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 ۱۴۱ تا ۱۶۰ مورد از کل ۱۰٬۳۰۳ مورد.
۱۴۱.

ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 49 - 85

کلیدواژه‌ها: Artificial Intelligence ChatGPT ChatGPT-assisted language learning scoping review Technology-aided language instruction

حوزه‌های تخصصی:
تعداد بازدید : ۳۱۴ تعداد دانلود : ۲۰۲
ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article sought to analyze and synthesize the existing literature on the complementary use of ChatGPT in second/foreign language (L2/FL) education and pedagogy. Aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA‑ScR), the study adopted a systematic approach to evidential data search and analysis. A total of 28 peer-reviewed articles retrieved from well-established databases, such as Scopus and Web of Science (WoS), were reviewed to map the scope and consequences of the growing body of literature on using ChatGPT as an L2/FL learning/teaching tool. Centering around five predetermined variables, including setting, design, focus area, objective, and concluding remarks, the content or thematic analysis results helped to shape a clear picture of the literature under review. The literature-derived evidential data also referred to the fruits of ChatGPT-assisted instruction under three distinct headings: learning outcomes, pedagogical outcomes, and cognitive-affective impetus for language learning and teaching. The review results also revealed the repercussions of the instruction mainly concerned with ethical and technical concerns. Given the immature but fast-paced nature of the literature on the instructional model, this early attempt, though provided a brief sketch of the research scope and chief outcomes of the model, needs to be complemented with future systematic reviews to fully unlock the potential of language pedagogy well suited to the demands of today’s technology-governed education.
۱۴۲.

Virtual English Language Teaching at the Service of Iranian House Wives: Emotional Regulation, Anger Control, and Domestic Violence in Focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 51 - 65

کلیدواژه‌ها: anger control well-being Domestic Violence emotional regulation Virtual English Language Teaching

حوزه‌های تخصصی:
تعداد بازدید : ۶۵ تعداد دانلود : ۵۶
House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.
۱۴۳.

Impact of Positive Psychology-Based Instruction on EFL Learners’ Perceived Use of Anxiety Reducing Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۹, Summer ۲۰۲۴ 61-78

کلیدواژه‌ها: Anxiety reducing strategies Foreign language learning anxiety Positive Psychology

حوزه‌های تخصصی:
تعداد بازدید : ۵۲ تعداد دانلود : ۵۲
This study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners.
۱۴۴.

Evaluating the validity of socially-situated assessment: Group dynamic assessment of intermediate EFL listening comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۹, Summer ۲۰۲۴ 129-150

کلیدواژه‌ها: Group Dynamic Assessment Micro-validity Macro-validity Learner L2 development validity arguments and Mediation

حوزه‌های تخصصی:
تعداد بازدید : ۳۸ تعداد دانلود : ۴۱
This study evaluated the validity of group dynamic assessment (G-DA), grounded in Vygotsky’s (1987) Sociocultural Theory, implemented in a class of intermediate learners to assess and promote L2 listening comprehension. To navigate the dual goals of assessment and instruction, flexible mediation attuned to the zone of proximal development of the learners was provided within the G-DA interactions. This led to the detection of nine mediational strategies. The validity of these G-DA interactions was explored by extending Poehner’s (2011) validation model to classroom setting. Poehner’s (2011) model includes two interrelated foci for DA validation: micro and macro-validity. Following Kane's (2021) argument-based approach to validation, evidence-based arguments were developed to explore the appropriateness of each mediational strategy given to the learners (micro-validity) as well as the success of that mediational strategy and the entire G-DA procedure in promoting learners’ L2 listening comprehension (macro-validity). Class transcripts were analyzed to gain evidence for the micro- and macro-validity of the G-DA interactions. The findings supported the usefulness of Poehner’s validation model in developing validity arguments to determine the appropriateness of the interpretations made about learners’ abilities and the effects of the G-DA procedure on their development. Moreover, the study concluded that the analysis of learners’ independent performance needed to be added to Pohener’s macro-validation model so that it becomes applicable to G-DA
۱۴۵.

