درخت حوزه‌های تخصصی

The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. With the premise that human activity is artifact-mediated and goal-directed, activity theory makes it possible to demonstrate the complex and dynamic relationship between various institutional, social, and individual factors by revealing different contradictions that language teachers would experience as they attempt to implement CLT in their classroom contexts. In addition to 23 language teachers who consisted the main participants of this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part. Document analysis, semi-structured interview, and classroom observation comprised the data collection instruments. The results indicated that despite their optimism about and keen interest in CLT-based reform, Iranian language teachers could not successfully implement CLT due to their inability to successfully resolve the contradictions that emerged in their activity system. These contradictions in turn stemmed from a number of difficulties that emanate from various sources including teachers themselves, students, their parents, school staff, educational system, and the new package. Based on the findings, a number of implications and suggestions are provided for the Iranian curriculum developers, language teachers, parents, and teacher directors

Listening plays a significant role in daily communication and educational processes. In spite of its importance, listening has long been the neglected skill in second and foreign language acquisition, research, teaching, and assessment. However, on account of the entire challenges EFL learners encounter in classrooms due to the listening complexity, some pre-listening activities as supports in the procedure of teaching listening are proposed by experts in the field. This research investigated 80 male and female learners in 2 groups of 40, who were selected randomly, to determine whether pre-listening activities have a significant effect on listening comprehension of English texts. It also investigated whether there was a significant difference between male and female learners on pre-listening activities in terms of their effects on the comprehension of English texts. To do this, subjects first took a TOFEL test, which served as a pre-test, to make it possible to have homogeneous learners in a control group and an experimental group. In the experimental group, some pre-listening tasks, through which the learners received general prior information about the content of the listening texts, were performed. Then, they listened to and answered some multiple-choice comprehension questions which asked for the specific information in the listening texts. However, the control group’s listening comprehension tasks were destitute of pre-listening activities. The results of the analysis of the data obtained at the end of the experiment revealed that the experimental group performed significantly better than the control group. It also showed that females outperformed the male group. In other words, the treatments appeared to have a significant effect on the performance of the experimental group (and especially female learners therein) in listening comprehension.

هدف از تحقیق حاضر مقایسه فراوانی وقوع بخشهای متوجه به شکل زبان در مکالمات گروه های دو نفره متشابه و نا متشابه بود. این مطالعه با شرکت شصت نفر از دانشجویان رشته آموزش زبان انگلیسی که بر اساس نمراتشان در یک آزمون بسندگی استاندارد به دو گروه تقسیم شدند صورت گرفت. در یگ گروه، گروه های دونفره متشابه و در گروه دیگر گروه های دونفره نامتشابه تشکیل شدند. زبان آموزان در هر دو گروه مکالماتی در طی نه فعالیت نوشتاری مشارکتی انجام دادند که مکالمات ضبط و نگشاته شدند. میزان فراوانی وقوع بخشهای متوجه به شکل زبان، در مکالمات ضبط شده از گروه ها، شمارش و با روش آماری آزمون تی گروه های مستقل مقایسه گردید. نتایج تحلیل های آماری نشان دادند که گروه های دونفره نا متشابه، در مکالمات خود، بطور قابل توجه و معنی داری، از بخشهای متوجه به شکل زبان بیشتری استفاده کرده بودند. نتایج بدست آمده با توجه به نظریه اجنماعی فرهنگی ویگوتسکی مورد بحث قرار گرفته و نهایتا فواید آموزشی متعددی بدست آمد.

The use of effective multimedia instructions such as mobiles, computers, and the internet in language learning has turned out to be useful since the last decades. The impact of multimedia and synchronous approaches of computer-assisted language learning (CALL) on English as a foreign language (EFL) learners' learning of language skills and components has been studied to some extent. However, the impact of computerized mediated instruction through multimedia (text and graphics) on learning collocations requires further investigations. This study aimed at investigating whether synchronous and asynchronous multimedia components: text and text with added graphics had any effects on EFL learners' learning of collocations. In doing so, 150 male EFL learners at pre-intermediate proficiency level were selected through convenience sampling. They were divided into six groups. The results of the study showed that computerized mediated instruction was more effective than non-computerized instruction. Also, synchronous computerized instruction was more effective than asynchronous computerized instruction. The results also showed that presentation through text with added graphics was more effective than presentation through simple text. The results are discussed and some pedagogical implications are presented.