علی محمد فضیلت فر

علی محمد فضیلت فر

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۲۷ مورد.
۱.

The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 169 - 196

کلیدواژه‌ها: Cross-linguistic influence L3 acquisition CEM LPM indefinite frequency adverbs

حوزه‌های تخصصی:
تعداد بازدید : ۲۵ تعداد دانلود : ۱۶
This study aims to identify the role of transfer in the L3 acquisition of indefinite frequency adverbs, be it L1, L2 or both; and to find out whether CLI occurs on a feature-by-feature basis or as a wholesale phenomenon. Also, this study intends to investigate the influence of the learners' L2 proficiency on the L3 acquisition of indefinite frequency adverbs; and to examine the effect of different task modalities on the facilitative/detrimental role of background languages in the transfer of indefinite frequency adverbs in the early stages of German learning. To this end, we studied 30 Persian-speaking L3 learners with previous L2 knowledge of English. We collected data from a grammaticality judgement task to account for learners' receptive knowledge and an element rearrangement task to measure learners' production. The data were analyzed using multivariate tests and paired samples t-tests, which allowed us to estimate the effects of background languages, learners' L2 proficiency, and task type on the acquisition of indefinite frequency adverbs in L3. The results contradicted the wholesale CLI and supported the hybrid transfer models of CEM and LPM, which claim that transfer occurs property by property. The results also refuted the role of micro-variables, including learners' L2 proficiency and task type.
۲.

Evidence for the Linguistic Proximity Model in the Learning of English Present Perfect Tense by Speakers of L1 Kirundi and L2 French(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۱, Winter ۲۰۲۴ 29 - 57

کلیدواژه‌ها: crosslinguistic influence foreign language learning parsing Temporal Category linguistic transfer

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تعداد بازدید : ۱۲۹ تعداد دانلود : ۱۰۳
Studies that have employed the Linguistic Proximity Model to account for crosslinguistic influence in third language learning so far have used child simultaneous bilinguals as participants in their research designs. This study investigated adult sequential Kirundi-French bilinguals to uncover factors driving cross-linguistic influence in learning L3 English present perfect tense using the same Linguistic Proximity Model as a theoretical framework. To achieve that goal, ninety participants including thirty L1 Kirundi, thirty L1 French, and thirty L1 Kirundi-L2 French learners of English were recruited. Those participants were selected using a stratified random sampling technique that took into account their linguistic backgrounds and their scores on the proficiency measure. Data were elicited using a background questionnaire, a quick placement test, a grammaticality judgment task, and a translation task. Descriptive statistics, independent-samples Kruskal-Wallis tests, analysis of variance, and multiple comparisons served in the data analysis. The results showed that simultaneous facilitative and non-facilitative cross-linguistic influence from French and Kirundi were operational at both lower and advanced stages of L3 development, with lower-proficiency learners experiencing negative influence from L1 Kirundi during production. These findings further support the Linguistic Proximity Model as an underlying theory for cross-linguistic influence in third-language learning. They can also serve as a guide in planning pedagogical activities for third language learners at differing stages of the target language development. 
۳.

Exploring Teachers’ Attitudes and Beliefs: The Case of In-Service EFL Teachers’ Professional Development at Farhangian University(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 25 - 42

کلیدواژه‌ها: Teacher Education Curriculum Content knowledge Pedagogical Content Knowledge pedagogical knowledge

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تعداد بازدید : ۵۷ تعداد دانلود : ۵۹
Considering the EFL context, many teachers experience difficulty in incorporating what is learned in their pedagogical practices. This study attempted to discover the perception of in-service EFL teachers with various age groups, teaching experiences, and genders on the efficiency of the program in developing teachers’ content, pedagogical content, and pedagogical knowledge. The participants were selected from two groups of teachers who passed specific courses at Farhangian University and those who graduated from other universities which offered BA programs in TEFL. To this end, a questionnaire was constructed based on an extensive examination of the stated objectives of the current curriculum and was pilot-tested with 40 EFL teachers in both groups. As many as 160 high school teachers in Farhangian groups and 135 teachers in Non-Farhangian completed the revised questionnaire. A semi-structured interview consisting of ten open-ended questions was conducted with 20 of the participants in Farhangian and 20 teachers in Non-Farhangian groups. Based on MANOVA analysis, the effect of gender in Farhangian groups was statistically significant. The result of MANCOVA specified that there was no statistically significant mean difference between the two groups regarding the efficacy of the program in content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK).
۴.

