درخت حوزه‌های تخصصی

This article is devoted to the genre of the architectural ekphrasis in the poetry by V. Bryusov. The article describes the main ways to create “engraving” of the literary work of “The Lioness among the Ruins”. Much attention is given to the verbalization of the oriental architecture (in particular the ancient Persian architecture) in the ekphrasis and the poetry rapprochement of the ancestor of Russian symbolism V. Bryusov with acmeism poetry especially the “architectural” literary works by O. Mandelstam. The article is of interest to post-graduate students, degree-seeking students, and can be used in writing thesis and term paper.

AbstractIn this study, the researchers examined the sources of demotivation among adult language teachers in Najafabad language institutes. Two objectives were pursued in the process of implementing this research: 1) Determining the main sources of demotivation among adult teachers teaching in Najafabad language institutes 2) Uncovering the most significant demotivating factors among English adult teachers in Najafabad. Based on convenience sampling, seventy male and female teachers were chosen as the participants of this study. The questionnaire used in this study, Teacher Demotivation Questionnaire (TDQ), contained four parts: students’ attitudes in class (SAC), teaching materials and facilities (TMF), research and working condition (RWC) and human relations (HR). Fifty copies of the questionnaire were distributed among the teachers. One-sample t-test was utilized to examine the statistical significance of the analyses. Comparing the findings, the most demotivating factors in SAC, TMF, RWC and HR were "Students are not interest in studying", "low teacher evaluation from students", "low pay" and "little appreciation from the administration", respectively. Among four subsections of the questionnaire, "students’ attitude" and "research and working conditions" were more influential and regarded as more effective demotivating factors.

The study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The participants were selected after they took the Oxford Quick Placement Test and they were divided into experimental and control groups. The participants of both groups had a three-week vocabulary instruction. The treatment was similar for both groups except for exercises done after the class. The participants in the experimental group were asked to fill out an attitudinal questionnaire after the treatment. Then, a vocabulary test was administered among the participants of both groups. Results of the independent-samples t-test run on the collected data indicated that participants of the experimental group outperformed those of the control group. The findings of the attitudinal questionnaire showed that the participants had positive attitude toward using Telegram. The conclusion drawn is that those in the experimental group were free in using the online group to interact with each other. Within this framework, learners in the experimental group indicated that they enjoyed this instruction as it was fun to embark on new technological learning methods

According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and PCK through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the content analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of PCK were identified. To validate the items and explore their underlying factors, data were collected from 445 high school EFL teachers and teacher educators using a questionnaire. Factor analysis with Varimax rotation was carried out on CK and PCK items separately. Regarding CK items, factor analysis gave way to the emergence of three factors, namely knowledge of the principles of language teaching methodology, knowledge of linguistics, and language proficiency. Regarding PCK items, factor analysis also gave way to three factors, namely knowledge of teaching and assessing the components of the curriculum, knowledge of developing, planning and managing language teaching, and knowledge of developing and evaluating instructional materials. The results of this study can be used in the design of high school EFL teacher education program.

This study aimed at investigating the effect of using smart board technology on the EFL learners' achievement motivation and willingness to communicate (WTC). The participants were 65 second grade female students from Shahid Nazari girls’ high school in Andimeshk, Iran, who were selected randomly. An OPT was administrated to the the participants to homogenize them. Other instruments were Hermans’ achievement motivation questionnaire and McCroskey & Baer’s WTC questionnaire to estimate the participants’ achievement motivation and willingness to communicate, respectively. For data analysis, Levenetest, Kolmogorov-Smirnov, independent samples T test, paired sample T test, MANCOVA and ANCOVA were used. The findings indicated the experimental group outperformed the control group. Overall, the findings provided empirical support for the significant effect of using smart board technology on the EFL learners’ achievement motivation and WTC. 

This study aims at investigating the interface between emotion and intonation patterns (more specifically, duration and pitch amplitude of speech). To this end, the acoustic properties of spectral parameters related to speech prosody are investigated. The results of acoustic and Statistical analysis show that mean level and range of FO in the contours vary strongly as a function of the degree of activation of the portrayed emotions. The results also indicate that FO/pitch and other vocal aspects affected by emotion and/or emotional arousal in collected samples of speech in Persian.

