perception was comparatively more enhanced through the traditional method. Regarding mono and bilingualism, it was also found that bilinguals significantly outperformed monolinguals in pronunciation production in both groups while there was no significant difference between them in pronunciation perception. There were also no interaction effects for pronunciation perception or production scores. The results generally showed that CAPT can be beneficial specifically when it is used along with traditional methods at schools in beginner levels.

این پژوهش بر آن بود تا به بررسی موضوعی و روش پژوهش مقالات چاپ شده در هفت مجله زبانشناسی کاربردی از سال 1980 تا 2019 بپردازد. بر این اساس، 3491 مقاله از این هفت مجله استخراج شد. روش پژوهش این مقالات بر اساس سه روش پژوهش کیفی، کمی و تلفیقی دسته بنده شد. برای بررسی موضوعی این مقالات چارچوبی که شامل 10 موضوع از جمله آموزش، مدرسان، ارزشیابی، یادگیری، فراگیران، محتوا، هویت، آموزش زبان و تکنولوژی، انگلیسی برای اهداف ویژه و منظورشناسی و کلام بود مورد بررسی قرار گرفتند. نتایج نشان داد از سال 1980 تا 2000 روش کمی به صورت ویژه مورد استفاده قرار می گرفته است اما از 2000 تا 2019 روش پژوهش کیفی رشد داشته است. همچنین نتایج نشان داد که از سال 2010 تا 2019، پژوهشگران به استفاده از روش پژوهش تلفیقی علاقه مند شده اند. نتایج همچنین نشان داد که از سال 1980 تا 2019 بیشترین موضوعات درمورد یادگیری، فراگیران و محتوا و کمترین موضوعات هویت و انگلیسی با اهداف ویژه بوده است. نتایج این پژوهش می تواند به پژوهشگران حوزه زبانشناسی کاربردی و به طور ویژه پژوهشگران کم تجربه کمک کند تا دانش خود را درمورد آنچه تاکنون در حوزه زبانشناسی کاربردی انجام شده است تقویت کنند تا بهتر بتوانند تمرکز پژوهشی خود را ایجاد نمایند.