درخت حوزه‌های تخصصی

This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention as the comparison group and three task-based groups were processing instruction, consciousness-raising, and input enhancement. The interviews and the interactions during the treatments were also analyzed qualitatively. Task-based instruction (TBI) proved significantly more effective than traditional intervention and processing instruction significantly outperformed all others on both posttests. Furthermore, processing instruction was the only task-based intervention to retain its improvement till the delayed posttest. Qualitatively, processing instruction led to true negotiation of meaning and deep-level learning, consciousness-raising led to massive negotiation over the function of the target structure and deep-level learning, input enhancement led to enormous unfocused interaction about meaning, and traditional intervention just led to interaction about the forms. It was concluded that a well-planned processing instruction is a promising intervention for focusing on language form; however, due to the strong points cited for the other two tasks, their roles should not be ignored.

بررسی کارپوشه تولید گفتاری زبان آموزان ایرانی در زبان فرانسه (از ارزشیابی تکوینی به خودارزشیابی) روح الله رحمتیان دانشیار دانشگاه تربیت مدرس، تهران r_rahmatian@yahoo.com مرضیه مهرابی دانشجوی دکتری دانشگاه تربیت مدرس،تهران marzieh_mehraby@yahoo.fr ژاله کهنمویی پور استاد دانشگاه تهران jkahnomi@ut.ac.ir تاریخ دریافت:28/11/1391 تاریخ پذیرش: 23/5/1392 امروزه متخصصان علم آموزش بر این باورند که ارزشیابی جزء لاینفک فرایند یاددهی/ یادگیری زبان هاست و باید با استفاده از ابزارهای مناسبی مانند کارپوشه تحقق یابد. هدف پژوهش حاضر، بررسی کاربرد و کارآمدی کار پوشه تولید گفتاری زبان آموزان ایرانی در کلاس فرانسه به عنوان زبان خارجی بوده است. به عبارت دقیق تر، مؤلفه های زبان گفتاری از جمله توانش دستوری، تلفظ و آهنگ کلام، توانش گفتمانی، روانی در کلام و تعامل میان زبان آموزان تحلیل شده است. در این جستار، ابتدا چارچوب نظری موضوع بررسی و سپس نتایج حاصل از تحقیقات مطالعه میدانی ارائه شده اند. جامعه آماری متشکل از یازده زبان آموز بزرگسال در سطح B1 زبان فرانسه می باشد. بر اساس دستاورد این تحقیق، زبان آموزان به کمک روش کار پوشه در تمام مؤلفه های تولید گفتاری پیشرفت داشته اند و توانسته اند توانایی خودارزشیابی خویش را رشد دهند. کلید واژگان: ارزشیابی، کار پوشه، تولید گفتاری، زبان آموزان ایرانی.

In response to the increasing interest in and need for a practical brief measure in language testing, this study explored the properties of an offline short-form test (OSF) versus a conventional lengthy test. From the total of 98 vocabulary items pooled from the Iranian National University Entrance Exams, 60 items were selected for the conventional test (CT). To build the OSF, we created an item bank by examining the item response theory (IRT) parameter estimates. Data for the IRT calibration included the responses of 774,258 examinees. Upon the results of the item calibration, 43 items with the highest discrimination power and minimal guessing values from different levels of ability were selected for the item bank. Then, using the responses of 253 EFL learners, we compared the measurement properties of the OSF scores with those of the CT scores in terms of the score precision, score comparability, and consistency of classification decisions. The results revealed that although the OSF generally did not achieve the same level of measurement precision as the CT, it still achieved a desired level of precision while lessening the negative effects of a lengthy test. The results also signified an excellent degree of correspondence between OSF and CT scores and classification results. In all, findings suggest that OSF can stand as a reasonable alternative for a longer test, especially when conditions dictate that a very short test be used.

