درخت حوزه‌های تخصصی

Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts,  training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses.   

Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.  

This study represents an investigation into the interplay of the English as a Foreign Language (EFL) teacher burnout and such teacher-related variables as emotional intelligence, personality traits, teaching experience, self-efficacy, school type, gender, academic degree and age. This is a research report of a study on 124 secondary school EFL teachers with BA, MA, and PHD academic degrees. Findings of correlation and sequential multiple regression analyses suggest that EFL teacher burnout is likely to result from several factors with emotional intelligence being by far the strongest predictor of them. It was also found that emotional intelligence and self-efficacy have a negative moderate correlation with teacher burnout. Strong correlations were also found between emotional intelligence and self-efficacy, age and self-efficacy, and age and experience. No significant relationship was found between burnout and age, experience or personality. Some critical points are raised for the education system in Iran and practical implications are suggested.

The present article aims to provide a synchronic study of the inflectional or morpho-syntactic categories of noun in Sistani dialect. These categories comprise person, number, gender or noun class, definiteness, case, and possession. Linguistic data was collected via recording free speech, and interviewing with 30 (15 females, 15 males) illiterate Sistani language consultants of age 40–102 years, living in central (Markazi) district of Zabol city in Sistan and Baluchestan province of the Islamic Republic of Iran. The research results indicate that nouns are inflected in three distinct persons i.e. first, second, and third persons with either singular or plural in number. Grammatical gender of nouns takes no specific morphological marker. As to the category of definiteness, this dialect makes use of syntactic devices (like demonstrative adjectives), and/or morphological devices (such as the use of /=ak/ and /=e/ clitics) to display the definite and indefinite nouns. Its case system is nominative-accusative system. In this regard, only the accusative or objective case marking is morphologically realized by the object marker /=a/. In addition, possession is expressed through the use of the word /mAl=e/ ‘belonging to’ or the preposition /az/ ‘from, of’ along with nouns/noun phrases/personal pronouns and also applying ezɑfe - construction in the form of genitive structure.

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.