درخت حوزه‌های تخصصی

این پژوهش تاثیر تفاوت های فردی همچون مهارت زبانی، جنسیت و سن بر روی کاربردشناسی میان زبانی فراگیران(زبان آموزان) ایرانی زبان انگلیسی در گفتمان سازمانی مخصوصاً توانایی آنان در بازشناسی و ارزیابی اشکالات کاربردی و دستوری در وضعیت گفتاری «درخواست و عذرخواهی» را بررسی می کند. به این منظور، 187 دانشجوی EFL زبان انگلیسی در سه سطح دانشگاهی لیسانس، فوق لیسانس و دکتری در این پژوهش مشارکت کردند. گردآوری داده ها به صورت مقطعی برای تجزیه و تحلیل ارتباط بین متغیرها و گفتار که توسط زبان آموزان در سطوح مختلف مهارتی بازشناسی شده و مورد سنجش قرار گرفته اند، انجام شده است. سه روش تحلیل واریانس تفاوت های کمی را بین سه گروه براساس تفاوت های فردی نشان داد. علاوه براین، تحلیل عمیق آیتم های آزمون نشان داد که زبان آموزان در سه سطح مهارتی، اشکالات دستوری را به صورت جدی تر از اشکالات کاربردی تشخیص داده و ارزیابی کرده اند. نتایج، اطلاعات توسعه ای و کیفی در مورد ویژگی های شناختی و فردی را به تبع اطلاعات کاربردی آشکار کرد. یکی از الزامات قابل توجه آن است که در هر گونه توضیحی از توسعه توانش کاربردشناختی، تفاوت های فردی که بین مراحل شناخت و هدف همچون تولید، ایجاد شده باید مورد توجه قرار گیرد. علاوه براین، مهارت زبان شناختی نه تنها برای زبان آموزان ضرورت دارد، بلکه دستیابی به مهارت کاربردی نیز مهم است.

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.

متن هر سندی با توجه به هدفی که از آن انتظار می رود، متشکل از جملاتی است که از نظر اصول گفتار به منزله ابزاری هستند که برای نیل به یک هدف خاص از آن ها استفاده می شود. در این مقاله ویژگی های ارتباطی جملاتی مورد تجزیه و تحلیل قرارمی گیرد که در آن ها از فعل «درخواست کردن» استفاده شده است. جملات نمونه از بین آن دسته از متون حقوقی انتخاب شده است که تشکیل دهنده مجموعه قوانین منطقه ای هستند. بر همین اساس، در این کار تحقیقی بخش نامه ها و مقررات به عنوان نمونه متون اداری، اظهارنامه ها و اقرارنامه ها، درخواست ها، سفارش نامه ها، استعلام ها، معرفی نامه ها، آگهی ها، یادداشت های اداری و مانند این ها به عنوان نمونه متونی که بار اطلاع رسانی دارند، برای تجزیه و تحلیل انتخاب شده اند. برای توصیف دقیق و کامل نحوه شکل گیری زنجیره گفتار در چارچوب هدف تعیین شده در این مقاله، عواملی که به نحوی در شکل گیری جملات انگیزشی دخیل و مؤثر هستند نیز بررسی شده است. از نظر عوامل محیطی، جملاتی انتخاب شده اند که در موقعیت گفتار رسمی به کار می روند. از نظر مشروط بودن، آن دسته از جملاتی انتخاب شده اند که جنبه خلاقانه دارند. مهم ترین نکته ای که در انتخاب نمونه متن ها لحاظ شده است، آزادی عمل مخاطب یا گیرنده، تأثیرگذاری و سطح متون است؛ زیرا این ویژگی ها با توجه به هدف یک سند ممکن است در اسناد گوناگون با همدیگر تفاوت داشته و تعیین کننده سطح استاندارد بودن یک متن باشند.

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.

