درخت حوزه‌های تخصصی

زبان شناسی

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ادبیات اقتصاد تاریخ تربیت بدنی جغرافیا حقوق روانشناسی زبان شناسی علم اطلاعات و دانش‌شناسی علوم اجتماعی علوم اسلامی علوم انسانی علوم تربیتی علوم سیاسی فلسفه و منطق مدیریت مطالعات زنان هنر و معماری
زبان شناسی چیست؟ زبان شناسی کاربردی زبان شناسی نظری سیر تحول زبان شناسی (تاریخچه) علوم مرتبط میان رشته ای ها نقد و بررسی کتاب
ترتیب بر اساس: جدیدترینپربازدیدترین
فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۱۱٬۱۳۸ مورد.
۱.

A Comparative Study on the Archetypal Journey of Self-Realization in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 143 - 165

کلیدواژه‌ها: Archetypal criticism spirituality The Alchemist The Forty Rules of Love Sufism

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تعداد بازدید : ۶۰ تعداد دانلود : ۵۳
This comparative study deals with the archetypal journey of self-realization as represented in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love. Both novels feature protagonists who starts a spiritual journey to realize their true selves and fulfill their fates. The study also discovers how the writers use different literary techniques to transmit the archetypal journey of self-realization. For example, Coelho deploys the theme of the personal legend which stands for a person's unique ideal which serves as a guiding force for Santiago throughout his journey. On the other hand, Shafak benefits from the Sufi concept of the dervish, which represents a person going after spiritual enlightenment through separation from material possessions. Indeed, it focuses on the protagonists' self-realization journeys to discover the archetypal motifs, symbols, and narrative structures. These selected novels share thematic points embedded in mysticism, spirituality, and personal growth. From these perspectives, the purpose of this article is to provide a general understanding of how these contemporary works contribute to the wider discourse on self-discovery within the context of the protagonists’ archetypal journey.
۲.

Reframing Teacher Well-Being Scholarship: A Dual Analysis of Evolving Themes, Methodological Challenges, and Global Collaboration Patterns(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 33 - 78

کلیدواژه‌ها: bibliometric analysis Content Analysis cross-cultural research international collaboration Teacher Well-being

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تعداد بازدید : ۶۱ تعداد دانلود : ۶۶
This study aims to provide a comprehensive synthesis of the research landscape on Teacher Well-Being by integrating bibliometric and qualitative content analyses. Drawing on 1,256 peer-reviewed articles indexed in the Web of Science database between 1995 and 2025, the study first employs bibliometric techniques using R and VOSviewer to map trends, collaborations, and thematic tracks. Subsequently, a content analysis was conducted on a selected subset of 107 high-impact articles to categorize research purposes and contextual characteristics. Findings reveal strong thematic topics around resilience, burnout, job satisfaction, emotion regulation, positive psychology, equity, self-efficacy, reflective practice, and self-reflection. Both analyses highlight critical gaps in theoretical integration, methodological rigor, and international collaboration. While the United States, Australia, and the United Kingdom dominate in output and citations, emerging hubs such as China exhibit increasing engagement but limited global connectivity. The study underscores the need for longitudinal designs, culturally responsive research, and comparative international studies to advance the field. This research helps create a clearer, more inclusive and policy-relevant understanding of teacher well-being by emphasizing its systemic and relational aspects.
۳.

The Construct Validity and Measurement Invariance of the Teacher Emotion Questionnaire for Assessing EFL Teachers’ Emotions in the Classroom(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 113 - 141

کلیدواژه‌ها: construct validation Teacher Emotion Questionnaire confirmatory factor analysis fit indices measurement invariance

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تعداد بازدید : ۴۶ تعداد دانلود : ۳۸
his study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TEQ in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
۴.

Audiovisual Translation and Media Accessibility in Iran: State of the Art(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 255 - 282

کلیدواژه‌ها: Audiovisual Translation dubbing Subtitling voice-over localization

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تعداد بازدید : ۵۴ تعداد دانلود : ۹۶
The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on the dubbing and subtitling of audiovisual products. Particularly, accessibility research in the context of (non-)interactive audiovisual products is yet to attract focused attention. Certain areas are highlighted and recommended for future research
۵.