چالش های ترجمه ادبی از زبان روسی به زبان فارسی: بر مبنای ترجمه نمایشنامه «الکساندر پوشکین» میخاییل بولگاکف(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ بهمن و اسفند ۱۴۰۳ شماره ۶ (پیاپی ۸۴) 105 - 135

کلیدواژه‌ها: واقعیت ها کاربردشناسی معادل یابی در ترجمه زبان روسی زبان فارسی

حوزه‌های تخصصی:
تعداد بازدید : ۹۱ تعداد دانلود : ۷۷
ترجمه یک گفتمان بین فرهنگی، بین دو زبان مبدأ و مقصد است. یکی از دشوارترین انواع ترجمه، ترجمه متون ادبی است. اگر اثر ادبی یک نمایشنامه باشد ترجمه آن با چالش های بیشتری روبه روست. در این پژوهش سعی بر آن داریم تا با تحلیل چالش های موجود در ترجمه نمایشنامه «الکساندر پوشکین» که توسط میخاییل بولگاکف نویسنده مشهور دهه اول قرن بیستم روسیه نوشته شده، راهکارهایی را در زمینه ترجمه نمایشنامه های کلاسیک روسی ارائه دهیم. به عبارت دیگر هدف از این پژوهش بررسی و تحلیل چالش های زبانی پیش روی مترجم هنگام ترجمه نمایشنامه های کلاسیک روسی است. مهم ترین چالش های پیش روی مترجم در فرایند ترجمه ادبی کدامند؟ مترجم در برخورد با واقعیت های خاص زبان مبدأ باید از چه شیوه هایی استفاده کند؟ در این پژوهش از روش تحقیق کتابخانه ای و نمونه کاوی توصیفی تحلیلی استفاده شده است.  نتایج پژوهش حاکی از آن است که مترجم نمایشنامه نیاز به شناخت واقعیت های زبان مبدأ دارد تا بتواند معادل یابی دقیقی برای آن ها انجام دهد. مترجم باید درک مطلوبی از موقعیت های گفتاری موجود در اثر داشته باشد و تلاش کند، تأثیر مشابه متن مبدأ را بر روی خواننده متن مقصد ایجاد کند. علاوه بر آن مترجم باید توانایی تحلیل گفتمان های موجود در نمایشنامه و هدف هر یک از شخصیت ها از بیان آن ها را داشته باشد تا در ترجمه کارکردهای منظوری ساختارهای نحوی موفق باشد. نتایج این تحقیق می تواند در ترجمه دقیق آثار ادبی کلاسیک به ویژه ترجمه نمایشنامه های کلاسیک از زبان روسی به زبان فارسی مؤثر باشد.  
۱۴۶.

Dialogue Localization in Conversation Design and EFL Learners’ L2 Classroom Conversation Fluency Achievement

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۱ (۲۰۲۴) 1 - 9

کلیدواژه‌ها: Non-localized dialogue classroom conversation Speaking Achievement localized dialogue

حوزه‌های تخصصی:
تعداد بازدید : ۷۶ تعداد دانلود : ۵۵
The present study investigated the effect of dialogue localization as a classroom activity on intermediate EFL learners’ classroom conversation. To achieve this, 60 intermediate language learners were selected as convenient sample. The participants’ proficiency levels were determined through the administration of the OPT test. The OPT test utilized in this study comprises a total of 30 questions, distributed evenly across three categories: listening, vocabulary, and grammar, with 10 questions allocated to each category. The proficiency level of the students was determined based on their scores, with a range of 0-10 indicating a pre-intermediate level, 10-20 indicating an intermediate level, and 20-30 indicating an advanced level. Then, they were divided into experimental and control groups. According to Farhady, Jafarpur, and Birjandi (1994), a pre-test of speaking consisting of 7 questions was administered to both groups, and the participants were required to respond orally. The scoring system used for evaluating the participants’ speaking skills was based on the guidelines outlined in the book "Testing Language Skills from Theory to Practice." The experimental group was then taught localized conversation while the control group was taught non-localized conversation. After ten sessions of the treatments, a post-test of speaking was administered in which the participants in both groups were involved in the same activity as the pretest. The data were analyzed through calculating independent sample t-test. The results indicated that the means of the two groups were significantly different, i.e., the experimental group outperformed the control group in the speaking achievement. This means that localization in dialogue has the potential to enhance students’ speaking abilities during classroom conversations.
۱۴۷.