This study compares metadiscourse markers in result and discussion sections of literature and engineering research papers. To this end, 40 research articles (20 literature and 20 engineering) are selected from two major international journals. Based on Hyland’s (2005) model of metadiscourse, the articles are codified in terms of frequency, percentage, and density of interactive and interactional markers found. The two corpora are compared to see to what extent the genre of lectures are different. Data are analyzed through Chi-square and the results of the quantitative analysis reveal significant cross-linguistic differences for overall frequency of metadiscourse except for frame markers and boosters. 

The complexity of self-regulatory strategies has been challenging to educational researchers who seek to find proper interventions that benefit students and teachers. This study has employed the Self-Regulatory Strategy Development (SRSD) model of instruction to help students monitor, evaluate and revise their writing. SRSD would be beneficial for adult students with learning disabilities in the procedure of essay writing. Attention Deficit Hyperactivity Disorder (ADHD) as a cognitive-behavioral dysregulation is a consequence of deficits in self-regulatory process. Many students with learning disorders such as ADHD have trouble in the mechanics and process of writing. The purpose of this study is to explore the effects of SRSD on the essay writing of EFL undergraduate students. This study tried to evaluate the effects of SRSD intervention on the essay writing of ADHD and NON-ADHD students. To fulfill the mentioned objectives, 126 EFL undergraduate students who enrolled in essay writing course at Tehran Azad University participated in this study. The results indicated that SRSD instruction had a significant effect on the essay writing of the EFL undergraduate students. Likewise, ADHD students could achieve a significant improvement after receiving SRSD intervention. چکیده: پیچیدگی روش های خود تنظیمی برای محققین حوزه آموزش معمولا چالش برانگیز بوده است و آنها همیشه سعی در یافتن روش مناسبی برای دانشجویان و اساتید در این زمینه داشته اند. این تحقیق از روش "استراتژی های ایجاد خود تنظیمی" برای کمک به دانشجویان در زمینه های مشاهده، ارزیابی و تجدیدنظر بهره برده است. "استراتژی های ایجاد خود تنظیمی" برای دانشجویانی که در زمینه نگارش مشکل دارند مفید خواهد بود. "اختلال بیش فعالی کمبود توجه" به عنوان یک نابهنجاری شناختی- رفتاری، که درنتیجه اختلال درفرایند خود تنظیمی بوجود می آید، مورد بررسی قرار گرفت. بسیاری از دانشجویان که در یادگیری دچار مشکل هستند برای مثال آنهایی که "اختلال بیش فعالی کمبود توجه" دارند در روند و مراحل مقاله نویس با مشکلاتی روبرو هستند. هدف این تحقیق بررسی تاثیرات "استراتژی های ایجاد خود تنظیمی" بر توانایی نگارش دانشجویان کارشناسی زبان انگلیسی (زبان انگلیسی به عنوان زبان بیگانه) بوده است. این تحقیق به منظور ارزیابی تاثیرات بکارگیری روش "استراتژی های ایجاد خود تنظیمی" بر نگارش دانشجویانی که مشکل "اختلال بیش فعالی کمبود توجه" داشتند و دانشجویانی که این مشکل را نداشتند انجام شد. به این منظور 126 دانشجوی کارشناسی زبان انگلیسی (زبان انگلیسی به عنوان زبان بیگانه) که درس مقاله نویسی را در دانشگاه آزاد اسلامی میگذراندند در این تحقیق شرکت کردند. نتایج نشان داد که روش آموزشی "استراتژی های ایجاد خود تنظیمی" بر توانایی مقاله نویسی دانشجویان تاثیر قابل توجهی داشت. همچنین دانشجویانی که مشکل "اختلال بیش فعالی کمبود توجه" را داشتند بعد از بکارگیری "استراتژی های ایجاد خود تنظیمی" پیشرفت قابل ملاحظه ای داشتند.  کلید واژه ها: اختلال بیش فعالی کمبود توجه – خود تنظیمی – استراتژی های ایجاد خود تنظیمی – مقاله نویسی.