وحید شهیدی پور

وحید شهیدی پور

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ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۳ مورد از کل ۳ مورد.
۱.

A Study of Iranian EFL Senior High School Teachers' Perceptions and Practices Regarding Teaching English Idiomatic Expressions

نویسنده:
منبع: Applications of Language Studies, Vol ۳, Issue ۱, ۲۰۲۵ 220 - 253
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تعداد بازدید : ۱۱ تعداد دانلود : ۱۳
This study was an endeavor to analyze how English as a foreign language (EFL) teachers at Iranian senior high schools perceive the challenges of teaching idiomatic expressions and how they address them in the classroom. To this end, the researcher conducted face-to-face semi-structured interviews with 30 Iranian male and female teachers who teach English as compulsory courses at all grades of senior high schools in Qom, selected through convenience sampling based on their availability and willingness to participate in this inquiry. Grounded theory was used to analyze the data. The results revealed that many teachers were concerned about the inadequacy of the textbooks used in senior high schools (Vision series), as they do not emphasize the teaching of English idiomatic expressions, even though such expressions have been included in the recent University Entrance Examinations. Regarding teaching strategies for idiom comprehension, on the other hand, the teachers often provided first language (L1) equivalents for L2 idioms, guided students' attention to contextual clues, and explained the meanings of idioms. Additionally, for idiom production, they had students make stories, conversations, or sentences using the target idioms and provided them with lists of frequent idioms to memorize and use as needed. These findings shed light on the challenges teachers face and their strategies when teaching idioms at school.
۲.

Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۷, No. ۲, ِDecember ۲۰۱۸ 121 - 146
حوزه‌های تخصصی:
تعداد بازدید : ۷۴۶ تعداد دانلود : ۵۰۴
The objectives of the present study were threefold: First, it sought to investigate difficulties Iranian EFL high school learners face to understand English idioms. Second, it attempted to explore intermediate EFL learners’ language learning strategy preferences to comprehend idioms. Third, it aimed to examine whether there was a significant difference between successful and less successful students' strategy use in idiom comprehension. To this end, 200 Iranian male and female students of the three grades of different senior high schools in Qom, Iran, were selected through convenience sampling. They responded to a five-point Likert-scale questionnaire (Alhaysony, 2017), investigating the challenges of idiom comprehension. Afterwards, they took the Oxford Quick Placement Test. Ninety-eight of them were selected as intermediate learners. Third, they took a multiple-choice test on idiom comprehension, developed by the researcher, and responded to the Strategy Inventory for Language Learning (Oxford, 1990). Descriptive statistics, frequencies and means, and a one-sample t-test were used to analyze the data. The results indicated that the participants complained that idioms were challenging mainly because they were not taught well in class and were not part of the course syllabi. They also revealed that successful learners in understanding idioms used all six categories of strategies in the high and medium levels. They employed metacognitive strategies the most (M= 3.88), but affective strategies the least (M= 2.84). The results of the t-test suggested significant differences between successful and less successful learners' strategy use. The results provide insights into the challenges and strategies of English idiom comprehension.
۳.

Syntactic Structures and Rhetorical Functions of Electrical Engineering, Psychiatry, and Linguistics Research Article Titles in English and Persian: A Cross-linguistic and Cross-disciplinary Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۱, Spring ۲۰۱۷
حوزه‌های تخصصی:
تعداد بازدید : ۱۱۱۴ تعداد دانلود : ۸۳۰
A research article (RA) title is the first and foremost feature that attracts the reader's attention, the feature from which she/he may decide whether the whole article is worth reading. The present study attempted to investigate syntactic structures and rhetorical functions of RA titles written in English and Persian and published in journals in three disciplines of Electrical Engineering, Psychiatry, and Linguistics. To this end, 750 English and 750 Persian RAs were randomly selected from reputable English and Persian journals in these fields and syntactic structures of their titles were analyzed based on Dietz’s (1995) taxonomy. The results revealed that, despite some similarities, there were some cross-linguistic and cross-disciplinary differences in title structures. The differences were found in title components and title length and style. Generally, English titles were shorter in length than Persian ones. Psychiatry titles were the longest, whereas Linguistics ones were the shortest. Although the majority of titles were single-unit ones, English authors used multiple-unit titles more than Persian ones. Multiple-unit titles were also employed the most in Linguistics RAs. No significant difference was found regarding combinations of multiple-unit titles in the two languages; however, topic-description combinations were the most frequent in Electrical Engineering and Linguistics titles, whereas topic-method ones were the most popular in Psychiatry titles. Moreover, the post-modified nominal group construction was the most frequent syntactic structure across single-unit titles. Such findings can contribute to the developments of English for Specific Purposes and provide some information about Persian and English RA titles structures in different disciplines.

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