Au-delà des brouillons: Exploiter la puissance de la réécriture pour maîtriser l’argumentation écrite(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 335 - 375

کلیدواژه‌ها: didactics of writing scriptural competence learning FFL accompanied rewriting didactic sequence

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تعداد بازدید : ۵۸ تعداد دانلود : ۳۵
Partant d’un diagnostic des difficultés linguistiques des élèves, une démarche didactique de la réécriture accompagnée a été adoptée et développée dans une séquence didactique centrée sur le type argumentatif. L’analyse qualitative des données montre que les élèves du groupe d’intervention ont nettement progressé par rapport au groupe contrôle. Les écrits de ces derniers font apparaître un net progrès dans l’écriture d’un texte et ses procédures. Une analyse quantitative et statistique, réalisée à l’aide du logiciel SPSS, vient par la suite confirmer les résultats de l’analyse qualitative. Les résultats soulignent l’importance de l’enseignement des procédures rédactionnelles et de la distanciation par rapport à l’écrit. Ces éléments, et d’autres, nous ont offert des pistes didactiques intéressantes qui peuvent constituer des hypothèses de recherche pour des études ultérieures.
۶.

Transfer of Learning in a Multimodal, Collaborative ESAP Writing Program: Assessing Engineering Graduates’ Perceptions via the LTSI(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 77 - 111

کلیدواژه‌ها: learning transfer academic writing the LTSI collaborative planning

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تعداد بازدید : ۴۲ تعداد دانلود : ۵۳
Transfer of learning from English course to other contexts is one of the most fundamental objectives of English for Special Academic Purposes (ESAP) instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduate students who participated in an ESAP course assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. Sixty engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The variation in participants’ writing skills throughout the semester was recorded and analyzed. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). The participants’ evaluations of the treatment they had received was assessed through a focus group interview. Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis of the LTSI demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
۷.

Multi-level Contextual Factors and L2 Writing Teachers' Assessment Conception and Practices in Iran(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 167 - 198

کلیدواژه‌ها: writing assessment literacy assessment practice assessment conception macro/ meso/micro contextual factors

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تعداد بازدید : ۴۶ تعداد دانلود : ۳۴
riting assessment literacy (WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables, impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data were collected through semi-structured interviews with ten in-service L2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments, but they stated that they mostly used summative assessments in writing classes. Macro-level contextual factors turned out to mostly impact teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and the provision of more efficient assessment training for language teachers in teacher education programs.
۸.

Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 1 - 31

کلیدواژه‌ها: active motivation passive motivation willingness to communicate Foreign language achievement

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تعداد بازدید : ۴۴ تعداد دانلود : ۴۵
As a trigger to communication, motivation still includes undiscovered aspects which require further investigation. Hence, considering the newly proposed dual continuum model of motivation, this study investigated the relationships among willingness to communicate (WTC), active/passive motivation, and foreign language achievement (FLA) among 216 high school English as a foreign language (EFL) learners. The modified version of the active/passive motivation scale (APMS) was revalidated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) revealed significant relationships among active/passive motivation, L2WTC, and FLA. Additionally, six models were proposed for the prediction of learners’ L2WTC and FLA. The findings indicated that socio-cultural and sensory-perceptual active motivation as well as cognitive and sensory-perceptual passive motivation significantly predict learners’ L2WTC, while only cognitive active motivation predicts FLA. Furthermore, passive motivation predicts FLA in all sub-constructs. Finally, active motivation is a negative predictor of FLA if mediated by L2WTC. Overall, the study highlights the importance of passive as well as active motivation in promoting WTC and improving FLA among EFL learners.
۹.

The Impact of Concept Mapping on Summarizing Short Stories for EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 199 - 228

کلیدواژه‌ها: concept mapping EFL Learners Summarizing Short Story writing

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تعداد بازدید : ۸۷ تعداد دانلود : ۵۹
Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research, therefore, examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as a pretest. Next, the experimental group experienced concept-mapping instruction, whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as a posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment supports the statistical results. The findings offer several instructional implications.
۱۰.