The Representation and Effectiveness of Intercultural Communicative Competence in Iranian High School ELT Textbooks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 89 - 106

کلیدواژه‌ها: culture representation English textbooks intercultural communicative competence English as a Foreign Language Textbook analysis

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۰ تعداد دانلود : ۸۹
English as a foreign language (EFL) textbooks play a significant role in these cultural exchanges. On the other hand, English is known as an international language and acquiring a good Intercultural Communicative Competence (ICC) in EFL classes is considered as one of the primary goals. The present research reports a qualitative study on firstly, the representation of the elements of intercultural competence in Iranian EFL high school textbooks (Prospect Series) and secondly, the potentiality of the textbooks to develop students’ ICC. To this end, an in-depth content analysis of Prospect 1, Prospect 2, and Prospect 3 was done based on Byram’s (1997) model. Next, a group of 300 Iranian high school students was provided with the AIC questionnaire (Fantini, 2009a, p. 196) to examine the extent to which EFL lessons in Iranian high-school English textbooks significantly develop learners’ intercultural competence. The results of the statistical analyses revealed that the cultural topics covered in Prospect Series have little emphasis on developing students’ ICC, and also the dimensions of ICC tasks in the textbooks are distributed unequally. Moreover, Iranian EFL textbooks could not significantly develop learners’ ICC to become aware of cultural differences by being a source of ICC experience.
۱۴۸.

Probing into the Effects of Computerized Dynamic Assessment on Grammar Learning: The Mediating Role of Working Memory(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 107 - 128

کلیدواژه‌ها: computerized dynamic assessment Grammar learning Sociocultural theory working memory Zone of Proximal Development

حوزه‌های تخصصی:
تعداد بازدید : ۱۳۶ تعداد دانلود : ۹۶
This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.
۱۴۹.

Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۴, fall ۲۰۲۴ 87 - 116

کلیدواژه‌ها: Lexical Bundles Book reviews evaluative language Natural sciences human sciences

حوزه‌های تخصصی:
تعداد بازدید : ۱۴۸ تعداد دانلود : ۹۷
Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the disciplines of human and natural sciences. Drawing from a corpus of 737 book reviews, the study investigates the functional roles and structural patterns of these recurrent linguistic units. The research aims to bridge a gap in the literature by exploring how lexical bundles vary across disciplines. Employing a quantitative-qualitative approach, the study first quantitatively identifies the most common 4-word lexical bundles and compares their distribution between the two disciplines. The researchers then qualitatively analyzed the context in which these bundles are used, observing that they often serve to refer to or evaluate the structure, content, audience, or scope of the book under review. Findings reveal that while both human and natural sciences book reviews share some lexical bundles, they exhibit variations in their distribution, structures, and functions. Notably, natural sciences book reviews employ a greater frequency of lexical bundles signaling an evaluative context, particularly contexts related to the assessment of a book. The study also uncovers differences in the structural preferences of lexical bundles between the two disciplines. This research contributes to a deeper understanding of the genre-specific utilization of lexical bundles and underscores their role in conveying evaluative meaning in scholarly discourse. Furthermore, the study suggests avenues for further exploration, providing a foundation for future investigations into the intricate interplay between linguistic features and disciplinary preferences.
۱۵۰.

Probing into the Effects of Teacher Support on EFL Learners' Self-esteem, Resilience, Academic Enjoyment, and Academic Achievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 149 - 180

کلیدواژه‌ها: Positive Psychology EFL Learners teacher support Self-esteem Resilience academic enjoyment academic achievement

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۲ تعداد دانلود : ۹۶
The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.
۱۵۱.

The Impact of Critical Thinking Skills in TBSIR Approach on the Computer-Based English Expository Essay Writing of Iranian University Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 331 - 342

کلیدواژه‌ها: Critical thinking skills analysis interpretation computer-based English expository essay writing TSR approach TBSIR approach Iranian University students

حوزه‌های تخصصی:
تعداد بازدید : ۸۱ تعداد دانلود : ۲۶
Due to the vital role of critical thinking skills in students' educational and non-educational success, the present research attempted to examine the impact of critical thinking skills in TBSIR approach on the computer-based English expository essay writing of Iranian university students. Participants of this study included 30 students at Gonbad-e-Kavous and Hazrat-e-Masoumeh universities in Iran. They answered to the Watson-Glaser critical thinking skills test (1980), then after two weeks of reviewing TSR structure, they wrote a computer-based English expository essay as pre-test. After four weeks of learning TBSIR structure, they wrote another computer-based English expository essay as post-test. The paired samples t-test and Pearson correlation were run and the results revealed the impact of critical thinking skills in the TBSIR approach on the computer-based English expository essay writing of Iranian university students. Also, the results indicate the positive and significant correlation between critical thinking skills especially analysis and interpretation and the computer-based English expository essay writing of Iranian university students, which helps the students to promote their educational and social lives. Finally, teachers, teacher trainers, syllabus designers and materials developers can benefit from the results of this study.
۱۵۲.

