درخت حوزه‌های تخصصی

زبان شناسی

حوزه‌های تخصصی
ادبیات اقتصاد تاریخ تربیت بدنی جغرافیا حقوق روانشناسی زبان شناسی علم اطلاعات و دانش‌شناسی علوم اجتماعی علوم اسلامی علوم انسانی علوم تربیتی علوم سیاسی فلسفه و منطق مدیریت مطالعات زنان هنر و معماری
زبان شناسی چیست؟ زبان شناسی کاربردی زبان شناسی نظری سیر تحول زبان شناسی (تاریخچه) علوم مرتبط میان رشته ای ها نقد و بررسی کتاب
ترتیب بر اساس: جدیدترینپربازدید‌ترین
فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۴٬۲۴۱ تا ۴٬۲۶۰ مورد از کل ۹٬۷۱۴ مورد.
۴۲۴۱.

The Impressibility of Speaking Accuracy/Fluency among EFL Undergraduates: A Meta-Analysis(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 184 - 225

کلید واژه ها: speaking Accuracy fluency EFL undergraduates meta-analysis

حوزه های تخصصی:
تعداد بازدید : ۶۴۶ تعداد دانلود : ۳۶۷
This meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the relationships among the variables in the 14 included studies were examined. More specifically, the analysis involved a statistical review of 67 effect sizes (at 95% CI) calculated from studies conducted between 2006 and 2016, including 890 participants. The analysis indicated that in 77% of the experimented treatments, the students performed as well as the students in the regular programs with no significant improvement in oral accuracy. The analysis also demonstrated that 63% of the treatments did not yield significant improvement in oral fluency in comparison with the regular instruction. Moreover, the synthesis of the effects of the contextual factors showed that low-level (i.e., elementary) learners experienced a better improvement in speaking performance. The analysis also revealed that, among the experimented treatments, dialogic tasks were most effective on oral accuracy while interviews were influential in promoting the students’ both oral accuracy and fluency. Finally, the quality of the study reports was analyzed and some directions for further research were suggested.
۴۲۴۲.

More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 226 - 248

کلید واژه ها: extrinsic motivation intrinsic motivation more and less proficient EFL learners Perception motivation raising strategy

حوزه های تخصصی:
تعداد بازدید : ۵۰۸ تعداد دانلود : ۵۵۵
Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners.  However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. 
۴۲۴۳.

Measuring the Effectiveness of Explicit and Implicit Instruction through Explicit and Implicit Measures(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۰, No. ۱, March ۲۰۱۷ 81-111

کلید واژه ها: Explicit Instruction Implicit instruction Explicit testing Implicit testing

حوزه های تخصصی:
تعداد بازدید : ۲۹۴ تعداد دانلود : ۱۶۳
Many studies have examined the effect of different approaches to teaching grammar including explicit and implicit instruction. However, research in this area is limited in a number of respects. One such limitation pertains to the issue of construct validity of the measures, i.e. the knowledge developed through implicit instruction has been measured through instruments which favor the recipients of explicit instruction. The present study expands on the previous studies by exploring the effectiveness of explicit and implicit instructions through administering a timed GJT and an untimed GJT. Data were collected from three different groups: (a) the explicit group was presented with rules of verb complementation, (b) the implicit group received visually enhanced texts, and (c) the control group received no instruction of the target feature. The results of the mixed between-within subjects ANOVA test revealed that the learners in explicit group outperformed the learners in implicit and control groups in post-tests and delayed post-tests even in the case of the implicit measure. Furthermore, the results indicated the more durable effects of explicit instruction compared with implicit instruction. Taken together, the study provided evidence for the efficiency of explicit teaching compared to implicit teaching in the context of L2 development.
۴۲۴۴.

The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۰, No. ۲, September ۲۰۱۷ 1-34

کلید واژه ها: Social capital Regional variation Gender Foreign language achievement

حوزه های تخصصی:
تعداد بازدید : ۴۸۹ تعداد دانلود : ۳۴۱
This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement.
۴۲۴۵.

The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 1 - 28

کلید واژه ها: field-dependent/independent listening comprehension listening strategies metacognitive strategies shadowing

حوزه های تخصصی:
تعداد بازدید : ۳۴۹ تعداد دانلود : ۲۹۶
This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.
۴۲۴۶.

Technology Mediated Instruction and its Effect on Cognitive Scaffolding, motivation and Academic Performance in EFL Context(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 72 - 96

کلید واژه ها: academic achievement cognitive scaffolding motivation technology mediated instruction

حوزه های تخصصی:
تعداد بازدید : ۵۵۱ تعداد دانلود : ۳۰۷
Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS) was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.
۴۲۴۷.

