درخت حوزه‌های تخصصی

زبان شناسی

حوزه‌های تخصصی
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 ۱٬۱۸۱ تا ۱٬۲۰۰ مورد از کل ۱۰٬۳۰۳ مورد.
۱۱۸۱.

دشواری های پژوهشِ گیاه نام ها در متن های فارسی میانه(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان و زبان شناسی دوره ۱۹ بهار و تابستان ۱۴۰۲ شماره ۳۷ 279 - 302

کلیدواژه‌ها: گیاه نام گل نام گیاه داروشناسی فارسی میانه آذریون

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۵ تعداد دانلود : ۱۱۷
پژوهش درباره گیاهان و رستنی ها در رشته های گوناگون گیاه شناسی، دارو سازی، پزشکی، جغرافیا، باستان شناسی و به ویژه زبان شناسی و تدوین فرهنگ های فارسی جایگاهی مهم دارد. دراین پژوهش با هدف مطالعه با سویه های زبان شناختی، تلاش شده است تا دشواری های شناسایی ماهیت نام های گیاهان در متون فارسی میانه، با توجه به ویژگی خاص آن به عنوان متون دینی و نه گیاه شناسی یا داروشناسی بررسی شود. بدین منظور با توجه به ادامه و استمرار کاربرد این گیاه نام ها در متون کلاسیک فارسی و نیز بررسی مختصر این نام ها در منابع و متون گیاه شناسیِ عربی، برخی از دشواری هایی شناخت ماهیت و هویت این گیاه نام ها شرح داده شود و به این پرسش پاسخ داده شود که آیا می توان این گل ها و گیاهان را از طریق استناد به کاربرد آنها در متونِ روزگاران بعد، اعم از فارسی یا عربی، به دقت شناسایی کرد. این پژوهش مبتنی بر داده های کتاب بندهش (ایرانی، هندی) و ادامه آنها در آثار فارسی کلاسیک از نوع نوشته های بیرونی، کتاب های مرتبط با گیاه شناسی و نیز کتاب های مشابه عربی انجام شده است. نتایج نشان داد، مهم ترین دشواری های مطالعات گیاه نام ها عبارتند از غیرتخصصی بودن متون فارسی میانه؛ خط متون و امکان خوانش های گوناگون یک واژه؛ غیرقابل شناسایی بودن برخی از گیاه نام ها که به متون کلاسیک نرسیده اند و نیز دگرگو نی های معنایی و آوایی گیاه نام ها در انتقال از دوره میانه به دوره نو. از این رو، حتی درباره گیاه نام های قابل شناسایی؛ مطالعات متن پژوهی برپایه سیر تاریخی برای مستند سازی آنها ضروری است. پس از بررسی این دشواری ها و با استناد بدان ها، گل نام آذریون به عنوان نمونه ضمیمه شده است.
۱۱۸۲.

A Comparative Study on the Use of Pronunciation Learning Strategies(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۱, Spring & summer ۲۰۲۳ 215 - 231

کلیدواژه‌ها: language pronunciation LEARNING strategy Persian learner eligible pronunciation teaching Chinese speaking learner Arabic-speaking learners

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۲ تعداد دانلود : ۵۵
Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in the form of a well-rounded program in communicative approaches and interactive conversations in Persian language classes, and that learners pronounce Persian under the influence of the phonemes of their mother tongue. This study is an attempt to provide an answer for the question of what strategies foreign learners use in their learning process by examining pronunciation learning strategies. The current research is the application and collection of research data using the field research approach and the descriptive method is used for the data analysis. The research instrument in data collection is a questionnaire composed of 43 items, each question containing a pronunciation strategy. After verifying validity and reliability, it was randomly distributed among foreign Persian learners. Based on the findings, they make significant use of cognitive, social, metacognitive and compensatory strategies. Commonly, mother tongue does not have a significant effect on the use of these strategies, but Chinese speakers use the group of cognitive strategies significantly more than Arabic speakers do.
۱۱۸۳.