Patiently-Drafted Titles: Focusing on Form and Content of Research Article Titles in Iranian Applied Linguistics Journals(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۱, Winter ۲۰۲۴ 1 - 27

کلیدواژه‌ها: Encoded information lexical diversity linguistic research articles Syntactic structures titles

حوزه‌های تخصصی:
تعداد بازدید : ۲۵۶ تعداد دانلود : ۱۷۶
Research article (RA) titles are one of the most important elements of a manuscript, influencing the reviewers’ decision and editors’ judgment, attracting the readers, and conveying the main idea of the article. Investigating 3197 RA titles published in 16 approved Iranian linguistic journals, this study aimed to map their pattern and portray their features of form and content. To this end, all the RA titles of the 16 Iranian journals publishing articles in applied linguistics up to 2022 (3197 titles) were collected. Then, they were analyzed for their length, presence of non-alphanumeric characters, syntactic structure, lexical diversity, as well as type and trend of information encoded.  Results show that RA titles in Iranian linguistic journals tend to be pretty long (average of 13.88) but mostly consist of non-repetitive words with high lexical diversity (.94). Authors mainly used colons (average of 82), hyphens (average of 79), and commas (average of 37) to form titles by nominal (average of 94) and compound (average of 82) grammatical structures. These titles mostly tended to embed information about the method, data, and results of the works and appeared to be highly informative. Interrelationships between features resulted in a checklist for RA title features that can be used by prospective researchers, academic writing instructors, and reviewers.
۱۵۳.

An Analysis of Interactive and Interactional Metadiscourse: Native vs. Non-native Author Dichotomy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 31 - 48

کلیدواژه‌ها: authorial stance Metadiscourse Applied linguistics interactional and interactive resources

حوزه‌های تخصصی:
تعداد بازدید : ۲۹۱ تعداد دانلود : ۱۷۶
Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.
۱۵۴.

EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 111 - 132

کلیدواژه‌ها: Expected Possible Selves Feared Possible Selves Identity IELTS Writing Skills Responsible Possible Selves

حوزه‌های تخصصی:
تعداد بازدید : ۲۳۵ تعداد دانلود : ۱۸۴
There is research paucity concerning EFL learners’ self-formation, taking the role of IELTS writing skills into account. With a view to this, the present study aimed to see what a model of possible self-construction before and after training on IELTS writing skills emerges and what the psychometric properties of the emerged model are. To this end, a grounded theory approach was used. Of the IELTS candidates taking part in five IELTS preparation centers in Kerman, 90 (55 males and 35 females) candidates were selected as the participants of the present study through cluster sampling. A semi-structured interview was used to identify the possible selfof the participants. Coding procedures (i.e., open, axial, and selective coding) and Structural Equation Modeling (SEM) were used to analyze the data. According to the results, a model of possible selfconstruction before and after training on IELTS writing skills emerged wherein before training on IELTS writing skills, feared possible selfwere more dominant than expected and responsible possible selves. Furthermore, after training on IELTS writing skills, expected and responsible possible selfwere constructed more dominantly than feared possible selves. Implications of the results for EFL curriculum planners, teachers, and learners have been discussed.
۱۵۵.

Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners’ Mastery of Low Frequency English Words(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 151 - 171

کلیدواژه‌ها: EFL Learners Vocabulary development strategy Keyword Method Thematic Clustering Morphological Awareness

حوزه‌های تخصصی:
تعداد بازدید : ۲۰۴ تعداد دانلود : ۱۹۱
This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL learners were randomly assigned to three experimental groups and partook six online sessions of vocabulary instruction during a week. Using a pre-test and three post-tests, the vocabulary repertoire of the subjects was measured. The pre-test was administered a week before the commencement of the treatment sessions; the first post-test was administered immediately after each treatment; the second post-test was held 24 hours after each treatment and the third post-test was held one week after the end of the treatment sessions. Paribakht and Wesche (1993) model of measuring vocabulary enhancement was used to quantify the vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the subjects in the keyword group outperformed the subjects in the other two groups in all the three post-tests. Moreover, it was revealed that the thematic clustering group outperformed the developing morphological awareness group. The findings of this research may have pedagogical implications for English teachers, learners and material developers.
۱۵۶.

