درخت حوزه‌های تخصصی

The quality of students’ relationships with their peers plays an important role in developing their academic achievement. The present study aimed at constructing an accurate, reliable, and valid instrument that could assess the EFL students’ perceptions of peer support. The instrument includes different subscales, namely Informational Support, Emotional Support, Instrumental Support, Feedback, and Companionship Support. The Peer Support Questionnaire was administered to 212 Iranian undergraduate EFL students studying at two public universities in Iran. An exploratory and a confirmatory factor analysis were conducted, and the overall factor loading estimates indicated a quite satisfactory level of convergent validity for the developed Questionnaire. Both the degree of factor loadings and the construct validity test supported the convergent validity of peer support factors and their related items. The findings demonstrated that PSQ could be a valid and reliable instrument for measuring the concept of peer support in both academic and educational settings.

The impetus behind the current study was to get the best use of all possible pathways of the learner’s brain. Multiple-pathway model, one model of brain-based instruction, on which the current study was based, has synergic effect addressing sensory-motor, emotion, reward, attention, memory, language, frontal lobe (executive function), and social pathways of the learner’s brain altogether. To this aim, this quasi-experimental research, with pretest-intervention-posttest design, was carried out. The participants, who were selected through a convenient sampling method, included 30 BA University students studying TEFL at Islamic Azad University, Aliabad Katoul Branch, and 30 BA University students studying TEFL at Islamic Azad University, Gorgan Branch, were placed into two experimental and control groups, respectively. The instrumentation included DASS 21 and Learning Climate Questionnaires (LCQ) which were used as the pretest and posttest prior to and after the 10 session intervention of brain-based instruction for the experimental group. Descriptive and inferential analysis of collected data indicated the significant impact of the instruction on the participants’ stress, anxiety, depression, and perceived supportive learning climate in the experimental group.

In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation. Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.

The current research examined the use of lexical bundles in the result sections of research papers by Iranian non-native writers in the field of applied linguistics. The WordSmith Software was applied to identify lexical bundles. In addition, the two analytical frameworks Biber et al. (2004) and Ruiying and Allison (2003) were used to categorize the bundles with regard to their structural features and their moves and steps. Moreover, with the aid of concordance, the identified clusters were analyzed and categorized according to their communicative functions. The results of the current research showed that Iranian writers relied heavily on the use of specific formulaic bundles to perform the communicative functions associated with the moves and steps. The findings also revealed that four moves out of six moves were mostly used by Iranian authors. Moreover, the researchers found that the extensive range of formulaic clusters used to demonstrate Move 2, Reporting results, the least bundles occurred in Move 4, Summarizing results, and also no clusters were used in Move 5, Evaluating the study along with Move 6, Deductions from the research by Iranian writers. The findings of this study boost the awareness of formulaic sequences usage for novice writers in particular discourse and communicative function.

Cet article se penche sur les difficultés des traducteurs à rendre le terme « mal », notamment quand il apparaît dans quelques titres importants comme les  Fleurs du Mal  de Baudelaire. La polysémie de ce mot, la divergence d’interprétation aussi bien que la difficulté à trouver l’équivalent exact ou adéquat dans la langue cible, en l’occurrence, le persan, expliquent sans doute les choix différents, voire parfois fort éloignés l’un des autres des traducteurs qui se sont attelés à cette tâche. Nous verrons donc que la traduction de ce mot ne va pas tellement de soi et que les traducteurs optent pour des solutions différentes qui ne sont pas toutes, on le convient, pertinentes. Le traducteur littéraire est un grand lecteur qui ne peut pas ignorer la critique littéraire et les analyses profondes dont font l’objet l’œuvre qu’il traduit. Le mal baudelairien est en grande partie lié à la mélancolie et le traducteur ne peut en faire l’économie. On s’apercevra que dans le cas des  Fleurs du mal , l’absence d’une lecture moderne et plurielle du recueil poétique baudelairien ainsi que l’incurie des traducteurs, font que ces derniers passent à côté de l’une des significations essentielles du titre de ce recueil, signification reconnue et soulignée par la nouvelle critique littéraire, et même suggérée par le poète lui-même.

L'éthocritique  est ici proposée comme  l’étude de tout corpus  littéraire en tant que superposition d’un récit culturel et d'un ou plusieurs récits naturels, fragment(s) ou élément( s) de ce(s) récit(s). Elle est un questionnement autour des retombées des récits naturels sur les textes littéraires et une approche litté raire des causalités, des fonctions, des consistances et des statuts de ses objets. La démarche de l’écrivain ,  sa posi tion  et sa posture , vis-à-vis du premier environnement narratif que nous appelons « nature », sont des paramètres essentiels dans la défin ition des substances et des dimensions de son œuvre. C'est ainsi que notre approche aborde les différentes couches et  les différentes consistances  des  éléments  du récit . Le lecteur reste, inévitablement, attentif à toute distorsion du récit naturel  latent, en filigrane du récit culturel.  Pour l’essentiel, il  s’agit d’un article qui a pour objectif d’imaginer une nouvelle  approche littéraire sous le nom de  «  éthocritique  » .

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.

As a negative consequence of COVID 19, almost all students felt obliged to leave the universities and use electronic devices to learn. Some universities encouraged faculty members to use Electronic teaching as an alternative to traditional classrooms. Despite a large number of studies on different forms of electronic learning, the effectiveness of synchronous and asynchronous E-learning in teaching grammar to EFL learners has been neither investigated nor compared appropriately. Two intact  classes of undergraduate students of English as a Foreign Language (EFL) from Farhangiyan university were selected. and each received the treatment through either synchronous or asynchronous E-learning activities. The same syllabus consisting of dependent Clauses, Appostive, infinitives, and gerunds were taught to the two groups. EFL learners’ knowledge of grammar was  measured by recognition and production tests.  The two groups’ scores were submitted to repeated measures ANOVA tests. The findings showed that both modes of E-learning greatly influenced the language learners’ knowledge of grammar as measured by recognition and production tests. Results also showed that the interaction between electronic modes and grammar recognition and production tests was statistically significant. Therefore, it could be concluded that E-learning learning is useful, synchronous learning is more effective for improving the language learners’ production, and asynchronous learning is effective for improving the skills and subskills which require reflection and comprehension.  

The United States with its presidents stepping into power from either the Democratic or Republican parties influences global affairs in one way or another. These two main political parties have long been struggling for power and the significance of tapping into the ideological inclinations of the two parties underscores scholars’ accountability toward raising the critical language awareness of the public which could be an initial step toward a change for the better. The presidential inaugural speeches, due to their programmatic and strategic nature, are of significance to researchers. This study employed van Dijk’s (2006b) socio-cognitive framework where he defined two levels of analyses for a political discourse including the micro-level and macro-level text analyses. The former included 25 discursive devices such as polarization, generalization, hyperbole, etc. The latter drew on the dichotomy of ‘positive self-representation’ and ‘negative other-representation’. In the present study, the linguistic features in 16 inaugural speeches delivered by American Democratic and Republican presidents from 1961 to 2017 were examined at both levels. The overall data analysis revealed that Democrats employed ‘norm expression’ and ‘presupposition’ significantly more than Republicans, while Republicans made more use of ‘categorization’, ‘lexicalization’, and ‘populism’. The macro-level comparison of the two parties indicated that both Democrats and Republicans resorted to using ‘positive self-representation’ significantly more than ‘negative other-representation’ while the deployment of ‘negative other-representation’ by Republicans was significantly more than that by Democrats. The findings of this study have some implications for English for political purposes, political studies, as well as attempts in discourse studies.