Motivation and International Posture of Multiple Language Learners in Burundi Urban and Rural Settings(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۶, Autumn ۲۰۲۳ 29 - 48

کلیدواژه‌ها: L2 Motivational Self System International Posture L2 motivation learning context multiple language learning

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تعداد بازدید : ۳۰ تعداد دانلود : ۲۶
The present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) pupils participated in the present study which used a 40-item questionnaire to collect the data. The results indicated that the students from both learning contexts have distinct motivational dispositions for learning both French and English. French is more popular among rural school learners while English enjoys more popularity among urban school students. Moreover, region-specific differences were found in the participants with learners from rural schools exhibiting more positive motivation to learn both languages than their urban counterparts. The results also revealed that, independent of the region, L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each target language. One region and language-related difference was that the variable of international posture emerged as a significant contributor to the students’ intended language learning effort only among urban school learners uniquely in relation to their English learning. In the light of the results of this study, pedagogical implications are provided.
۵.

Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۲, Issue ۳, Summer ۲۰۲۳ 147 - 169

کلیدواژه‌ها: motivation Complex Dynamic Systems Theory Changes in motivation motivational factors Multilingualism

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تعداد بازدید : ۱۸۴ تعداد دانلود : ۱۹۹
Drawing on qualitative research, this study explored, from a complex dynamic systems theory perspective, the motivation of Burundi junior high school students simultaneously learning L2 French, L3s English and Kiswahili. It aimed to fill the gap in research on (1) changes in motivational dynamics and factors responsible for any fluctuations in the levels of motivation over time and (2) complex interactions between different learner variables among multiple language learners. Twelve school pupils who were all Kirundi native speakers participated in this study. Retrospective interviews were used to collect data relating to the students’ multilingual learning experiences over the period of their formal education. The findings indicated that the intensity of learning each target language fluctuated over time, with English generally enjoying the highest increase and Kiswahili the lowest and that different factors were responsible for such dynamic changes. Besides, complex interactions between the students’ L1, L2, and L3s linguistic knowledge and their foreign language learning motivations were revealed. These results indeed highlight the complex and dynamic nature of motivation in learning multiple languages. In light of these findings, practical implications are discussed based on the Burundi educational context.
۶.

Junior Secondary School Students’ Motivation for Learning Multiple Foreign Languages in Burundi: A Cross-sectional Study

نویسنده:
منبع: Research in English Education Volume ۸, Issue ۲ (۲۰۲۳) 30-46

کلیدواژه‌ها: L2 motivation L2 motivational self - system school grade simultaneous multiple language learning

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تعداد بازدید : ۱۷۸ تعداد دانلود : ۱۵۰
This study investigated the motivation of Burundi junior secondary school students learning simultaneously three foreign languages: French, English, and Kiswahili. A 65-item questionnaire was employed to sample the views of 348 (grade 7 through 9) learners from state schools. Using Dörnyei’s (2009) L2 motivational self-system as the main theoretical framework, this study specifically explored temporal changes in L2 motivation of the participants over the three-year period across the three target languages. In doing so, the present study adopted a quantitative research design with a cross-sectional approach and the obtained data were analysed by means of descriptive and inferential statistics namely a one-way analysis of variance (ANOVA) and stepwise multiple regression analyses. Statistical analyses were computed using SPSS - version 22. The results indicated that there were significant differences in most of the measured motivational scales across the three languages with ninth grade students scoring significantly lower than their peers from lower school grades. Moreover, the results revealed that L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each language. One school grade-related difference was that international posture appeared as a significant factor among seventh grade students in relation to French learning and among ninth grade pupils regarding English learning. Another finding, which was unexpected, was that English (L3) appeared to be the most popular foreign language among these students. In the light of the results, pedagogical implications are discussed based on the socio-educational context of Burundi.
۷.