An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۲, ِDecember ۲۰۲۳ 119 - 150

کلیدواژه‌ها: dynamic assessment game-based learning Gender L2 pragmatics Pragmatic strategies

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۰ تعداد دانلود : ۴۹
In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in game-based group dynamic assessment. Our participants included thirty upper-intermediate EFL learners (15 males and 15 females) from two intact classes taking an English pragmatic course via game-based group dynamic assessment. Following a pre-test, treatment, and post-test design, the participants filled out a PLS inventory to identify the strategies for tackling L2 conversations in different situations. Besides, all learners were required to write reflective journals following each treatment session. Descriptive statistics and correlational analysis were employed to analyze the data. The findings indicated that the participants most widely used memory strategies, i.e., they relied more on memorizing and storing previous pragmatic knowledge. In addition, compensatory strategies were positive but weak predictors of the learners’ L2 pragmatic performance, and gender did not impact the learners’ use of different PLSs. The study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and L2 instructors will be discussed in light of the posed research questions.
۱۱۸۴.

Relationship between Speed of Reading and Reading Comprehension Score in Undergraduate Students of EFLU: A Disquisition

نویسنده:
منبع: Research in English Education Volume ۸, Issue ۴ (۲۰۲۳) 17-31

کلیدواژه‌ها: reading comprehension score reading speed undergraduate student

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۴ تعداد دانلود : ۱۱۲
The present study is an attempt to find if there is a relationship between silent reading speed and reading comprehension score in undergraduate students a pre-requisite study before starting a research involving factors related to metacognition and the affective domain. The sample of the study consists of twenty-four undergraduate students pursuing various foreign languages such as French, Russian, Arabic, Japanese, and German. To assess the reading comprehension of the students, two passages with multiple choice questions were selected from a book designed to check and improve reading speed and reading comprehension. The students worked in pairs, keeping a record of time taken to read for their partner. The word count of the passage was divided by the student’s speed of reading to analyze the reading speed simultaneously the students answered the multiple choice questions given after the passage which was used to assess the comprehension level. The findings of the t-test revealed that there is a significant difference between the reading speed and reading comprehension scores and the Pearson’s correlation shows that there is a positive and moderate relationship between the two variables. Secondly, it revealed that there is a significant difference between male and female students with respect to their reading comprehension scores and reading speed. In both cases the female students performed better in comparison to the male students. Finally, it reveals that there is a significant difference between the students pursuing different languages at their undergraduate level with respect to their reading comprehension and reading speed. The results indicated that the students from Japan had the highest scores, followed by those from Germany, France, Arabic, Spanish, and Russian.
۱۱۸۵.

Comparative Analysis of Speech Rhythm Measures for Persian Speaker Identification: Duration vs. Intensity(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان پژوهی سال پانزدهم زمستان ۱۴۰۲ شماره ۴۹ 61 - 82

کلیدواژه‌ها: forensic phonetics speaker identification speech rhythm measures Persian Language

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۷ تعداد دانلود : ۱۰۴
Previous studies have demonstrated the efficacy of speech rhythm measures in speaker identification across various languages with different phonotactic structures. In Persian language, in particular, two categories of speech rhythm metrics were examined: duration-based and intensity-based metrics. Building upon these prior works, the current study delves deeper into the discrimination capabilities of the mentioned measurement types—duration-based versus intensity-based—in the context of Persian speakers. To achieve this, a multinomial logistic regression model was employed on a dataset comprising 20 male Persian speakers, each reciting 100 sentences at a normal speaking pace. Findings revealed that, when distinguishing between Persian speakers, duration-based measures outperform intensity-based ones, however, this excellence is very slight. This observation is significant, as it sheds light on the suitability of specific rhythm metrics for Persian speaker identification. I postulate that this discrepancy in performance may be attributed to the simple syllable structure of Persian and the lesser reliance on intensity as a primary indicator of lexical stress. This research contributes valuable insights into the choice of rhythm metrics for optimal Persian speaker identification and underscores the importance of considering linguistic features when developing speaker recognition systems.Top of Form
۱۱۸۶.