Amplifying Achievement: How Self-Efficacy Shapes Music Students' Success in English Medium Instruction (EMI)(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 229 - 254

کلیدواژه‌ها: conceptual review English medium instruction (EMI) music Self-Efficacy students' achievement

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تعداد بازدید : ۴۰ تعداد دانلود : ۳۲
English Medium Instruction (EMI) is increasingly adopted in higher education worldwide, yet its application in music education within non-English-speaking contexts remains underexplored. The application of EMI plays a crucial role in improving learners' English skills and subject matter, which can also affect learners' achievement. The most important predictor of learners' performance and success is self-efficacy, which is also a relevant concept in the area of music performance. This Review investigates the role of self-efficacy in shaping music students' academic achievement in EMI settings, where language and performance intersect. The study aims to identify how learners' self-efficacy in their musical and linguistic abilities influences their success and motivation. It contributes to EMI literature by highlighting self-efficacy as a mediating factor between language proficiency and academic performance in music education. The findings offer practical implications for curriculum design, instructional strategies, and learner support. Specifically, the study emphasizes the need to integrate self-efficacy-building practices—such as performance feedback, peer collaboration, and goal-setting—into EMI-based music instruction to enhance both linguistic and artistic development.
۱۱.

Iranian EFL Teachers’ Professional Development, Psychological Well-being and Reflection: A Mixed-methods Design(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 307 - 332

کلیدواژه‌ها: EFL Language teachers professional development well-being reflection

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تعداد بازدید : ۴۴ تعداد دانلود : ۴۸
Although reflective teaching and well-being have been promoted as a means to promote teaching quality, there is little empirical evidence to illustrate their impact on enhancing professional development. To fill this existing gap, this study adopts a mixed-methods approach to examine the contribution of reflection and psychological well-being as predictors of professional development. In so doing, 350 English language teachers participated in a survey and follow-up interviews. The correlational analysis confirmed the positive relationship among these three constructs, and a structural equation modelling indicated that both reflection and well-being significantly predicted professional development; however, well-being was a stronger predictor compared to reflection. The qualitative analysis of data revealed four main themes contributing to professional development among teachers. The pedagogical implications are also elaborated and discussed.
۱۲.

Manipulation of Taboo Language in Four American Novels Translated into Persian(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 283 - 306

کلیدواژه‌ها: manipulation rewriting patronage translated literature taboo concepts

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تعداد بازدید : ۴۶ تعداد دانلود : ۳۷
ranslated literature almost always involves a degree of manipulation of the source text for a certain purpose. Such manipulations are imposed by the ‘patrons’ who try to regulate the relationship between the literary system and the other systems a society is composed of. Working on this fundamental broadly-acknowledged assumption about translation, the present study aimed at identifying the concepts that are often manipulated in translated literature published in contemporary Iran. It also attempted to spot the manipulative strategies imposed on translations and the counter-manipulative strategies adopted by translators to sidestep those manipulations. Drawing on the findings of the so-called ‘Manipulation School’ and Dukāte’s typology of manipulation strategies, it conducted a comparative analysis of the source texts and translated versions of four American novels recently published in Iran. The codification of the data revealed the frowned upon taboo concepts to be descriptions of, or references to, sexual activity, physical contact between the sexes, human body, extramarital relationships, swear words, prostitution, nudity, homoeroticism, alcoholic drinks, and dancing. The most frequent manipulation strategies were 1) deletion of the taboo concepts, 2) substitution of the concepts with totally different concepts, and 3) attenuation of the forbidden words, that is to say, expressing them in a more polite, softer language. Although the manipulation mechanism is most effectively in place, the translators seemed to have occasionally applied creative strategies to evade the imposed manipulations. Such counter-manipulative strategies were classified as legitimization, archaism, use of less familiar words, degenderalization, denunciation, and borrowing in this study.
۱۳.