Acquisition of L3 English Attributive Adjectives by Arabic-Persian and Persian-Arabic Bilinguals(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۲ , N. ۴ , ۲۰۲۳ 21 - 40

کلیدواژه‌ها: Cross-linguistic influence English Attributive Adjectives Third Language Learning Language of Communication language transfer

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۲ تعداد دانلود : ۱۰۶
The goal of the present study was to realize whether L1 (first language) or L2 (second language) affects the third language (L3) learning. Three mirror-image groups learning English were compared, as early learners of sequential Persian-Arabic bilinguals. The first group used L1 Persian-L2 Arabic languages. The second and the third groups used L1 Arabic-L2 Persian languages. Moreover, the first and the second groups used Persian, and the third group used Arabic as a language of communication. The Oxford Quick Placement Test (OQPT) was administered to select initial L3 English learners. Sixty English learners participated in the study. The translation task and Grammaticality Judgment Test were administered to elicit English attributive adjectives. To compare the performances of the three groups, the non-parametric equivalent of One-Way ANOVA, which was the Kruskal-Wallis test, was used. Mann-Whitney U tests were applied to recognize the probably significant differences among groups. None of the Cumulative Enhancement Model (CEM), the L1 Factor Hypotheses, the L2 Status Factor, and the Typological Primacy Model was confirmed. However, the influence of the dominant language of communication on L3 learning supported data. Groups one and two had better performances in the comprehension and production of attributive adjectives. Group three obtained the lowest mean score. This study lets us determine the influence of earlier acquired languages, Persian and Arabic, on the initial stage of learning L3 English attributive adjectives. The results indicate that the language of communication has a substantial effect on transferring from the first and second languages into the L3 language.  
۸.

Acquisition of L3 English Past Perfect, Present Progressive, and Present Perfect Tenses by L1 Kirundi-L2 French Bilinguals

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۸, No. ۱, Winter ۲۰۲۳ 1 - 40

کلیدواژه‌ها: Psychological Multilingualism Third Language Acquisition Linguistic Proximity Model Temporal Category EFL Learners

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تعداد بازدید : ۱۶۵ تعداد دانلود : ۱۳۰
This study employed the Linguistic Proximity Model (LPM) to investigate the effect of cross-linguistic influence (CLI), target language proficiency as well as their interaction in the acquisition of L3 English past perfect, present progressive, and present perfect tenses by L1 Kirundi-L2 French bilinguals. In that perspective, 90 learners including 30 L1 Kirundi-L2 English bilinguals, 30 L1 French-L2 English bilinguals, and 30 L1 Kirundi-L2 French-L3 English trilinguals completed an Oxford Quick Placement Test, a Background Information Questionnaire, and a Grammaticality Judgment Task. Data were analyzed using descriptive statistics, multivariate analysis of variance, post hoc comparisons, and independent sample tests. Results revealed that neither Kirundi nor French exerted an exclusive influence in the L3 past perfect and present progressive tenses. However, concerning the L3 present perfect, the results indicated a significantly facilitative effect from L2 French.  The results showed also a significant effect of target language proficiency: while lower-proficiency learners experienced a relatively negative influence from previous languages, higher-proficiency learners utilized their complex multicompetence to overcome difficulties linked to structural differences. Besides structural similarity reported in the already existing L3A studies, the findings herein point to L3 learners’ complex multicompetence as a new factor capable of driving CLI in the LPM framework.
۹.