The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۱, June ۲۰۲۳ 33 - 66

کلیدواژه‌ها: idea generation metacognitive writing strategies Writing Strategies writing creativity

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۸ تعداد دانلود : ۱۴۹
The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities.
۱۱۸۷.

Rendering Taboos in Subtitling and Dubbing: A Case Study of the Persian Translation of the American Drama Television Series

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۳, Issue ۱, March ۲۰۲۳ 18 - 35

کلیدواژه‌ها: F*k Words dubbing Subtitling Taboo words translation strategies

حوزه‌های تخصصی:
تعداد بازدید : ۱۹۱ تعداد دانلود : ۱۶۳
Translating taboo words is one of the challenging tasks that translators face during subtitling and dubbing movies. The translation of taboo words should be handled carefully since they may violate the norms of the target society. In this regard, the translators use different strategies to find an equivalent in the target language. This study tried to identify the strategies used by Iranian translators in dubbing and subtitling the F*k words as taboos in American English-drama crime television series based on Davoodi’s (2009) model. Thus, this was a corpus-based study that has a quantitative method with a descriptive comparative approach. The corpus of this study was limited to F*k words found in the TV series called Big Little Lies season one. This TV series was selected as the corpus of this research because this series movie was incredibly more suggestive and popular in recent decades and targeted a wide range of audiences and adults. Thus, 80 F*k words were identified for further analysis based on Sharifi and Darchinian's (2009) model. Descriptive statistics were used to determine frequencies and percentages of the applied strategies in the Persian subtitled and dubbed of the F*k words. The findings showed that Substitution, and Euphemism were the first and second used strategies by Iranian translators for dubbing and subtitling the F*k words, respectively. Additionally, the results of the Chi-square test revealed that there was not a significant difference between Iranian translators’ strategies for subtitling and dubbing F*k words. The results of the present study can be beneficial for Iranian subtitlers, dubbers, and translation students in the subtitling and dubbing of F*k words as taboos in crime drama movies from English into Persian.
۱۱۸۸.

توصیف و تحلیل واژه بست های ضمیری گروه فعلی ماضی در گویش سه قلعه با رویکرد بهینگی(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان شناسی و گویش های ایرانی سال ۸ پاییز و زمستان ۱۴۰۲ شماره ۲ (پیاپی ۱۳) 1 - 18

کلیدواژه‌ها: نظریه بهینگی محدودیت واژه بست فعل ماضی گویش سه قلعه

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۶ تعداد دانلود : ۹۵
هدف پژوهش پیش رو توصیف و تحلیل واژه بست های ضمیری گروه فعلی ماضی با رویکرد بهینگی در گویش سه قلعه است. گویش سه قلعه از گویش های کهن زبان فارسی واقع در شهرستان سرایان استان خراسان جنوبی می باشد. روش مورد استفاده در این پژوهش به صورت توصیفی -تحلیلی است. بدین منظور، ۱۰ گویشور مرد، مسن و کم سواد به صورت تصادفی انتخاب شده اند و داده های زبانی با استفاده از ضبط گفتار و مصاحبه جمع آوری شد. سپس، داده های موردنظر از جمله های ضبط شده استخراج و براساس الفبای آوایی بین المللی آوانگاری و انواع فعل ماضی در این گویش طبقه بندی، توصیف و واژه بست های ضمیری آن ها تعیین شدند. در گام بعدی، محدودیت های به کاررفته در پیکره زبانی بر اساس محدودیت های پشنهادی آندرسن (1994) جهت تعیین جایگاه واژه بست استخراج شدند. در نهایت، محدودیت های استخراج شده در تابلوهای مخصوص نظریه بهینگی توصیف و تحلیل شدند. بر اساس تحلیل های انجام شده می توان نتیجه گرفت در همه انواع فعل ماضی به غیر از فعل ماضی التزامی، محدودیت «حضور واژه بست در چپ ترین لبه حوزه» Leftmost(cli))) بی رقیب است، اگرچه در فعل ماضی مرکب رتبه بندی محدودیت ها متفاوت با فعل ماضی ساده است. در فعل ماضی التزامی جهت تعیین جایگاه بهینه واژه بست، محدودیت «عدم حضور واژه بست در ابتدای حوزه واجی» (NonInitial(cli)) دارای بالاترین رتبه و تخطی از آن مهلک محسوب می شود. بنابراین رقابت بین محدویت ها در این گویش نشان می دهد که واژه بست ها جهت میزبان گزینی در فعل ماضی از هر سه جایگاه استفاده می کنند که انعطاف پذیری این گویش را در مورد واژه بست گزینی در گونه فعل ماضی نشان می دهد.
۱۱۸۹.