Effect of Précis Writing Instruction on the Creation of Cohesive Text by Iranian High School EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 97 - 114

کلید واژه ها: précis writing cohesive text Iranian EFL learners

حوزه های تخصصی:
تعداد بازدید : ۳۲۱ تعداد دانلود : ۳۱۸
Being expert in establishing cohesion and coherence in writing is not an easy task. The EFL learners are to pass through very long, uneven paths such as précis exercise to achieve this skill. The present study was launched to explore the effect of précis writing on the creation of a compact text. To this end, a true-experimental method of research with the pretest-posttest control design was employed. Via double-stage sampling, 40 female students were selected at Fatemeh-al-Zahra High School in Kabutarahang, Hamedan, Iran. The control group was taught some grammatical structures such as active and passive voices, reduced adjective clauses, and different tenses in English during twelve sessions; while the experimental group received a lesson plan consisting of twelve sessions of précis writing. To analyze the data collected via pretest and posttest, analysis of covariance (ANCOVA) was run. The findings of the study indicated that the participants in the experimental group performed better in producing cohesive and qualified texts than those in the control group. The conclusion drawn was that teaching précis, as a basic skill, can improve the writing ability and provide the students with more opportunities to utilize the cohesive devices and consequently produce more cohesive pieces of text.
۴۲۴۸.

Cultural Components and Subcomponents in Two Persian and English Language Teaching Textbooks: A Comparative Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۳, fall ۲۰۱۷

کلید واژه ها: cultural components big ‘C ' little ‘c ' Persian language teaching EFL/ESL

حوزه های تخصصی:
تعداد بازدید : ۴۶۶ تعداد دانلود : ۲۱۵
The present qualitative research, for the first time, aimed at comparing and contrasting the extent cultural components and subcomponents are represented in the elementary levels of A Course in General Persianand Top Notch Seriesas foreign language teaching textbooks. The adapted checklist of Lee's Big ‘C' and little ‘c' cultural components (2009) was used for the current study.  After content analysis, Big ‘C' cultural components with the highest, lowest, and no frequency in each textbook were identified, and the possible reasons behind the occurrence of each one were addressed. Based on the findings, it was revealed that although the two textbooks enjoyed approximately similar functions concerning non-/presenting Big ‘C' cultural components, the Persian textbook was richer in introducing cultural capsules. And while the cultural capsules in the Persian textbook were associated more with people's common life styles and their daily interactions, those in the English textbook were concerned more with entertaining life style. Concerning little ‘c,' no cultural component was observed in the two textbooks. It is implied that the embedded cultural components and subcomponents in FL/SL textbooks should be the ones which a) are in harmony with learners' language proficiency levels and b) are used (most) frequently in the daily lives of their native speakers.
۴۲۴۹.

Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۳, fall ۲۰۱۷

کلید واژه ها: actual classroom practices metacognitive instruction (MCI) process-oriented approaches stated practices strategy-based instruction (SBI) Teacher Cognition

حوزه های تخصصی:
تعداد بازدید : ۴۶۷ تعداد دانلود : ۳۳۴
Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.
۴۲۵۰.

Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۴, winter ۲۰۱۸ 67 - 101

کلید واژه ها: Conversation analysis the organizational pattern of repair practices Context reflective conversation other-and self-repair interactional awareness

حوزه های تخصصی:
تعداد بازدید : ۴۸۵ تعداد دانلود : ۴۱۱
For many English as a Foreign Language (EFL) teachers, working contingently with language learners' problematic learner contributions in classroom interaction remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher's repairing practices (his orientation to repairable, repair completion type and trajectory) along with the changing impacts of different organizational patterns of repair and interactional awareness on learning opportunities. The data material consists of video recordings of EFL oral classroom interactions (11 lessons) and reflective conversations (seven sessions) between the researcher and the participant teacher at one private language institute in Iran over a period of six months, in two phases. Qualitative results from the first (descriptive) phase indicated that the teacher's provision of repair in meaning-oriented contexts was generally convergent while in form-oriented ones divergent. The qualitative changes revealed the teacher's increasing attention to lexical errors and use of self-repair types, particularly in form-oriented contexts and the teacher's progress in interactional awareness including identification of contexts and repair organization, use of metalanguage and critical self-evaluation This study makes a contribution to conversation analytic research and our understanding of English teacher professional development.
۴۲۵۱.

Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA)(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۲, Summer ۲۰۱۷

کلید واژه ها: intercultural communicative competence critical cultural awareness questionnaire development EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۴۷۸ تعداد دانلود : ۳۷۷
Critical cultural awareness as a component of intercultural competence (Byram, 1997, 2012) has received the extensive attention of scholars in the fields of language teaching, cultural studies, ethnic studies, gender studies, communication studies, etc. in the recent decades. However, no instrument has ever been developed to assess this construct among Iranian EFL teachers. To fill this gap, in the first phase of the present study a theoretical framework for critical cultural awareness and its components was developed through reviewing the literature and conducting interviews with ELT experts. In the second phase, a questionnaire was developed and piloted with 370 participants who were available and willing to participate in the study. More specifically, the 37 items of the newly-developed ‘CCA' scale were subjected to principal component analysis which revealed the presence of three components. These phases led to the development of a questionnaire with three components and 37 items: (1) ‘CCA in ELT Programs' including 20 items, (2) ‘CCA in ELT Textbooks and Materials' including 13 items, and (3) ‘CCA in General Terms' including four items. The findings of this study may shed some light on this fuzzy subject and help researchers assess Iranian EFL teachers' critical cultural awareness.
۴۲۵۲.

Impact of Direct Corrective Feedback (DCF) Through Electronic Portfolio (EP) Platform on the components of Iranian EFL Learners’ Writing across Levels of Language Proficiency(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۲, Summer ۲۰۱۷

کلید واژه ها: direct corrective feedback e-portfolio proficiency level threshold level

حوزه های تخصصی:
تعداد بازدید : ۵۱۰ تعداد دانلود : ۲۵۲
While some researchers have questioned the efficacy of corrective feedback (CF), other researchers believe that CF can be effective if implemented through new technology types, including e-portfolio (EP). However, whether EP can be used as a medium of providing CF for language learners at different levels of language proficiency is still unknown. The purpose of the present study, therefore, was twofold: (a) to examine the writing performance of EFL learners across three levels of language proficiency receiving direct corrective feedback (DCF) via EP, and (b) to investigate which language proficiency group benefits more from DCF provided via EP. For the purposes of the present study, sixty (60) Iranian EFL learners who were divided into three levels of language proficiency at Sharif language center in Tehran, Iran participated in this study. The results of data analysis showed statistically significant differences for two components of writing—content, and mechanics—between beginning and intermediate, and beginning and advanced language learners. The results also showed that the higher the language proficiency level of language learners, the more they benefit from the provision of DCF through EP. These findings suggest that EP may be a viable option to supply Iranian EFL learners across levels of language proficiency with DCF. The article concludes with a call for testing the threshold-level hypothesis that may exist for language learners to use EP.
۴۲۵۳.

Investigating the Impact of Response Format on the Performance of Grammar Tests: Selected and Constructed(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۲, Summer ۲۰۱۷

کلید واژه ها: Response format multiple-choice item Constructed -response item Rasch model

حوزه های تخصصی:
تعداد بازدید : ۴۰۱ تعداد دانلود : ۳۴۰
When constructing a test, an initial decision is choosing an appropriate item response format which can be classified as selected or constructed. In large-scale tests where time and finance are of concern, the use of response chosen known as multiple-choice items is quite widespread. This study aimed at investigating the impact of response format on the performance of structure tests. Concurrent common item equating design was used to compare multiple-choice items with their constructed response stem-equivalent in a test of grammar. The Rasch model was employed to compare item difficulties, fit statistics, ability estimates and reliabilities of the two tests. Two independent sample t-tests were also conducted to investigate whether the differences among the item difficulty estimates and ability estimates of the two tests were statistically significant.  A statistically significant difference was observed in item difficulties. However, no significant difference was detected between the ability estimates, fit statistics, and reliabilities of the two tests.
۴۲۵۵.

تحلیل زبان شناختی بازتاب «برجام» در گفتمان های رقیب بر اساس رویکرد انتقادی فرکلاف(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و گویش های غرب ایران سال پنجم زمستان ۱۳۹۶ شماره ۱۹ 63 - 80