Identity Construction of EFL Learners of Translated Short Stories(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۱, Spring & summer ۲۰۲۳ 184 - 198

کلیدواژه‌ها: Native Literature Language Investment Persian Short story Reader Identity Construction

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تعداد بازدید : ۲۰ تعداد دانلود : ۱۶
Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses how learning English through Persian short stories translated into English can affect reader identity reconstruction of Iranian undergraduate students of English. The researchers selected three translated stories of loyalty, justice, and love themes. After collecting the data through five WhatsApp semi-structured interviews and five open-ended questionnaires, the researchers applied qualitative content analysis to the data related to readers’ self-descriptions of the initial L2 learning experiences, the story-based instructional stage, and their aspirations. The findings revealed significant alterations in the emotional and attitudinal states of the learners throughout the stages. Despite prioritizing different cultural and linguistic resources, the three participants highlighted the contribution of resources in language learning in the story-based stage and in their aspirations. All participants focused on the scaffolding role of their native language and culture in enhancing classroom interactions. The results would enlighten materials developers to integrate translated literary texts from Persian literature into language teaching programs
۱۰.

بررسی طولی هوش هیجانی صفتی و اضطراب کلاس زبان خارجی در زبان آموزان ایرانی: مدل سازی منحنی های رشد پنهان(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره سیزدهم بهمن و اسفند ۱۴۰۱ شماره ۶ (پیاپی ۷۲) ۶۰۷-۵۷۱
تعداد بازدید : ۱۹۰ تعداد دانلود : ۱۷۹
شناخت دوسویه هوش هیجانی و اضطراب کلاس زبان خارجی نیاز به بررسی عمیق تری برای کشف ماهیت گسترش و تعامل پیچیده این دو عامل روان شناختی دارد. در این مطالعه با استفاده از پژوهش طولی به بررسی ماهیت توسعه و تعامل هوش هیجانی صفتی و اضطراب کلاس زبان خارجی در زبان آموزان ایرانی پرداخته ایم. بدین منظور، از روش منحنی های رشد پنهان طولی برای تجزیه و تحلیل داده ها استفاده شد.جمع آوری داده ها در مدت یک سال از زبان آموزان ایرانی ای که در مؤسسات خصوصی آموزش زبان مشغول به یادگیری زبان انگلیسی بودند، انجام شد. نتایج پژوهش نشان داد که میزان هوش هیجانی زبان آموزان در مدت پژوهش افزایش و میزان اضطراب کلاس زبان خارجی آن ها کاهش یافت. همچنین، در میزان رشد و توسعه دو متغیر تفاوت های بین فردی مشاهده شد. علاوه بر این، رابطه منفی و معناداری بین منحنی های رشد اولیه دو متغیر و شیب منحنی های رشد مشاهده شد. این ارتباط در ابتدا شروع مطالعه کم بود اما با گذشت زمان در طی یک سال این ارتباط قوی تر شد. نتایج و دستاوردهای این پژوهش مورد بحث قرار گرفت.
۱۱.

The Effect of Academic Context of Learning on L3 Acquisition of Iranian Bilinguals(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۴, Issue ۱۳, Spring ۲۰۲۱ 7 - 19

کلیدواژه‌ها: Academic context of learning Language of contact instruction L2 status factor Cumulative enhancement model Typological primacy model

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تعداد بازدید : ۳۵۷ تعداد دانلود : ۲۰۴
The present study aimed to investigate the effect of learning context on the acquisition of plurality agreement in English noun phrases by Iranian L3 learners of English. To this end, 64 elementary learners of English were chosen from among the students of Arabic language and literature and Persian language and literature of Ahvaz university and Yazd university via the Oxford Quick Placement test. The participants were assigned to four groups to be compared in terms of the comprehension and production of plurality agreement via a grammaticality judgment correction task and a picture description task. The first and the second groups had Persian as their first language (L1) and Arabic as their second language (L2) but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The third and fourth groups had Arabic as the L1 and Persian as the L2 but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The results showed that the groups which had Arabic as their language of contact instruction outperformed the other groups in both tasks, which suggests that they transferred plurality agreement facilitatively from Arabic, which was their language of contact instruction. Therefore, the results of this study suggest that the context of learning matters in the acquisition of L3 properties since the L3 learners associate their language of contact instruction with the L3 in their mind due to the similarities in the learning context.
۱۲.