ساختار فاعل غیرفاعلی در زبان بهدینان شهر یزد(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان و زبان شناسی دوره ۱۸ پاییز و زمستان ۱۴۰۲ شماره ۳۸ 277-316

کلیدواژه‌ها: ساختار فاعل غیرفاعلی زبان زرتشتیان یزد حالت نمایی افتراقی واژه بست فاعل غیرمتعارف

حوزه‌های تخصصی:
تعداد بازدید : ۴۱ تعداد دانلود : ۳۷
زبان زرتشتیان یزد از جمله زبان های ایرانی در معرض خطری است که ویژگی های کهنی در آن به یادگار مانده است. این پژوهش به بررسی ساختار فاعل غیرفاعلی در زبان بهدینان یزد می پردازد. از جمله این ویژگی های آن می توان به شیوه دستوری شدگی این ساختار، محمول هایی به کار رفته در آن و مقوله های معنایی دخیل در ساختار فاعل غیرفاعلی اشاره کرد. این پژوهش می کوشد تا با بررسی ابعاد و ویژگی های زبان زرتشتیان یزد، بر شیوه و سیر تطور و حذف و خلق ساختار های آن زبان پرتو بیفکند و زمینه را برای قیاس و تطبیق این فرایندها در این زبان و سایر زبان های ایرانی فراهم آورد. همچنین امید آن می رود که پرداختن به زبان هایی چنین مهجور و در معرض نابودی گامی هرچند کوچک در جهت جلب توجه پژوهشگران و گویشوران و در نهایت ثبت و حتی به تعویق انداختن خاموشی یکی دیگر از گوهرهای زبانی این مرز و بوم باشد. این پژوهش از منظری رده شناختی به بررسی ساختار فاعل غیرفاعلی در زبان بهدینان یزد می پردازد و از دستاوردهای دبیرمقدم (2018) و دبیرمقدم (1399) درباره ساختارهای دارای فاعل غیرفاعلی بهره می جوید. در زبان رزتشتیان یزد مانند آنچه در فارسی نو مشاهده می شود، محمولِ این ساختار اغلب افعال حسی، روان شناختی، بیان حال و ملکی هستند، اما بر خلاف زبان خواهر خود، زبان بهدینان یزد فاقد پس اضافه «را» است و فاعل غیرفاعلی در آن تنها به صورت واژه بستی دستوری شده است. نکته جالب توجه درباره این ساختار در زبان بهدینان یزد، کاربرد پیش بست با افعال لازم است.
۱۱۹۰.