لغت عنصر مهمی در مهارتهای چهارگانه زبانی است. مسئله به خاطرسپاری بلندمدت لغات برای معلمان زبان انگلیسی همواره دارای اهمیت زیادی بوده است. چرا که اغلب معلمان شاهد هستند که دانش آموزان لغات آموزش داده شده را پس از مدت کوتاهی فراموش می­کنند. این مطالعه بر آن است تا تأثیر استفاده از نرم افزار ""ورد سیفت"" (word sift)را که ابزاری وابسته به اینترنت برای تولید ابر کلمات است در به خاطرسپاری بلندمدت لغات زبان آموزان زبان انگلیسی بررسی نماید. برای این منظور 60 زبان آموز که داری سنی بین 17 تا 24 سال بودند انتخاب شدند و به دو گروه شاهد و آزمایش تقسیم شدند. 100 لغت که در 6 متن بکار رفته بودند به آنها آموزش داده شد. آموزش اصلی شامل 12 جلسه تدریس بعلاوه یک جلسه اضافی برای بررسی تاثیر آموزش در به خاطرسپاری بلندمدت کلمات بود. نتایج آزمون t و تحلیل واریانس یک راهه نشان داد که استفاده از نرم افزار ""ورد سیفت"" و بکار بردن ابرکلمات به طور کلی تاثیر معنادار مثبتی بر به خاطرسپاری بلند مدت لغات در زبان آموزان زبان انگلیسی دارد.

This study investigated the impact of using the technique of self-monitoring on non-academic EFL learners’ composition writing. Fifty female students studying English at Navid English Institute in Shiraz, Iran were chosen based on the results of a proficiency test. They were all 16-20 years old and were intermediate learners of English who were divided into two control and experimental groups and took a writing pre-test. The experimental group (EG) received a training program on the effective use of the technique of self-monitoring proposed by Charles (1990). That is, they learned to add annotations expressing doubts and queries on various parts of their five composition drafts. The students in CG wrote their drafts without annotations. At the end of the twenty-second session course, both groups took a writing posttest. The results indicated that the learners in EG performed significantly better and the global features of organization and content in their writing were enhanced. Surveying the students’ views on self-monitoring, through a questionnaire, revealed their interest in taking charge of their writing task. Findings point to the efficacy of the self-monitoring technique in promoting learners’ writing proficiency and autonomy in handling writing tasks.

In this research, different English translations of Sa‘di’s Bustan were studied. An anecdote was selected randomly with its three English translations to identify whether or not the translators have managed to convey the messages of the original poem. The three selected translations were examined according to two of the criteria that Larson (1984) has proposed (accuracy and naturalness) for testing a translation. By accuracy, the researcher intended to see whether, the translators have been successful in rendering the SL text accurately and precisely without radical changes, omission and addition; and by naturalness, it was meant whether the translations sound natural or they contain strange and foreign words. The results of the study show that Edwards has been successful in understanding the main idea of the original poem and conveying it into prose. Clarke’s translation is word-for-word and being literal, the natural criterion has been breached in some instances. Wickens’s has attempted to transfer the exact meaning of the original to the target text. Among the three translations studied, that of Wickens is considered to be the most accurate one.

A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two communities of practice (English and Arabic) developed the professional identity of language teachers. The results of the semi-structure interviews with 5 language teachers highlighted some differences between English and Arabic language teaching communities of practice in terms of the situated learning activities they provide for language teachers to develop their professional identity. Furthermore, since the community of practice can be considered a potential curriculum that may be learned by newcomers with legitimate peripheral access, it would be considered as a main source of identity formation of both English and Arabic language teachers. The findings of the study can be used to better understand the nature of being a professional language teacher in non-native contexts. They have implications for novice and experienced language teachers as well as for teacher educators to review the content of the teacher training courses

یادگیری لغات اغلب باید به صورت اتفاقی از طریق شنیدن و خواندن به وجود آید. این یکی از دلایلی است که به اهمیت وجود یک برنامه خواندن وسیع و قابل توجه در یادگیری زبان انگلیسی اشاره می کند. مطالعات وسیع این فرصت را به فراگیران زبان می دهد تا به خواندن حجم زیادی از مطالب و موادی که در سطح سواد آنهاست بپردازند. یادگیری زبان از طریق شرایطی چون تکرار، بازیابی، استفاده خلاقانه و توجه کامل به وجود می آید. این شرایط را می توان در حین خواندن به شیوه های مختلفی از طریق باریک خوانی، خواندن مجدد، خواندن و ارتباط با مهارت های دیگر، خواندن و بحث، و یادگیری از طریقه تمرینات خواندن افزایش داد. فعالیت های رایانه ای می توانند با فراهم کردن فرصتی برای یادگیری عمدی موثر واقع شوند، اما باید در نظر داشت که یادگیری عمدی نباید جایگزین خواندن وسیع شود.