Exploring Iranian Pre-Service English Language Teachers’ Professional Identity through Sociocultural Lens(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۱, ۲۰۲۱ 131 - 158

کلیدواژه‌ها: Pre-service Teachers Professional identity practicum mentor teachers

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تعداد بازدید : ۴۹۷ تعداد دانلود : ۲۱۴
This study was an attempt to explore the process of professional identity construction of 49 male and female pre-service English language teachers of Isfahan Farhangian university Through a Vygotskian sociocultural lens. Since the construction of identity can be considered both personally and socially (Beachup & Thomas, 2009; Beijaard et al., 2004), this study took a social constructivism and Vygotskian sociocultural approach as its theoretical basis. This mixed method study was conducted through reflective journals, semi-structured interviews, and a five items Likert-type questionnaire. The data were analyzed using SPSS ver.19 and ANOVA for comparing the means of the quantitative data. Thematic analysis was used for analyzing the qualitative data. The results showed that the construction of student-teachers’ professional identity is a dynamic and unstable process which is affected by different factors such as personal and sociocultural factors, self-image, learning environment, and practicum experiences and mentor teachers. The results of the current study can be used by educational policy makers, teacher educators, and evaluators for making better decisions about teachers to make educational progress.
۱۳.

The Effects of Systemic-Theoretical Instruction on Developing Iranian EFL Learners’ Explicit and Implicit Knowledge of Tense-Aspect System(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 85-104

کلیدواژه‌ها: cognitive grammar grammar instruction socio-cultural theory Implicit Knowledge explicit knowledge

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تعداد بازدید : ۴۱۸ تعداد دانلود : ۴۵۲
This study aimed to investigate the effects of Systemic Theoretical Instruction (STI), grounded in Socio-cultural Theory and proposed by Gal’perin, on developing Iranian EFL learners’ knowledge of English tense-aspect system. To this end, two low-intermediate classes, including 24 and 21 language learners aged between 12-19, were taught the distinction between simple past and present perfect tense through STI and traditional method of grammar instruction. The learners sat for a pretest one week before the treatment and an immediate and delayed posttest, one and three weeks after the instruction, respectively. The tests included binary-choice and gap-filling items to evaluate the learners’ explicit knowledge of the target tense-aspect pairings and elicited imitation test items to check their implicit knowledge. The results obtained from a series of independent and paired-sample t-tests revealed a significant improvement for both groups in the immediate posttest both in terms of the entire test and its subcomponents suggesting that both types of instruction were effective in improving the learners’ implicit and explicit knowledge of the target forms in the short term. However, the significant outperformance of the STI group compared to the traditional group implied the superiority of this method. Moreover, the STI group generally outperformed the traditional group in the delayed posttest indicating the possibility of having a more lasting effect on developing learners’ knowledge when compared to the traditional method. These findings can have significant implications for teachers and materials developers in practicing the assumptions of more innovative approaches such as STI.
۱۴.

The Impact of the Asynchronous Online Discussion Forum on the Iranian EFL Students’ Writing Ability and Attitudes(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۷ , N. ۴ , ۲۰۱۸ 457 - 486

کلیدواژه‌ها: Computer-mediated Communication (CMC) Asynchronous online discussion forum Technology and Writing Feedback provision

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تعداد بازدید : ۴۱۹ تعداد دانلود : ۲۲۱
This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. To do this, 60 undergraduate students majoring in English were assigned to two experimental and control groups while receiving different types of feedback. Students in the experimental group were required to take part in an asynchronous forum by writing a five-paragraph essay, challenging their ideas and providing feedback based on a pre-designed feedback sheet, whereas students in the control group received traditional face-to-face feedback by the teacher. Analysis of the data obtained through a pre-test, a post-test, and a survey indicated that students’ writing improved significantly in the experimental group, on both lexis and grammar planes, as the results of engaging in replying to peers’ questions, involving in writing by exchanging feedback, and employing self-assessment strategies to revise their own work. Furthermore, they also expressed more positive attitudes toward writing. The study offers implications for L2 writing instruction in EFL contexts
۱۵.

