درخت حوزه‌های تخصصی

باورهای معلمان در طول زندگیشان تحت تأثیرعوامل مختلف شکل می گیرد. بنابراین،آگاهی از افکار و عقاید معلمان در خصوص زندگی وشرایط کاریشان کمک شایانی به درک صحیح ما از تعریف واقعی معلمان در یک محیط فرهنگی و اجتماعی بخصوص می کند. هدف این مطالعه موردی، بررسی زندگی شخصی و کاری شش معلم زبان انگلیسی در مدارس دولتی و مؤسسات خصوصی زبان به منظورارائه تصویر صحیحی از باورها و تجربیات معلمان بر فرآیند یادگیری زبان دومشان، تجربیات تدریس، انتظارات و شرایط کنونی آنها، و تلاشهایشان برای ایجاد نوآوری در روش هایتدریس شانمی باشد. بدین منظور هدف، مصاحبه ها و مشاهدات مکرر به مدت یک سال برای جمع آوری اطلاعات لازم انجام شده و سپس توسط شیوه مقوله بندی معنایی تجزیه و تحلیل شدند. نتایج حاکی از آن بود که بیشتر معلمان چه در مدارس دولتی ویا مؤسسات خصوصی زبان از شرایط کاری و زندگی خود راضی نبودند. همچنین آنها با عوامل ناامید و دلسردکننده بسیاری، همچون نداشتن امنیت شغلی، شغل دائمی، تعادل میان کار و زندگی، بیمه و در عین حال، داشتن حجم کاری بالا، حقوق کم، محیط کاری پر استرس، شغل یکنواختو راکد، محیط کاری خسته کننده، محدودیت در نوآوری، مشکلات در ادامه تحصیل،و دوره های آموزشی غیرعلمی، ناشی شده از سیاست های داخلی و خارجی مسئولان، روبرو بودند. امید است با بها دادن به صحبت های معلمان زبان انگلیسی، موقعیت و وضعیت حقیقی آنها در جامعه کنونی آشکار گشته و به دنبال آن شاهد برطرف شدن برخی از نیازها و انتظاراتشان باشیم.

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.

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction

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.

This study was aimed at investigating the effect of collaborative assessment, as compared to that of static assessment, on the EFL learners’ reading comprehension, metacognitive strategies, and critical thinking. In this mixed-methods research design study, 62 intermediate EFL learners out of a population of 79 English language learners, were randomly selected and divided into two groups of experimental and control with 31 participants in each group. They were both female and male, who were administered a meta-cognitive strategy and critical thinking questionnaire and a reading comprehension test at the pretest and posttest stage of the study. Furthermore, semi-structured interviews were conducted with 15 participants and six sessions of the course were picked for observation. A multivariate ANOVA (MANOVA) test was run and the obtained results revealed that the students in the experimental group showed statistically significant gains on the reading comprehension and metacognitive strategy as compared with the participants in the control group but did not show any significant difference on their critical thinking. Similarly, the analysis of the interviews and classroom observations provided important themes which revealed that the students found collaborative assessment a very fruitful and practical way of promoting their reading skills and strategies mainly metacognitive strategies.

The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT). The participants were divided into two experimental groups. The learners in experimental group I (Systemic Theoretical Instruction- Explanation and Materialization (STI-EM), were exposed to materialized tools which consisted of presenting the target concept in charts accompanied by the examples and related strategies to extract the concept, while Group II students (Systemic Theoretical Instruction- Explanation, Materialization, and Verbalization (STI-EMV), enjoyed materialized tools as well as collaborative verbalization. The learners in both groups went through pre-test, intervention, and post-test. The collected data were analyzed through employing analysis of covariance (ANCOVA). The results indicated that the group which practiced collaborative verbalization in L1 outperformed the one which was just mediated by teacher's oral explanation and materialized objects

Concerns over the phony nature of textbooks and artificiality of their contents in reflecting authentic language have been raised by a number of researchers. It has been argued that many language teaching programs result in the failure of learners of English to successfully communicate in the target language. The problem with these programs is that there is no general agreement about the success of these materials in developing the pragmatic competence necessary for interlocutors’ mutually intelligible communication[D1] . Hence, this study explored communicated requests for nonverbal/verbal goods and services (RNGS/RVGS) in the dialogues of 5 textbooks and 8 English movies. The utterances of the textbooks and movies were evaluated on six criteria deriving from research on speech act theory, politeness, and conversation analysis. These included whether the textbooks discussed second pair parts, the forms of requests, the context of request occurrence, the nature of the devices through which the requests are mitigated, and multi-turn request forms. The results of the analysis revealed that, except for re-requests and dispreferred responses of RNGS,textbooks’ strategies including forms, face, contexts of RVGS, and strategies of RNGSwere not realized through adequate examples compared to their variants in movies.Most importantly,except for bald on record, internal mitigators of RVGS, external mitigators, and direct and indirect forms of RNGS, the other request strategies in the textbooks showed less variety than those of their counterparts in the movies. Internally mitigated RVGS were the onlystrategies variouslyexploited in the textbooks.The findings revealed that textbook designers should improve their instructional materials by incorporatingmore accurate samples of communicated requests in their future textbooks.