Amélioration de la communication orale des apprenants de langues étrangères en Iran: rôle de l’intelligence artificielle dans la création d’interactions vérisimilitudinaires et l’adaptation culturelle(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۷ فروردین و اردیبهشت ۱۴۰۵ شماره ۱ (پیاپی ۹۱) 377 - 409

کلیدواژه‌ها: communication orale intelligence artificielle (IA) interaction vé risimilitudinaires carré tensif compé tence communicative

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تعداد بازدید : ۲۸ تعداد دانلود : ۲۹
Cet article examine le rôle de l’intelligence artificielle (IA) dans l’amélioration de la compétence orale chez les apprenants de français langue étrangère (FLE) en Iran. Il s’interroge sur la manière dont l’IA peut contribuer, de manière efficace et contextualisée, au développement de cette compétence dans un environnement culturellement spécifique. L’étude repose sur une enquête menée auprès de 20 apprenants de FLE en Iran. La collecte de données s’est effectuée à travers un questionnaire ciblant leurs compétences orales, leur expérience d’usage de l’IA et leur perception de l’adéquation culturelle des contenus générés. L’analyse des données mobilise une approche mixte (quantitative via SPSS et qualitative) et un cadre théorique pluridisciplinaire. Ce cadre s’appuie sur la théorie de la compétence communicative de Dell Hymes, la théorie de l’adaptation culturelle de Kim et Hall, les approches discursives-pragmatiques de John Searle et surtout sur la théorie du carré tensif de Fontanille. Les résultats indiquent que l’IA permet d’améliorer la prononciation et la fluidité, encourage l’usage des expressions idiomatiques françaises et développe la souplesse linguistique. Par la création d’environnements vérisimilitudinaires (contextes d’interaction réalistes et culturellement cohérents) et des retours personnalisés en temps réel, l’IA favorise un apprentissage actif et individualisé. Toutefois, certaines limites subsistent : la difficulté à reproduire les dimensions émotionnelles, gestuelles et implicites des interactions humaines, ainsi qu’à intégrer la diversité dialectale régionale.
۱۴.

Foreign Language Learning Needs of Undergraduate Engineering Students in Architecture and Electrical Engineering Faculties in Iran(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۸, No.۳۶, Spring & Summer ۲۰۲۵ 1-42

کلیدواژه‌ها: academic learning needs ESP content EAP methodology EAP instructors

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تعداد بازدید : ۱۲ تعداد دانلود : ۱۲
This study aimed to investigate the foreign language learning needs of undergraduate engineering students enrolled in the faculties of architecture and electrical in Iran. A total of 133 undergraduate students aged between 20-25 years, along with 30 subject-specific instructors from Azad and State universities of Yazd, Iran, participated in the study. The study was conducted using a qualitative-quantitative survey design, which involved questionnaires and interviews. Qualitative data was collected through interviews with 20 subject-specific instructors and ten undergraduate students in their eighth semesters. The analysis of qualitative and statistical data revealed that most students needed to master the English language before they attended their specialized courses. Over one-third of the students expressed dissatisfaction with the teaching methodology, evaluation methods, amount of foreign culture taught in class, and content of the textbook. The subject-specific instructors also expressed dissatisfaction with their students’ language skills. It can be concluded that in Iran, the English for Specific Purpose (ESP) course does not fully prepare the students to embark on their studies, as it does not sufficiently take into account their learning needs, present level of foreign language proficiency, objectives of the course, resources available in terms of staff, materials, equipment, finances, and time constraint, as well as the skill of the teachers and the teacher’s knowledge of the specific area.
۱۵.