Literature Use in Iranian and International Journals of Applied Linguistics: A Grounded Theory Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۲, Spring & Summer ۲۰۲۳ 145 - 176

کلیدواژه‌ها: Citation Analysis Literature Use Constructivist Grounded Theory Citation Framework/Typology

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۱ تعداد دانلود : ۵۶
Researchers’ thorough familiarity with the related literature together with the appropriate implementation of previous studies in academic publications is of crucial importance. Simply put, scientific studies need to address the related literature in a proper manner to get published. The main objective of the current study was to delineate citation patterns in applied linguistics. To come up with a citation framework/typology for applied linguistics, the researchers employed constructivist Grounded Theory. In order to present a comprehensive picture of citation practices, the researchers decided to investigate a corpus of five international and two local journals published between 2015 and 2020. Initial results revealed 20 themes which were then further categorized into five major themes. The results revealed considerable discrepancies between the local and international studies in employing various citation forms which can be attributed to journal polices, target audience and researchers’ expertise level. Furthermore, differences were detected in quantitative and qualitative studies in using various citation techniques which can be associated with the nature of such studies.
۱۱۹۱.

A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۳, Fall & Winter ۲۰۲۳ 225 - 245

کلیدواژه‌ها: dynamic assessment speaking accuracy fluency Complexity Qualitative EFL

حوزه‌های تخصصی:
تعداد بازدید : ۷۳ تعداد دانلود : ۶۹
Dynamic assessment offers a holistic approach to evaluation by embedding assessment within instruction. Despite evidence suggesting the effectiveness of DA in language classrooms, there remains a reluctance among teachers to adopt DA practices. This reluctance stems from a lack of understanding of how DA models impact specific learning outcomes, particularly in speaking skills. One main contributing factor is the dominance of quantitative DA studies, which do not contextualize the differences between DA models. With an inductive thematic analysis design, this study explored the perceived effects of interactionist and interventionist DA models on speaking accuracy, fluency, and complexity among Iranian EFL students. Thirty undergraduate intermediate EFL learners from Islamic Azad University, North Tehran Branch, were recruited through purposive sampling. Each participant had received one hundred hours of speaking lessons with one of the DA models embedded before participating in a semi-structured interview. The analysis of participants' perceptions and reflections revealed that both DA models were well-received for improving speaking skills but had different effects on subskills. Learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.
۱۱۹۲.

Pragmalinguistic Dimensions of Incitement in Political Discourse: Analyzing Rhetorical Strategies During the Russia-Ukraine Conflict(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۷, ۲۰۲۳ 173-184

کلیدواژه‌ها: pragmalinguistics Incitement political discourse Russia-Ukraine war Speech Acts Illocutionary Acts Perlocutionary Acts

حوزه‌های تخصصی:
تعداد بازدید : ۷۹ تعداد دانلود : ۵۴
This research explored the intricacies of incitement as a speech act in political discourse, particularly in the context of the ongoing Russia-Ukraine conflict. Utilizing a mixed-methods design, the study combined qualitative analyses—focusing on rhetorical structures and pragmatic strategies—with quantitative evaluations of speech act frequencies. The corpus included speeches from prominent political figures delivered between February 2022 and March 2024, selected for their relevance to incitement. The analysis revealed that incitement often straddles the boundary between illocutionary and perlocutionary acts, showcasing how politicians use indirect language to maintain plausible deniability while still mobilizing action. This ambiguity complicates traditional classifications within speech act theory. Furthermore, the study highlights various persuasive strategies employed in political rhetoric, such as emotional appeals and historical analogies.The implications of this research are significant for understanding how language functions as a tool of political power, particularly in conflict situations. It provides insights into ethical considerations surrounding incitement in political communication, suggesting that awareness of linguistic strategies can help prevent escalation of tensions and promote more responsible discourse among leaders.
۱۱۹۳.