Iranian Teacher Trainees’ Attitudes towards English as a Lingua Franca(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۰, No. ۱, ۲۰۱۸ 29 - 60

کلیدواژه‌ها: ELF Language Attitude Teacher Trainees Globalized World

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تعداد بازدید : ۵۰۴ تعداد دانلود : ۳۰۴
The present research was an attempt to shed more enlightening light on the current wave of English as a Lingua Franca (ELF), which is gradually sweeping the traditional ideologies in the field of ELT. To that end, this study examined the Iranian teacher trainees’ attitude towards ELF. What makes the present research markedly different from the other language attitude studies is in the context of research, namely Iran, an underrepresented country in the literature concerning ELF. To collect the data, the researchers employed mixed methods design, using questionnaires and follow-up semi-structured interviews. The results indicated that many a participant maintained contradictory and ambivalent attitudes towards ELF-related issues. Whilst they appeared to be favorably inclined to agree with the statements pertaining to ELF, they did not display uniform attitudes about ELF-related issues in an in-depth analysis of the results. In fact, the results revealed an underlying tendency towards NS norms among the participants. Results of the study may have implications for teacher trainers and ELF researchers.
۱۶.

Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۱, No. ۱, March ۲۰۱۸ 67-100

کلیدواژه‌ها: Teacher language awareness Procedural dimension Novice EFL teachers Experienced teachers Pedagogical practice

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تعداد بازدید : ۵۹۸ تعداد دانلود : ۴۷۳
Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.
۱۷.

تحلیل فراگیری افعال کمکی انگلیسی در فارسی زبانان از منظر نظریه انتقال کامل/دسترسی کامل(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۷ پاییز و زمستان ۱۳۹۶ شماره ۲ 527 - 554

کلیدواژه‌ها: افعال کمکی افعال اجباری افعال احتمالی افعال تمایلی نظریه ی انتقال کامل/دسترسی کامل

حوزه‌های تخصصی:
تعداد بازدید : ۳۱۱ تعداد دانلود : ۲۹۳
پژوهش حاضر، برای بررسی یادگیری افعال کمکی انگلیسی در زبان آموزان فارسی زبان صورت گرفته است؛ بدین منظور، 34 زبان آموز سطح متوسط و 33 زبان آموز سطح پیشرفته انتخاب شدند. سطح توانایی این فراگیران، با استفاده از آزمون های انتخاب صحیح و ترجمه سنجیده شد. این زبان آموزان مشکلات زیادی در به کارگیری صورت های ساده و کامل فعل کمکی would داشتند. علاوه بر آن، عدم تمایز بین افعال کمکی اجباری should، must و have to را نیز می توان یکی دیگر از مشکلات زبان آموزان به حساب آورد. با تو جه به مطالب ذکر شده و از مقایسه این دو گروه، می توان نتیجه گرفت که ساختارهای ربطی زبان انگلیسی که در زبان فارسی وجود ندارند، برای زبان آموزان حتی در سطح های بالاتر هم مشکل-آفرین اند. این یافته ها با ادعاهای مطرح شده در نظریه ی انتقال کامل/دسترسی کامل تناقض دارند که مبنی بر به کارگیری هم زمان زبان اول و قواعد زبانی در سطوح اولیه آموزشی است. واژگان کلیدی: افعال کمکی، افعال اجباری، افعال احتمالی، افعال تمایلی، نظریه انتقال کامل/دسترسی کامل.
۱۸.

Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۶, No. ۱, June ۲۰۱۷ 179 - 145

کلیدواژه‌ها: concept-based instruction explicit rule-based instruction Language Development grammar instruction cognitive grammar

حوزه‌های تخصصی:
تعداد بازدید : ۶۳۴ تعداد دانلود : ۵۱۹
The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 structures. To this end, over the course of eight weeks 28 third grade middle school students (14 years old) received the concepts in the CBI framework and 30 third grade middle school students received a traditional type of instruction. There were three sets of data including definition of the concepts of tense and aspect before and after CBI, concept verbalization data during CBI, written discourse performance plus responses to a set of grammatical questions before and after CBI. It was found that although both groups improved significantly after receiving the instruction, the students who received CBI performed significantly better than those in the traditional group. The students who received CBI also produced a significant definition of the concepts and their written discourse performance and responses to the grammatical questions improved after CBI. The result provides insight into the application of scientific concepts in L2 instruction.
۱۹.