معیارسازی خرده آزمون های واژگانی معنایی نسخه فارسی پروتکل ارزیابی مهارت های ارتباطی مونترال (پی.ام.ای.سی.)(مقاله علمی وزارت علوم)

نویسنده:
منبع: علم زبان سال ۱۲ بهار و تابستان ۱۴۰۴ شماره ۲۱ 305 - 334

کلیدواژه‌ها: آسیب نیمکره راست نسخه فارسی پروتکل مهارت های ارتباطی مونترال (پی.ام.ای.سی.) خرده آزمون های واژگانی معنایی معیارسازی

حوزه‌های تخصصی:
تعداد بازدید : ۳۰ تعداد دانلود : ۴۰
مجموعه ای از پژوهش ها در تقریباً نیم قرن اخیر نشان داده اند که علاوه بر نقش تعیین کننده نیمکره چپ در پردازش زبان، نیمکره راست نیز، در پردازش جنبه های مختلف زبانی و ارتباطی نقش دارد. «پروتکل ارزیابی مهارت های ارتباطی مونترال (ام.ای.سی.)» در سال 2004 به عنوان یک آزمون جامع با هدف ارزیابی چهار مهارت نوایی، واژگانی معنایی، گفتمانی و کاربردشناختی در بیماران آسیب دیده مغزی نیمکره راست طراحی و تدوین شد. در پژوهش حاضر، چهار خرده آزمون مرتبط با مهارت واژگانی معنایی نسخه فارسی پروتکل مونترال (پی.ام.ای.سی.)، یعنی روانی گفتار بدون محدودیت، روانی گفتار با معیار املایی (ب)، روانی گفتار با معیار معنایی (پوشاک) و قضاوت معنایی، معرفی شده است. در فرایند هنجارسازی این چهار خرده آزمون، عملکرد 150 فرد سالم فارسی زبان در دو گروه سنی 25 44 و 45 64 سال و دو گروه تحصیلی زیر 12 سال و 12 سال یا بالاتر آموزش رسمی ارزیابی شد. نتایج این پژوهش روایی و پایایی خرده آمون های پی.ام.ای.سی. را برای سنجش مهارت های واژگانی معنایی زبان فارسی تأیید کرده است. همچنین، هماهنگ با نتایج پژوهش پیشین درباره مهارت کاربردشناختی پی.ام.ای.سی.، نتایج نشان می دهند که متغیر میزان تحصیلات، در مقایسه با متغیر سن، به طور معنی داری بر عملکرد آزمودنی ها در بیشتر خرده آزمون ها اثرگذار بوده است.
۱۶.

وضوح در تدریس استاد زبان و مشارکت زبان آموزان انگلیسی: نقش میانجی خستگی تحصیلی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۵ تابستان ۱۴۰۴ شماره ۲ 117 - 134

کلیدواژه‌ها: خستگی تحصیلی زبان آموزان زبان انگلیسی مشارکت تحصیلی وضوح در تدریس بافت آموزش زبان ایران

حوزه‌های تخصصی:
تعداد بازدید : ۴۸ تعداد دانلود : ۵۸
در فرآیند یادگیری زبان خارجی، متغیرهای محیطی از جمله رفتار و شیوه تدریس استاد تأثیر قابل توجهی بر مشارکت کلاسی زبان آموزان دارند. علاوه بر آن، عوامل عاطفی مانند احساس خستگی تحصیلی نقش مهمی در تعاملات کلاسی ایفا می کنند و می توانند انگیزه و مشارکت دانشجویان را تحت تأثیر قرار دهند. در این راستا، پژوهش هایی به بررسی این روابط پرداخته اند، اما نیاز به تحقیقات بیشتر در این زمینه احساس می شود. با توجه به این ضرورت، این مطالعه، به بررسی ارتباط بین وضوح در تدریس اساتید زبان، خستگی زبان آموزان و مشارکت تحصیلی آن ها در مقطع کارشناسی رشته ی زبان انگلیسی در ایران پرداخت. علاوه بر این، تأثیر میانجی خستگی بر ارتباط بین وضوح در تدریس و مشارکت، مورد آزمایش قرار گرفت. بر این اساس، 291 دانشجوی زبان انگلیسی از طریق نمونه گیری در دسترس، دعوت شدند و از آنان درخواست شد که پرسشنامه های خود اظهاری مربوط به وضوح در تدریس استاد، مشارکت زبان آموز و خستگی تحصیلی را تکمیل کنند. روایی و پایایی پرسشنامه ها، مورد بررسی قرار گرفت. نتایج تحلیل مدل سازی معادلات ساختاری، نشان داد که وضوح در تدریس با مشارکت دانشجویان رابطه مستقیم و با میزان خستگی رابطه عکس دارد. علاوه بر این، خستگی، به طور معکوس و به طور قابل توجهی، مشارکت را پیش بینی کرد. یافته ها، همچنین نشان داد که خستگی، تأثیر وضوح در تدریس بر مشارکت را میانجی گری می کند. در پایان تحقیق، مضامین نظری و تجربی، مورد بحث قرار گرفت و پیشنهاداتی برای تحقیقات آتی ارائه شد.
۱۷.