Pragmastylistic Features in English and Arabic Religious Texts: A Comparative Analysis of Rewarding(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۷, ۲۰۲۳

کلیدواژه‌ها: Pragmastylistics rewarding religious texts Biblical sayings Prophetic Hadiths comparative analysis

حوزه‌های تخصصی:
تعداد بازدید : ۹۳ تعداد دانلود : ۵۳
This study investigates the pragmastylistic features employed in English and Arabic religious texts, with a specific focus on the concept of rewarding. Drawing on Narmin Abbas Lutfi Baqqal's PhD dissertation, the research examines the pragmatic and stylistic characteristics of rewarding in Biblical and Prophetic Hadith texts. The study addresses two primary research questions: (1) What are the pragmastylistic features used in English and Arabic religious texts to convey rewarding? (2) Which pragmatic and stylistic features are more prevalent in these texts? By analyzing 20 Biblical verses and 20 Prophetic Hadiths, the paper identifies the linguistic and rhetorical devices used to express rewarding, highlighting both similarities and differences between the two languages. The findings reveal that both texts employ declarative and imperative speech acts, deixis, and figurative language, but with distinct stylistic preferences. This study contributes to the fields of pragmatics, stylistics, and religious discourse analysis, offering insights into how language shapes religious messages across different cultural and linguistic contexts.
۱۱۹۴.

Delineating Discrepancies between TOEFL PBT and CBT

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۳, Issue ۱, Winter and Spring ۲۰۲۳ 166 - 187

کلیدواژه‌ها: CBT computer familiarity discrepancies equivalent PBT

حوزه‌های تخصصی:
تعداد بازدید : ۲۸۶ تعداد دانلود : ۱۷۱
The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode’s effects on participants’ performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19 – 21 years (M = 20, SD = .66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female’s scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.
۱۱۹۵.

The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۲, Issue ۱, Winter ۲۰۲۳ 61 - 90

کلیدواژه‌ها: Coherence and cohesion Lexically-based language teaching Task response writing proficiency

حوزه‌های تخصصی:
تعداد بازدید : ۲۸۰ تعداد دانلود : ۱۹۴
The current quasi-experimental research aimed at exploring the influence of Lexically-Based Language Teaching (LBLT) on task response and coherence and cohesion aspects of the writing proficiency of Iranian university EFL learners. The research sample of the study included sixty male and female university students (N = 60) attending two university classes. They were selected by using a convenient sampling procedure and were assigned to experimental and control groups. To ascertain the groups' homogeneity at the beginning of the study, the researchers gave two groups the Key English Test (KET). Prior to starting treatment, two groups took the pretest writing task. While the participants comprising the experimental group were instructed consistent with the lexical approach's underlying practices and activities, those constituting the control group were instructed based on conventional techniques applied to present essay writing in universities. At the end of the experiment, the posttest writing, identical to the pretest, was given to both groups. To compare the two groups' mean scores with respect to coherence and cohesion and task response aspects of post-test writing, One-way Analysis of Covariance (ANCOVA) and independent T-test were drawn upon. Version 20 th of the SPSS software was applied for this end. The attained results were indicative of a significantly positive influence of the lexically-based language teaching on both coherence and cohesion and task response aspects of writing proficiency. However, the attained improvement was greater in the task response aspect. The findings suggest some implications for English language teachers and university instructors.
۱۱۹۶.

A Corpus-based Study of the Use of Lexical Bundles in EAP Texts by Iranian EFL and ESL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۲, Issue ۳, Summer ۲۰۲۳ 1 - 27

کلیدواژه‌ها: academic writing formulaic language language learning context Lexical Bundles Lexical development

حوزه‌های تخصصی:
تعداد بازدید : ۲۷۴ تعداد دانلود : ۱۷۴
Research on native vs. non-native formulaic language use in academic texts, despite its wealth in scope and frequency, lacks an inclusive conceptualization of a non-native language learning context. Impressed by such a flawed approach, the bulk (if not all) of studies in the field compared the use of different multi-word strings in the academic discourse of either foreign or second language learners with a native baseline. The current study sought to address the gap, focusing on the structural and functional use of lexical bundles in two culturally parallel corpora developed in two non-native learning context modes: English as a foreign (EFL) and second (ESL) language. To this end, research reports written by Iranian Applied Linguistics MA and Ph.D. learners studying in different universities in Iran and English-speaking provinces of Canada were compared by a structurally similar native corpus, running cross-tabulation, Chi-square, and residual analysis analyses. The results revealed a significant association between language learning context and lexical bundle use on a functional level. The contextual variations yielded significantly different patterns of use concerning several micro-functions underlying text-oriented and research-oriented functions. Compared to functional differences, the between-corpus structural differences were inconspicuous, specifically concerning micro-structures constituting noun, prepositional, and verb phrase-related bundles. The study embraced the notion that EFL writers need to have immense exposure and enhanced language input available in ESL and native learning contexts to foster a native-like formulaic language.  
۱۱۹۷.