اثربخشی آموزش میان فرهنگی شعر معاصر فرانسه و فارسی بر استفاده از راهبردهای عاطفی اجتماعی و علاقه مندی به محتوای ادبی(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ خرداد و تیر ۱۴۰۳ شماره ۲ (پیاپی ۸۰) ۴۳۳-۳۹۵

کلیدواژه‌ها: آموزش میان فرهنگی شعر معاصر فرانسه شعر معاصر فارسی راهبردهای عاطفی اجتماعی آموزش زبان فرانسه به مثابه زبان خارجی (FLE)

حوزه‌های تخصصی:
تعداد بازدید : ۷۸ تعداد دانلود : ۹۲
تقابل فرهنگ «خودی» و «دیگری» در اسناد آموزشی ، به ویژه دروس ادبی مربوط به رشته زبان فرانسه در دانشگاه های ایران، امری طبیعی است و نیاز به رویکردی میان فرهنگی که بتواند دانشجویان را در فضایی بینافرهنگی، تعدیل شده و به دور از شوک فرهنگی قرار دهد، ایجاد کرده است. با توجه به اینکه راهبردهای عاطفی اجتماعی ، با تکیه بر تفاوت های فردی، تلاش دارند تا زبان آموزان را در فرایند یادگیری کمک و روند آموزش زبان را تسهیل کنند، هدف این پژوهش، ارائه روشی کاربردی به منظور پیوند بیشتر ادبیات و آموزش زبان فرانسه از طریق فعال کردن ظرفیت های حسّی هیجانی و به کارگیری راهبردهای عاطفی اجتماعی نزد دانشجویان و علاقه مند کردن آنان به محتوای ادبی (شعر) است. همچنین، جامعه آماری تحقیق، شامل 110 نفر از دانشجویان زبان فرانسه در ترم آخر مقطع کارشناسی، در دو گرایش ادبیات و ترجمه در دانشگاه های مختلف ایران است که به صورت تصادفی انتخاب شده اند. ازاین رو، با طراحی پرسش نامه ای محقق ساخته و در 20 سؤال 5 گزینه ای، ابتدا در قالب پیش آزمون، میزان استفاده دانشجویان از راهبردهای عاطفی اجتماعی و علاقه مندی شان به شعر را سنجیدیم. سپس، طی یک دوره آموزشی مجازی و تعامل محور (درمجموع به مدت 50 ساعت) به آموزش میان فرهنگی پرداختیم. در ادامه نیز، از فراگیران، پس آزمون به عمل آمد. براساس نتایج آزمون تی (T test)، می توان چنین استنباط کرد که اختلاف معناداری بین میانگین دانشجویان در پیش آزمون و پس آزمون در زمینه استفاده از راهبردهای عاطفی اجتماعی و علاقه مندی به محتوای ادبی (شعر)، دیده شده است.
۱۵۷.

On the Relationship between Sensory Learning Styles and Reading Subskill Profiles: An Application of Fusion Model(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مرداد و شهریور ۱۴۰۳ شماره ۳ (پیاپی ۸۱) 245 - 274

کلیدواژه‌ها: Cognitive Diagnostic Assessment Fusion model Learning Styles reading skills

حوزه‌های تخصصی:
تعداد بازدید : ۱۱۶ تعداد دانلود : ۸۳
The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs.
۱۵۸.

بررسی زایایی الگوهای سازنده اسم مرکب در زبان فارسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ بهمن و اسفند ۱۴۰۳ شماره ۶ (پیاپی ۸۴) 39 - 64

کلیدواژه‌ها: اسم سازی زایایی ترکیب اسم مرکب واژه تک بسامدی

حوزه‌های تخصصی:
تعداد بازدید : ۹۶ تعداد دانلود : ۹۵
پژوهش حاضر به بررسی زایایی الگوهای سازنده اسم مرکب در زبان فارسی با تکیه بر چارچوب نظری زایایی پلاگ (2003) می پردازد. بدین منظور نگارندگان از پیکره ای برگرفته از پایگاه دادگان زبان فارسی، 1300 اسم مرکب استخراج کردند. روش تحقیق پژوهش حاضر توصیفی تحلیلی بوده و روش گردآوری داده ها پیکره بنیاد است. نگارندگان پس از بررسی و تحلیل داده های جمع آوری شده از پیکره پژوهش، این گونه نتیجه گرفتند که تنها روش کمی سنجش زایایی فرایندهای واژه سازی که پلاگ (2003) معرفی کرده، شمارش بروندادهای یک فرایند واژه سازی است. همچنین، زایاترین الگوی اسم مرکب ساز در میان الگوهای سازنده اسم مرکب در زبان فارسی، الگوی (اسم + اسم) است. به علاوه، روش های مختلف سنجش میزان زایایی الگوهای سازنده اسم مرکب، نتایج متفاوتی را از میزان زایایی این الگوها ارائه می دهد. تحلیل داده های استخراج شده از پیکره پژوهش نشان می دهد که در میان الگوهای سازنده اسم مرکب در زبان فارسی، الگوی (اسم + اسم) بیشترین زایایی را دارد و الگوهای (ضمیر + اسم، ضمیر + ستاک فعلی (حال)، اسم + فعل امر و عدد + عدد) با بسامد نوع 1 واژه، غیرزایاترین الگوی سازنده اسم مرکب بوده و از کم ترین میزان زایایی برخوردارند.
۱۵۹.