The Interplay of Motivation Regulation Strategies, Integrated Writing Strategy Use, and Integrated Writing Performance of Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۴, Issue ۲, Spring ۲۰۲۵ 81 - 100

کلیدواژه‌ها: Integrated reading-listening-to-write Writing strategy motivation regulation strategies writing challenges

حوزه‌های تخصصی:
تعداد بازدید : ۵۳ تعداد دانلود : ۴۰
The ability to write from sources or integrated writing is considered an essential competency in academic and professional settings. This study investigated the possible interactions between motivation regulation strategies, integrated writing strategy use, and integrated reading-listening-to-write (RL2W) performance of Iranian EFL learners. A convenient sample of 31 learners from an EFL essay writing course participated in the study. The required data were collected based on the learners' performance in an integrated writing task and their responses to motivation regulation and integrated writing strategies questionnaires. The correlation analysis indicated a positive moderate relationship between motivation regulation strategy use and integrated writing performance of the learners, while integrated writing strategy use showed a low relationship with these constructs. Multiple regression analysis also indicated that among the subscales of motivation regulation strategy use in writing, interest enhancement had a significant contributory power to account for the integrated writing performance of the learners. MANOVA results also pointed to the superiority of high writing proficiency learners in motivation regulation strategy use compared to their less competent counterparts, but there were no significant differences between high and low groups in integrated writing strategy use, which confirmed the importance of quality of strategy use to mere quantity. As a subsidiary aim, the challenges learners encountered in the integrated writing process were identified by analyzing their responses to a reflection question and examination of their written essays. They were identified as linguistic, psycholinguist, and academic skill problems.
۱۸.

The Mediating Role of Teacher-Student Relationship in the Association between Emotion Regulation and Psychological Well-being among Iranian EFL Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۳, No ۲, Fall ۲۰۲۵ 23 - 36

کلیدواژه‌ها: EFL Teachers emotion regulation (ER) psychological well - being (PWB) teacher - student relationship (TSR)

حوزه‌های تخصصی:
تعداد بازدید : ۳۱ تعداد دانلود : ۴۳
Teaching is a complex profession demanding strong emotional regulation and interpersonal relationship skills, which are critical to teachers’ psychological well-being (PWB). Based on positive psychology as well as Compassion-Based Language Education (CBLE), this research intends to examine the mediational role of teacher-student relationship (TSR) in the relationship between emotion regulation (ER) and psychological well-being of Iranian English as a Foreign Language (EFL) teachers. Adopting SEM and with the help of established scales, the study searches for fresh insights about these core psychological processes to reveal the intricate associations between emotional regulation, relationships, and the psychological outcomes at work in the context of EFL instruction. A total of 243 Iranian EFL teachers were also randomly chosen based on the stratified random sampling technique with different professional experiences (that is, with different academic degrees and expertise). Broad experience and qualifications make our sample representative of Iranian EFL teachers and enhance the generalization of our findings. Stratification also helped in the coverage of aspects of age, education, and experience. Inter-variable correlations were strong, and TSR was a significant mediating variable, as indicated by the path coefficients. The direct effect of ER on TSR, indirect effect on PWB through TSR, and the total effect of ER on PWB were very significant according to AMOS 26 software. Notably, partial mediation was found where direct relationships of ER to PWB were still significant along indirect routes through TSR. This study offers unique avenues for future intervention efforts aimed at enhancing teacher well-being through relationship-oriented interventions.
۱۹.