کلید واژه ها: تحلیل گفتمان انتقادی رویکرد فرکلاف برجام اصول گرا اصلاح طلب

حوزه های تخصصی:
تعداد بازدید : ۵۳۴ تعداد دانلود : ۴۰۹
این جستار با هدف آشکارسازی روابط پنهان قدرت و ساخت های زبانی ایدئولوژیک موجود در متون زبانی در چارچوب رویکرد تحلیل گفتمان انتقادی فرکلاف به بررسی بازتاب برجام (برنامه جامع اقدام مشترک) در رسانه مطبوعاتی متعلق به دو گفتمان اصول گرا و اصلاح طلب می پردازد. داده های این پژوهش را متون تولیدشده در روزنامه کیهان متعلق به گفتمان اصول گرا و روزنامه شرق متعلق به گفتمان اصلاح طلب در بازه زمانی مشخص (تیرماه 1394 تا بهمن ماه 1394) حول محور برجام تشکیل می دهد. دو پرسش عمده این پژوهش از این قرار است: 1- تفاوت های ایدئولوژیک در ارتباط با برجام چگونه در روزنامه های مربوط به دو گفتمان رقیب (اصلاح طلب و اصول گرا) بازنمایی شده اند؟ 2- این دو گفتمان رقیب از چه استراتژی های زبانی با توجه به موضع ایدئولوژیک خود در خصوص برنامه برجام بهره گرفته اند؟ تجزیه و تحلیل داده ها بیانگر آن بود که هر دو گفتمان رقیب در متون تولیدشده خود کوشیده اند با بهره گیری از استراتژی های زبانی همچون روابط مفهومی واژه ها اعم از باهم آیی ها، تشبیه، کنایه، علائم سجاوندی، نقل قول و ... موضع ایدئولوژیک خود را نشان دهند و به تخریب وجهه گفتمان رقیب بپردازند. گرچه کاربرد بعضی استراتژی ها در گفتمان اصول گرا بیشتر به چشم می خورد. گفتمان اصلاح طلب بیشتر سعی در بازنمایی مثبت برجام داشته و کمتر به ارزشیابی منفی گفتمان رقیب پرداخته است.
۴۲۵۶.

The Evaluation of Using Computer Assisted Language Learning (CALL) Facilities in Developing EFL Among Islamic Azad University Practitioners: The Case of Computer Literacy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 35 - 50

کلید واژه ها: CALL Facilities University Practitioners Iranian Context Computer Literacy

حوزه های تخصصی:
تعداد بازدید : ۲۷۳ تعداد دانلود : ۲۰۸
The present study investigated the university practitioners’ attitudes towards using computer assisted language learning (CALL) in teaching English language at Islamic Azad universities of Khuzestan Province. This study was also to examine the English as foreign language (EFL) MA and PhD teachers’ computer literacy and its effects on using CALL facilities in English classrooms. The participants of this study were 135 university teachers at the Islamic Azad Universities (i.e., 12 Branches). The research instrument was a questionnaire extracted from Shin and Son (2007) in 5-point Likert scale. Findings showed that that there was lack of technological equipment for using CALL. 
۴۲۵۷.

A Comparative Analysis of Metadiscourse Markers in the Result and Discussion Sections of Literature and Engineering Research Papers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 71 - 82

کلید واژه ها: Metadiscourse Interactive Interactional Research Papers

حوزه های تخصصی:
تعداد بازدید : ۴۷۸ تعداد دانلود : ۲۳۱
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. 
۴۲۵۸.

The Effect of Smart Board Technology on Iranian EFL Learners’ Achievement Motivation and Willingness to Communicate(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 125 - 148

کلید واژه ها: Smart Board achievement motivation WTC EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۵۰۵ تعداد دانلود : ۳۰۶
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. 
۴۲۵۹.

The Role of Gender in Reading Comprehension of Short Stories Taught Through Awareness-Raising(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 149 - 162

کلید واژه ها: Gender Short Stories Awareness-raising Reading Comprehension EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۶۹۰ تعداد دانلود : ۲۷۸
The present study examines the role of gender in reading comprehension of short stories taught through awareness-raising among Iranian EFL learners. In so doing, twelve male and eighteen female learners with lower intermediate English proficiency were selected as the research sample. Next, they were randomly divided into two fifteen-member groups (i.e., a control group and an experimental group). The control group followed the conventional methods and the experimental group was taught the same short stories using awareness-raising activities. Consequently, an independent sample t-test was run. The obtained results indicate the experimental group demonstrates a better performance than the control one. According to the means, the female learners in both groups outperformed the male ones. 
۴۲۶۰.

The Function of Pitch Range Variations in Samples of Emotional Expressions in Persian(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 255 - 278

کلید واژه ها: Pitch Range Tilt model Emotion Intonation Pattern Spectral Parameters

حوزه های تخصصی:
تعداد بازدید : ۶۳۷ تعداد دانلود : ۲۸۹
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.

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