A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 359 - 372

کلیدواژه‌ها: material evaluation nominal groups Textbooks Vision Interchange

حوزه‌های تخصصی:
تعداد بازدید : ۱۳۰ تعداد دانلود : ۸۹
Materials evaluation plays an important role in language teaching as it helps practitioners to develop an awareness of the coverage and quality of the existing materials and as such, guides most instruction and revision decisions. Therefore, we sought to evaluate three English Vision textbooks exclusively written for Iranian secondary high school students through a comparison to the identical Interchange book series, the fifth edition. Following a model of nominal groups outlined here, the evaluation targeted the quantity and quality of the groups appearing in the two series as they are assumed to be an important part of authentic language. For the quantitative part, the results indicated a significantly higher use of nominal groups in the Interchange series. Similarly, in the qualitative analyses, we found higher quality nominal groups appearing in the Interchange books. The findings revealed inadequate inclusion of nominal groups' potentially useful structures in the Vision textbooks, supposed to help teachers to raise an awareness so as to come up with appropriate instructional policies, and the textbook developers to consider the findings when any revision is due.
۱۶۰.

تحلیل زبان شناختی سوره مزّمّل؛ نگاهی نقشگرایانه(مقاله علمی وزارت علوم)

نویسنده:
منبع: علم زبان سال ۱۱ بهار و تابستان ۱۴۰۳ شماره ۱۹ 177 - 210

کلیدواژه‌ها: قرآن کریم سوره مزمل فرانقش بینافردی فرانقش اندیشگانی فرانقش متنی

حوزه‌های تخصصی:
تعداد بازدید : ۹۵ تعداد دانلود : ۱۰۸
مقاله پیش رو تلاشی است در راستای تحلیل آیات سوره مزّمّل بر اساس نظریه نقشگرای نظام مند هلیدی. هدف اصلی پژوهش حاضر بررسی ساز و کار های مربوط به بازنمایی مقولات وجه نمایی، یافتن انواع نقش های گفتاری به کار رفته در متن این سوره، مشخص ساختن انواع فرایند های به کاررفته و در پایان، یافتن انواع ساخت های آغازگری است. نتایج پژوهش حاکی از این است که بر اساس فرانقش بینافردی، وجه غالب در اکثر بند های این سوره وجه خبری است و این نتیجه مبیّن این نکته است که  بیشتر آیات جنبه واقع گرایانه و توصیف حقایق دارند و همچنین، خداوند می خواهد با استفاده بیشتر از این وجه، قطعیّت سخن خود را برساند و نوعی حسّ اطمینان در مخاطب ایجاد کند. همچنین، زمانِ حال، زمان غالب در متن سوره مزبور است و ازآنجا که  زمان حال زمانی است که دامنه آن وسیع و درواقع شامل همه زمان ها نیز می تواند باشد، گوینده در متن این سوره بیشتر افعالی با زمان حال را به کار برده است. بررسی قطبیّت بند ها حاکی از درصد بالای قطبیتِ مثبت نسبت به قطبیت منفی است و این غالب بودن قطبیت مثبت درکنار غالب بودن وجه خبری،  قطعیت سخن گوینده را بیشتر می کند. به علاوه، بر اساس فرانقش بازنمودی، فرایند مادی بیشترین بسامد را در متن سوره دارد. فراوانی بالای فرایند مادی به دلیل عینی بودن کلام در متن سوره است؛ هرچه سخن عینی تر باشد، متن تأثیرگذار تر است. بر اساس فرانقش متنی، ساخت آغازگر بیشتر بند ها بی نشان است و این غالب بودن نشان می دهد که گوینده در تلاش است تا از همان سازوکار متداول در زبان روزمره، در ساخت اطلاعی بهره بگیرد.

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