The present study investigated the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. To this end, a sample of 151 Iranian female students from a public pre-university school in Islam Shahr was selected. They were assigned to six groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, two post-tests in multiple choice and fill-in-the-blanks formats were administered to assess the participants’ vocabulary comprehension and production. Two independent One-Way ANOVA procedures were used to analyze the obtained data. The results showed that the differences among the effects of the above-mentioned techniques were statistically significant in both vocabulary comprehension and production. These findings can have implications for learners, teachers, and materials’ developers.

Many textbooks include semantically related words and sometimes teachers add synonyms, antonyms, etc. to the words in order to present new vocabulary items without questioning the possible effects. This study sought to investigate the effect of teaching vocabulary through synonym, semantically unrelated, and hyponym sets based on Higa’s (1963) proposed continuum. A total of 120 Iranian intermediate EFL adults were selected and classified into two high and low language proficient learners based on their PET (2003) scores. They learned the vocabulary items based on the three above-mentioned methods. Learners’ vocabulary achievement was measured using Paribakht and Wesche’s (1993) Vocabulary Knowledge Scale (VKS) in order to assess both the quantitative (number of learnt vocabulary [NLV]) and the qualitative knowledge of vocabulary (depth of learnt vocabulary [DLV]) by administering the same test twice with a two-week interval for obtaining ST and LT results. To address research questions, two independent two-way ANOVAs and two mixed design two-way ANOVAs were conducted. The results revealed that the learners from synonym sets group gained better ST vocabulary achievement quantitatively and language proficiency level proved not to play any significant role in the learners’ vocabulary accomplishment based on belonging to any given group. It was also revealed that quantitatively hyponym, semantically unrelated, and synonym set groups were respectively the most effective methods of clustering that lead to less forgetting in LT which supports Higa’s proposition.

Advertisement has long been used as a tool for informing and attracting audiences in different ways. This study aims at investigating the linguistic tools of advertisement in Persian on the basis of Halliday’s systemic-functional grammar theory. The data of this study were gathered from written and verbal commercial advertisements which were recorded and rewritten in order to investigate verbal groups in the sentences in terms of process and function types and subsequently compare the two bodies. The results showed that material and relational processes had highest frequency in Persian language in terms of ideational metafunction. From the interpersonal metafunction perspective, information function was frequent in most cases. Regarding these factors, there was no significant difference between verbal and written bodies.

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.

این تحقیق در نظر دارد مجموعه ا ی کتاب های زبان عمومی تالیف شده توسط نویسندگان انگلیسی زبان (4کتاب) و فارسی زبان (5 کتاب) را از حیث اهداف یادگیری در چارچوب اصلاح شده ی بلوم (2011) ارزیابی کند که دریابد کدام سطوح از چارچوب اصلاح شده ی بلوم در این کتابها بارزتر هستند . بدین منظور محتوای کتابها براساس طرح کدگذاری شده که توسط رزمجو و کاظم بور (2012) طراحی شده، کدگذاری شد. پایایی طرح کدگذاری شده نیز مورد آزمایش قرار گرفت. سپس اطلاعات موجود مورد ارزیابی قرار گرفت و فراوانی و درصد وقوع اهداف یادگیری متفاوت مورد محاسبه واقع شد. طبق یافته های این تحقیق, برجسته ترین سطوح یادگیری در کتابهای تالیف شده توسط نویسندگان انگلیسی زبان و فارسی زبان، سطوح پایینی مهارتهای اندیشیدن یا همان سه سطح پایینی در چارچوب اصلاح شده ی بلوم می باشند. با این وجود، سطوح بالایی مهارتهای اندیشیدن یا همان سه سطح بالایی در چارچوب اصلاح شده ی بلوم در کتاب های تالیف شده توسط نویسندگان انگلیسی زبان بیشتر دیده میشود . به طور کلی از تحقیق حاضر برمی آید که کتاب های تالیف شده توسط نویسندگان فارسی زبان نمی تواند زبان آموزان را به تفکر انتقادی وادارد. در پایان پیشنهاداتی چند به معلمان و همچنین طراحان کتاب ارایه شده است.