درخت حوزه‌های تخصصی

بی شک کارآمد بودن آگاهی فرا زبانشناختی در بهبود کیفیت نگارش و دانش دستوری یادگیرندگانی که زبان انگلیسى را به عنوان زبان خارجی می آموزند از دیرباز حوزه جذابی در زبانشناسی کاربردی بوده است(براون، ٢٠٠١ ). از این رو، هدف اصلى مطالعه ى حاضر بررسى اثر تدریس بصورت تاکید بر صورت به طور برنامه ریزی شده و برنامه ریزى نشده بر توانایى دانش آموزان برای یادگیری دستور و کاربرد صحیح آن در نگارش است. به همین منظور سه کلاس فشرده در دانشگاه اصفهان ایران که دوره های دستور و نگارش برگزار می کند برای تدریس ساختار مورد نظر (یعنی کلمات پیوند دهنده) از طریق روش های متفاوت تدریس تاکید بر صورت انتخاب شدند. نمونه های انتخاب شده شامل دانشجویان سال دوم و (٣٠ نفر در هر گروه) در رده ى سنی ١٩ تا ٢٤ بودند که در دانشگاه اصفهان مترجمی انگلیسی مطالعه می کردند. نمونه ها به ترتیب آموزش با تاکید بر صورت بطور برنامه ریزی شده و برنامه ریزى نشده و تاکید صفر بر صورت دیدند. نتایج پس آزمون پارگراف نویسی و پس آزمون متعاقب آن که با تاخیر گرفته شد نشان داد که شرکت کنندگانی که در گروهی قرار داشتند که تدریس برنامه شده می دیدند عملکردشان بطور قابل ملاحظه ای بهتر از آن دسته ای بود که در به کارگیری کلمات پیوند دهنده در نوشتن پارگراف هایشان آموزش برنامه ریزی نشده و صفر دیده بودند.

The concept of teacher change is critical in second language teaching and English as a Foreign Language (EFL) context due largely to the fact that, almost, whatever we do in teacher education looks for initiating change of one sort or another. A substantial body of research has been dedicated to investigate teacher change (TC) from various perspectives. However, having studied the related literature, we found no robust, valid and reliable measure for TC in EFL context. Accordingly, effort was made to develop and validate a reliable and valid measure that could assess TC in an EFL context. The review of the prior research resulted in the collection of 186 items affecting TC out of which a temporary data driven model of teacher change was developed. 324 Ph.D. and M.A. graduated EFL teachers took part in exploratory and confirmatory factor analyses of the initial measure. Finally, a 66-item scale consisting of three components and thirteen sub-components was developed.The results showed both factorial validity andinternal consistency reliability for the measure.The TCSsubscales also had strong validity evidence based on the associationsfound. This study has various applications for language teachers and practitioners in the field.

The current second language (L2) instruction research has raised great motivation for the use of both processing instruction and meaningful output instruction tasks in L2 classrooms as the two focus-on-form (FonF) instructional tasks. The present study investigated the effect of structured input tasks (represented by referential and affective tasks) compared with meaningful output tasks (implemented through text reconstruction cloze tasks) on the acquisition of English nominal clauses (NCs). The study sought to investigate if (1) both input and output instruction would lead to significant gains of knowledge in acquiring NCs, and (2) there were any significant differences between learners' receptive and productive knowledge of nominal clauses. First-year undergraduate students studying at four intact university classrooms participated in the study. The effectiveness of the tasks was determined by a noun-clause recognition test and a sentence combination production test administered both as the pretest and posttest. The results revealed that both processing instruction and meaningful output instruction helped the learners improve their receptive knowledge of grammar effectively; nevertheless, the processing instruction group did not significantly outperform the meaningful output group in their gains of receptive knowledge of grammar. The findings further illustrated that meaningful output instruction group significantly outperformed processing instruction group in their productive knowledge of grammar

The aim of the current study was to investigate whether L2 dialogue shadowing practice would have an effect on Iranian intermediate EFL learners’ conversation ability. For this purpose, 30 Iranian intermediate EFL learners at Padideh language center participated in the experiment of the study. The participants were divided into two groups of 15 who were assigned to the experimental and control group of the study randomly. A pretest of conversation ability was administered to both groups, the experimental group received 10 sessions of teaching L2 conversation as well as dialogue shadowing technique (DST) while the control group received a placebo, in other words, teaching L2 conversation via existing method. After the treatment, the same test was administered as posttest to both groups of study. The data obtained from the tests in this study were analyzed via independent sample T-test between performance of the groups, and the paired-sample T-test was used between the pretest and posttest of each group to show the progress. The results revealed that Iranian EFL learners in the experimental group performed better and received higher score in conversation test after 10 sessions of treatment.

In Construction Morphology (CM), a compound is treated as a construction at the word level with a systematic correlation between its form and meaning, in the sense that any change in the form is accompanied by a change in the meaning. Compound words as one type of complex words are coined by compounding patterns or templates which are called abstract schemas in CM. These abstract constructional schemas generalize over sets of existing compound words and specify how new compound words can be created. The schemas dominate the compounds so that these words inherit all predictable morphological and semantic properties from these schemas. In fact, this is mainly the constructional schema which determines the properties for every compound word not individual constituents of a compound word. Therefore, the form and meaning of a compound, as a whole, are affected by formal and semantic/syntactic properties of the construction itself. Also, the dominance of schemas and subschema as over the compound words reinforces the idea of hierarchical lexicon. In addition, CM adopts a paradigmatic approach to word formation; that is, the creation of new compound words is caused by the extension of a systematic form-meaning relationship in a set of existing compound words to new cases resulting in new compound words. Regarding these properties of CM, This paper aims to study one type of Persian compounds, that is, compound nouns in the framework of Construction Morphology. From this perspective, two types of compound nouns including endocentric and exocentric compound nouns are treated in a rather similar way because the compound noun construction as a holistic schema plays the main role in specifying the syntactic features, head(if any) and semantic content of compound nouns, not their constituents. According to findings of this study, the analysis of Persian compound nouns based on this model increases the degree of generality in compound noun formation and develops the concept of holisticity in the form and meaning of compound nouns as well as it highlights the paradigmatic relationship in Persian compound noun formation templates.