Examining Disfluencies in Translation Students: The Effects of Anxiety on English-Persian Consecutive Interpreting(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۳, No ۲, Fall ۲۰۲۵ 131 - 141

کلیدواژه‌ها: Consecutive Interpreting Disfluency Interpreting anxiety Trainee interpreters

حوزه‌های تخصصی:
تعداد بازدید : ۳۵ تعداد دانلود : ۴۴
Given the cognitive demands of consecutive interpreting and the psychological pressures faced by novice interpreters, the present quantitative study aims to identify the most frequently occurring disfluencies in the output of English-Persian interpreter trainees and to explore how interpreting anxiety influences different types of disfluencies. A total of 23 translation trainee students were selected based on convenience sampling. Data were gathered through the Interpreting Classroom Anxiety Scale and a CI exam. After classifying the disfluencies =, it was revealed that hesitation, silent pauses, and prolongation are the predominant disfluency features. These types of disfluencies indicate cognitive overload and failures in language planning. Statistical analyses showed a significant correlation between high levels of anxiety and an increased frequency of these disfluencies; however, no meaningful relationship was found between interpreting anxiety and disfluency in general. This suggests that anxiety adversely affects fluency and overall interpreting performance. This study highlights the critical role of psychological factors, particularly anxiety, in interpreter performance and training. The findings call for the inclusion of anxiety-reduction techniques in interpreter education and suggest future research on experience-based disfluency patterns and Persian-specific disfluency classification.
۲۰.

فناوری مصرفی مدرن در اختیار سیاست توتالیتر: تحلیل انتقادی رمان برفک اثردن دلیلو با تکیه بر آرای آدورنو و مارکوزه(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۶ مهر و آبان ۱۴۰۴ شماره ۴ (پیاپی ۸۸) 83 - 107

کلیدواژه‌ها: برفک دن دلیلو آدورنو مارکوزه سیاست توتالیتر فناوری های مصرفی مدرن و رسانه های جمعی

حوزه‌های تخصصی:
تعداد بازدید : ۱۱۶ تعداد دانلود : ۱۵۳
 فناوری های مدرن ابزاری کارا برای استعمار ذهن ها به نظر می آیند. در حکومت های توتالیتر، رؤیای آرمان شهری که انسان ها انتظار داشتند با وجود این فناوری ها برایشان رقم خورد با کابوس ضدآرمان شهر جایگزین می شود. به عقیده منتقدانی همچون آدورنو و مارکوزه، رهاورد پیشرفت های علمی برای افراد جامعه نظم نیست، بلکه همسان سازی و سرکوب آن هاست که به نابودی آگاهی و فردیتِ انسان ها، و درنتیجه از بین رفتن توان مقاومت و انقلاب در شهروندان آن جامعه منجر می شود؛ برای مثال، تبلیغ کالاها می توانند افکار مصرف گرایانه را جایگزین افکار انتقادی و پرسشگر در اذهان مردم کنند. فرهنگ مصرف انبوه و فرهنگ توده، شرایط ایدئال برای سلطه بر مردم است. افراد این جوامع، معتاد به دنبال کردن رسانه های جمعی و مصرف مدام کالاها خواهند بود، که این به خلق توده ای منفعل منجر می شود که صدایی از آنِ خود ندارد. رمان برفکِ دُن دلیلو به ما هشدار می دهد که چگونه هم دستی فناوری های مصرفی مدرن و بازار، به سکون افراد منجر می شود و فرهنگ مصرف گرایی منتهی به از بین رفتن احساس استقلال در انسان ها. هدف پژوهش حاضر این است که با بهره گیری از آرای آدورنو و مارکوزه به تحلیل رمان برفکِ اثر دن دلیلو بپردازد تا کیفیت کنترل گرایانه فناوری ها و صنایع مصرفی مدرن بر فردیتِ افراد را مطالعه کند. براساس یافته های این پژوهش، رمان برفک منعکس کننده روش های مختلفی است که نظام های سرمایه داریِ توتالیتر از صنایع مدرن و فرهنگی به عنوان سیاستی برای اعمال نفوذ بر اشخاص استفاده می کنند تا آن ها را به انسان هایی مطیع و منفعل تبدیل سازند.  

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