Asynchronous Online Discussion Forum: A Key to Enhancing Students’ Writing Ability and Attitudes in Iran(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۰, No. ۲, September ۲۰۱۷ 35-79

کلیدواژه‌ها: Asynchronous online discussion forum EFL teaching writing L2 writing in Iran Feedback provision

حوزه‌های تخصصی:
تعداد بازدید : ۵۷۲ تعداد دانلود : ۳۶۷
This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. Two groups of third-year students (N = 60) majoring in English were assigned to two treatment and control groups, each receiving different types of feedback. Students in the treatment group were required to participate in an online learning environment and exchange feedback with their peers, whereas students in the control group received the traditional face-to-face feedback provided by the teacher. The results of a pre-test, a post-test, and a survey revealed that students’ writing in the treatment group significantly improved, both semantically and syntactically, and they expressed more positive attitudes toward writing. The findings also indicated that as a result of engaging in the asynchronous online discussion forum and exchanging feedback with peers, students exhibited more control over their work, involved more effectively with the learning tasks, collaborated more with their classmates, and employed self-assessment strategies to independently revise or rewrite their work. The implications of the study offer guidelines to improve and facilitate writing skill in EFL contexts.
۲۰.

مقاله به زبان انگلیسی: تاثیر تفاوت های فردی بر روی کاربردشناسی میان زبانی زبان آموزان ایرانی زبان انگلیسی در گفتمان سازمانی (The Impact of Individual Differences on the Interlanguage Pragmatics of Iranian EFL learners in Institutional Discourse)(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۴, No. ۱, June ۲۰۱۵

کلیدواژه‌ها: گفتار تفاوت های فردی کاربردشناسی میان زبانی گفتمان سازمانی

حوزه‌های تخصصی:
تعداد بازدید : ۷۴۷ تعداد دانلود : ۵۸۱
این پژوهش تاثیر تفاوت های فردی همچون مهارت زبانی، جنسیت و سن بر روی کاربردشناسی میان زبانی فراگیران(زبان آموزان) ایرانی زبان انگلیسی در گفتمان سازمانی مخصوصاً توانایی آنان در بازشناسی و ارزیابی اشکالات کاربردی و دستوری در وضعیت گفتاری «درخواست و عذرخواهی» را بررسی می کند. به این منظور، 187 دانشجوی EFL زبان انگلیسی در سه سطح دانشگاهی لیسانس، فوق لیسانس و دکتری در این پژوهش مشارکت کردند. گردآوری داده ها به صورت مقطعی برای تجزیه و تحلیل ارتباط بین متغیرها و گفتار که توسط زبان آموزان در سطوح مختلف مهارتی بازشناسی شده و مورد سنجش قرار گرفته اند، انجام شده است. سه روش تحلیل واریانس تفاوت های کمی را بین سه گروه براساس تفاوت های فردی نشان داد. علاوه براین، تحلیل عمیق آیتم های آزمون نشان داد که زبان آموزان در سه سطح مهارتی، اشکالات دستوری را به صورت جدی تر از اشکالات کاربردی تشخیص داده و ارزیابی کرده اند. نتایج، اطلاعات توسعه ای و کیفی در مورد ویژگی های شناختی و فردی را به تبع اطلاعات کاربردی آشکار کرد. یکی از الزامات قابل توجه آن است که در هر گونه توضیحی از توسعه توانش کاربردشناختی، تفاوت های فردی که بین مراحل شناخت و هدف همچون تولید، ایجاد شده باید مورد توجه قرار گیرد. علاوه براین، مهارت زبان شناختی نه تنها برای زبان آموزان ضرورت دارد، بلکه دستیابی به مهارت کاربردی نیز مهم است.

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