چگونگی رفع التقای واکه های کشیده با واکۀ تکواژ جمع در زبان فارسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و گویش های غرب ایران سال یازدهم تابستان ۱۴۰۲ شماره ۴۱ 1 - 16

کلیدواژه‌ها: کوتاه شدگی جبرانی التقای واکه ها درج همخوان میانجی غلت شدگیِ واکه نظریه لایه ایکس

حوزه‌های تخصصی:
تعداد بازدید : ۲۳۰ تعداد دانلود : ۱۸۶
از شش واکه زبان فارسی واکه های /u:/، /i:/ و /A:/ کشیده هستند. التقای واکه ها ناشی از افزوده شدن تکواژ جمع /-An/ به اسم های مختوم به واکه /u:/ توسط غلت [w] و در اسم های مختوم به واکه های /i:/ و /A:/ توسط غلت [j] برطرف می شود. ضمن اینکه واکه های افراشته /u:/ و /i:/ کوتاه تر تلفظ می شوند؛ ولی تغییری در کشش واکه افتاده /A:/ رخ نمی دهد. هدف این پژوهش تحلیلی این است که مشخص کند در فاصله میان بازنمایی واجی و بازنمایی آوایی چه اتفاقی افتاده است. به این منظور، دو فرضیه تحلیل و بررسی شده اند: طبق فرضیه نخست، طی فرایند غلت شدگیِ واکه یک جزء از هریک از واکه های افراشته کشیده /u:/ و /i:/ به غلت معادل آن یعنی [w] و [j] تبدیل شده و به عنوان همخوان میانجی میان دو واکه قرار گرفته است. امّا براساس فرضیه دوم، التقای واکه ها از رهگذر درج همخوان میانجی برطرف شده و پیامد این درج رخداد فرایند «کوتاه شدگی جبرانی» است. در این پژوهش استدلال می شود که فرضیه دوم درست است. این فرضیه سپس در چارچوب نظریه بهینگی تحلیل می شود
۱۱۹۸.

Do the Number of Contact Hours Matter? Revisiting the Effectiveness of Online Remedial English Course during the Pandemic in the Kingdom of Bahrain(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۲ , N. ۱ , ۲۰۲۳ 95 - 112

کلیدواژه‌ها: English Remedial Course Grammar and Vocabulary Speaking and Listening ROC-curve

حوزه‌های تخصصی:
تعداد بازدید : ۲۰۳ تعداد دانلود : ۱۳۹
The present study aims to assess the effectiveness of remedial English courses in improving students’ English skills in terms of grammar, vocabulary, listening, and speaking. The study also aimed to identify the optimal number of contact hours spent in remedial courses to improve students’ post-test scores. The study utilized the pre and post-test scores of 37 students enrolled in the English remedial Programme at the University of Technology Bahrain during the second and third trimesters of the Academic Year 2020-2021. Using a non-parametric Wilcoxon Signed Ranked Test and Receiver Operating Characteristic curve, the study derived the following conclusions: Remedial courses significantly increased the post-test scores of the students for both grammar and vocabulary and speaking and listening. This would suggest that the conduct of remedial courses effectively improves the overall English-speaking skills of the students who completed the remedial course despite being fully delivered online. Contact hours spent in remedial courses, both in ENGL301 for Speaking and Listening and ENGL302 for Grammar and Vocabulary, can significantly determine the students’ success in passing the post-test. The effect of the number of contact hours in the remedial course on passing post-tests, both for Grammar and Vocabulary and Speaking and Listening, is not linear. The optimum numbers of hours to be spent per trimester on directed learning to improve students’ post-test scores in grammar and vocabulary, and speaking and listening are 86.25 and 88.5 hours, respectively. This threshold maximizes the chance of predicting the students who passed at the level of sensitivity and specificity.    
۱۱۹۹.

Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۳, Issue ۲, Summer and Autumn ۲۰۲۳ 170 - 187

کلیدواژه‌ها: Cumulative stems general English course interruptive stems multiple-choice tests

حوزه‌های تخصصی:
تعداد بازدید : ۳۰۶ تعداد دانلود : ۱۸۹
The statement stated in a multiple-choice question can be developed regarding two types of sentences: Interruptive (periodic) and cumulative (or loose). This study deals with different kinds of stems in designing multiple-choice (MC) items. To fill the existing gap in the literature, two groups of teacher students passing general English courses at Farhangian University were selected based on Cambridge Placement Test. The design of this study was a comparison group design. To verify the effectiveness of the stems, i.e., interruptive and cumulative stems, two types of tests based on the book entitled Thoughts and Notions 2, which was taught in General English classes, similar in content, but different in their stems, were designed. Each test contained 40 items, 25 vocabulary items, and 15 items of reading comprehension. The first group of students was given the test designed using only interruptive sentences as stems. The second group participated in the test, being prepared using only cumulative sentences as stems. After the data analysis via an independent t-test, it became apparent that the first group outperformed the second. Therefore, it was concluded that interruptive sentences as a stem in multiple-choice tests were more reliable and valid than cumulative ones. One of the study implications is that the interruptive stems can be used to assist policymakers and material designers, and language teachers to be considered for future decision making, and designing materials.
۱۲۰۰.

افتراق فرآیندهای تصریفی و اشتقاقی در ناشنوایان فارسی زبان(مقاله علمی وزارت علوم)

نویسنده:
منبع: ژوهش های زبان شناسی: نظریه و کاربرد سال ۲ پاییز ۱۴۰۲ شماره ۱ (پیاپی ۳) 105 - 123

کلیدواژه‌ها: دوره حیاتی افتراق تصریفی اشتقاقی ناشنوا فارسی

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۸ تعداد دانلود : ۱۳۷
پژوهش حاضر به بررسی عملکرد ناشنوایان فارسی زبان در کاربرد فرآیندهای تصریفی و اشتقاقی غیرفعلی می پردازد. با این فرض که در اختلالات زبانی بخش های مختلف دانش زبان در دوره حیاتی فراگیری زبان به یک اندازه آسیب نمی بینند، دانش صرفی افراد مورد مطالعه از طریق آزمون های چند گزینه ای مورد سنجش قرار گرفت. این آزمون ها جهت بررسی دانش ساختواژی اسم، صفت و قید طراحی و برای دو گروه ناشنوا و شنوا (کنترل) اجرا شدند. تعداد شرکت کنندگان گروه ناشنوا در رده سنی 15 تا 20 سال ، 10 نفر و برابر با تعداد شرکت کنندگان در گروه شنوا بودند. پس از تعیین خطاهای دانش آموزان در هر مقوله و مقایسه آن ها دریافتیم که اختلاف معناداری میان گروه ناشنوا و شنوا وجود دارد. همچنین، تحلیل درون گروهی حاکی از تفاوت معنی داری میان فرآیندهای تصریفی و اشتقاقی غیر فعلی در نمرات گروه ناشنوا بود، به طوری که مقوله های تصریفی آسیب پذیری بیشتری را نشان می دادند. علاوه بر این، براساس نتایج این مطالعه می توان دریافت که ناشنوایان به دلیل از دست رفتن سال های نخستین فراگیری زبان یعنی دوره بحرانی، در مقایسه با گروه شنوا عملکرد ضعیف تری در به کارگیری فرآیندهای تصریفی و اشتقاقی دارند.

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