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.

ترتیب واژه در زبان های چرداول از منظر رده شناسی زبان/Word Order Typology in Chardawol Languages(مقاله علمی وزارت علوم)

نویسنده:
منبع: علم زبان سال ۱۱ پاییز و زمستان ۱۴۰۳ شماره ۲۰ 47 - 82

کلیدواژه‌ها: رده شناسی زبان ترتیب واژه زبان های چرداول کردی لکی لری

حوزه‌های تخصصی:
تعداد بازدید : ۴۸ تعداد دانلود : ۳۵
رده شناسی زبان مطالعه نظام مند تنوعات زبانی است و ترتیب واژه یکی از مباحث اصلی مطرح در آن به شمار می آید. پرسش اساسی پژوهش حاضر این است که گونه های زبانی منطقه چرداول در استان ایلام به کدام رده زبانی تعلق دارند و کدام ویژگی های رده شناختی بر ترتیب واژه ها و سازه های نحوی این گونه ها ناظر است. این پژوهش با مبنا قراردادن چارچوب مطرح شده در پژوهش دبیرمقدم، به مطالعه مؤلفه های ترتیب واژه در زبان های چرداول در شمال استان ایلام پرداخته است که چند گونه از زبان های کردی، لکی و لری را شامل می شود. به این منظور، 24 مؤلفه ترتیب واژه در سه زبان مذکور بررسی شد و در هرمورد با ارائه مثال از گونه های زبانی، وضعیت هر مؤلفه مشخص شد. بررسی این 24 مؤلفه نشان داد که سه گونه زبانی بررسی شده در منطقه جغرافیایی چرداول از همگرایی بالایی برخوردارند که این مسئله خود جلوه ای از ’رده شناسی منطقه ای‘ محسوب می شود. مقایسه مؤلفه های ترتیب واژه در سه گونه زبانی بررسی شده با زبان های اروپا آسیا نشان داد که این سه گونه طبق 17 مؤلفه از 24 مؤلفه در رده زبان های فعل میانی قوی قرار می گیرند.  مقایسه این گونه ها با زبان های جهان نیز، زبان های کردی، لری و لکی در منطقه چرداول را طبق 19 مؤلفه در رده فعل میانی قوی قرار می دهد.
۱۴۲.

بررسی منتخب ابیاتی از چهار برگردان فارسی چهار غزلواره شکسپیر از منظر چهار راهکار ترجمه ای جیمز هولمز (۱۹۸۸)(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و ترجمه سال ۵۷ بهار ۱۴۰۳ شماره ۱ 63 - 92

کلیدواژه‌ها: غزلواره های شکسپیر راهکار ترجمه ای هولمز شکل-وابسته محتوا-وابسته

حوزه‌های تخصصی:
تعداد بازدید : ۶۷ تعداد دانلود : ۵۳
این مقاله، منتخب ابیاتی از چهار برگردان فارسی چهار غزلواره شکسپیر را از منظر چهار راهکار ترجمه ای هولمز بررسی تطبیقی می کند تا نشان بدهد کدام راهکارهای ترجمه ای وجه غالب دارند و مترجمان کدام راهکارها را اتخاذ کرده اند. از نظر هولمز، شعر ترجمه شده، نوعی «فرا-شعر» و مترجم نیز فرا-شاعری است که می کوشد عینیت کلامی را در قالبی کم و بیش مشابه شعر اصلی، بازآفرینی کند. روش این این مقاله، کیفی-تحلیلی و مطابق با نقشه راه مطالعات ترجمه است. از چهارگونه فراشعر یعنی محاکاتی، قیاسی، انداموار و انحرافی، دو راهکار اول، «شکل-وابسته» و دو راهکار دوم، «محتوا-وابسته»اند. نتایج بررسی نشان می دهند برگردان طبیب زاده «فرا-شعری» است که نه به نثر است و نه به نظم؛ برگردان تفضلی، شکل-وابسته؛ برگردان مقدم، مبتنی بر راهکار انحراف است؛ و ابجدیان نیز راه میانه را اختیار کرده است. در مجموع، طبیب زاده با انتخاب راهکار «قیاسی»، ترجمه هایی به مثابه فراشعر از غزلواره های شکسپیر در زبان فارسی پدید آورده است.
۱۴۳.

Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 1 - 18

کلیدواژه‌ها: Blended Learning online learning face-to-face learning learners' perceptions EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۹۳ تعداد دانلود : ۳۱
Blended learning (BL) is being increasingly utilized in teaching and learning languages, therefore, carrying out this study in view of the lack of studies on BL within the Iranian EFL context is very significant. The study conducted at the English Department of Karaj Islamic Azad University provides valuable insights into how instructors and learners perceive the interplay between blended, online, and face-to-face (F2F) instructions. A mixed methods design has been applied to the study. 410 learners, studying English translation, and 46 university instructors responded to a Likert-type questionnaire and an open-ended one and 10 of them were interviewed. The findings revealed that, by incorporating both traditional classroom instruction and online learning tools, students can benefit from a more personalized and interactive learning experience. This approach can also help educators adapt their teaching methods to better meet the needs of diverse learners. In terms of educational policies, there may be a need for increased support and resources for implementing BL modules in language education. Additionally, language teaching programs may need to be revised to include more digital resources and tools to enhance language learning outcomes. Overall, the integration of BL in language classes can lead to more effective and engaging language education practices.
۱۴۴.

DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 87 - 110

کلیدواژه‌ها: Digital visual literacy Digital Image Guide Method speaking proficiency EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۲۹۳ تعداد دانلود : ۱۹۸
The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore and understand the images. More importantly, images have valuable connections to language learning and hold the potential for teaching English effectively. Accordingly, the present study investigated the impact of the DVL-integrated instructions in an English-speaking course on EFL learners' speaking proficiency. The Digital Image Guide (DIG) method was conducted for the DVL instructions. A total of 18 female Iranian EFL learners aged 18-27 from a national university participated in the study, undergoing ten instructional sessions. Various components, such as visual elements in several images, flyers, brochures, memes, and book covers, were introduced to the learners throughout the treatment phase. Using mixed-methods research, quantitative and qualitative data were collected. The quantitative phase employed a pretest-posttest one-group design, and data was collected through the speaking section of the Cambridge English Qualification Test. The qualitative phase collected data on the learners' attitudes toward the course. The data were analyzed using SPSS and content analysis. The findings of a paired-sample t-test examining oral proficiency test data revealed the effectiveness of the course on the speaking proficiency of the learners. The analysis of the interview data revealed that the students held positive attitudes toward the course and the instructions. The findings of this study demonstrated that teaching digital visual literacy through the Digital Visual Literacy (DVL) approach and Digital Image Guide (DIG) Method could help learners with their speaking proficiency.
۱۴۵.

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 : ۲۰۷ تعداد دانلود : ۱۹۲
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.
۱۴۶.

Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 298 - 315

کلیدواژه‌ها: Academics EFL Curriculum Critical thinking perceptions PhD Candidates

حوزه‌های تخصصی:
تعداد بازدید : ۲۹۲ تعداد دانلود : ۲۱۳
Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula in Iran. Moreover, it aimed to identify the primary obstacles teachers may have while employing CT skills, and suggest some necessary strategies to strengthen students' CT abilities. To do so, a total of 50 male and female EFL academics as well as 50 male and female PhD candidates specializing in Applied Linguistics, Linguistics and Literature, as well as Translation at different universities in Iran participated in this study. The present investigation employed a mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT questionnaire was used. Moreover, semi-structured interviews were undertaken with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore the need for educational policymakers and curriculum developers to recognize the significance of CT in language learning and to infuse more systematic and explicit approaches to teaching CT in Iranian EFL context. The pedagogical implications of the study were accordingly discussed. 
۱۴۷.

A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 316 - 340

کلیدواژه‌ها: Systematic review Instagram Mall meta-analysis

حوزه‌های تخصصی:
تعداد بازدید : ۲۸۸ تعداد دانلود : ۲۱۴
In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool in ESL/EFL and attempted to perform a scientific mapping of the literature. To this end, a corpus of studies since 2010 was retrieved in January 2023 from six academic databases and reviewed through the stages of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). A critical appraisal of 48 experimental studies included in this review was carried out and a meta-analysis of 11 eligible studies was conducted. The results of the meta-analysis confirmed the significant effect size of the use of Instagram in ESL/EFL. The bibliometric analysis revealed that the research productivity is up and found writing and vocabulary skills as the main focus in most of the studies. This study could have implications for teachers and researchers to gain a broad overview of the integration of Instagram in English language teaching and to know the current research trends in the field for future research.
۱۴۸.

Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 341 - 358

کلیدواژه‌ها: Grammar ability Group Dynamic Assessment High School Students Sociocultural theory

حوزه‌های تخصصی:
تعداد بازدید : ۲۷۹ تعداد دانلود : ۱۸۱
Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview was conducted to explore students’ attitudes toward concurrent GDA. This study used a convenient sample of 42 Iranian third-grade students in a private high school who prepared to participate in the Iranian University Entrance Exam (IUEE). The students of the two groups (i.e., GDA and Non-GDA) followed the same procedure (i.e., DIALANG test, pre-test, three conventional teaching sessions and one enrichment session, focus group interview (for GDA group), post-test and transcendence test). Quantitative findings using three independent sample t-tests and two repeated measure ANOVAs revealed that the GDA group significantly outperformed the non-GDA group regarding grammar ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the concurrent GDA assisted students to improve their grammar ability. The study's findings highlight the importance of applying GDA as a mediational procedure that assists students in developing their grammar ability in L2 contexts. The findings of the study may assist L2 teachers to apply GDA procedure in their classrooms to save time for teaching and assessing grammatical structures.
۱۴۹.

Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, , Issue ۱, March ۲۰۲۴ 114 - 130

کلیدواژه‌ها: IELTS Implicit theory of writing Incremental theory of intelligence Self-regulatory writing strategies Writing Performance

حوزه‌های تخصصی:
تعداد بازدید : ۲۴۴ تعداد دانلود : ۱۷۵
Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To do so, 320 Iranian IELTS candidates were invited to participate in the study. Three questionnaires, namely incremental intelligence, self-regulatory writing strategy, and implicit theory of writing, were utilized. The participants included male and female IELTS candidates aged 19-27 years with a minimum band score of 6.5 in their writing skill. Furthermore, their educational qualifications included BA and MA degrees. The collected data were analyzed using SPSS and structural equation modeling (SEM). The correlation analysis showed that the incremental theory of intelligence had a significant relationship with self-regulatory writing strategy, implicit theory of writing, and writing performance. Moreover, the obtained results of SEM confirmed the findings of the correlational analysis, indicating statistically significant positive correlations among the variables of the study. The findings revealed that a growth-oriented mindset could affect students’ use of four types of self-regulatory writing strategies. Self-regulatory writing strategies also played a pivotal role in guiding, stimulating, motivating, and sustaining learners’ efforts, thus predicting writing performance. The results of this study can help EFL learners learn how to regulate and manage themselves in writing skills. Learners can assess the extent of their professionalism and endeavor to identify their weaknesses in the learning process.
۱۵۰.

بررسی نگرش زبانی گویشوران نسبت به کردی، فارسی کرمانشاهی و فارسی معیار در شهر کرمانشاه با استفاده از آزمون تطبیق صدا(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و گویش های غرب ایران سال ۱۲ بهار ۱۴۰۳ شماره ۴۴ 55 - 71

کلیدواژه‌ها: نگرش زبانی چندزبانگی کردی فارسی کرمانشاهی فارسی معیار آزمون تطبیق صدا

حوزه‌های تخصصی:
تعداد بازدید : ۲۲۴ تعداد دانلود : ۲۳۲
ما در جهانی زندگی می کنیم که تنوّع زبانی در آن با آهنگی هشداردهنده روبه کاهش است؛ به طوری که شمار زیادی از زبان های زنده کنونی تا صد سال آینده از میان خواهند رفت. در ماندگاری یا مرگ زبانی عوامل گوناگونی نقش دارند که ازجمله مهم ترین آن ها می توان به نگرش گویشوران نسبت به زبان های بومی اشاره کرد. کرمانشاه به عنوان شهری چندزبانه پذیرای گونه های زبانی مختلفی همچون کردی، فارسی کرمانشاهی و فارسی معیار است. در چنین جوامعی با بررسی نگرش زبانی افراد نسبت به یک گونه زبانی و گویشوران آن می توان دورنمایی از وضعیت آینده گونه های زبانی از نظرِ بقا یا زوال به دست آورد. بنابراین، در این پژوهش کوشش شد تا تصویری واقعی از جایگاه این سه گونه زبانی با استفاده از آزمون تطبیق صدا ارائه شود. تعداد 80 آزمودنی شامل 40 نفر زن و 40 نفر مردِ ساکنِ شهر کرمانشاه در دو گروه سنّی برای شرکت در این پژوهش برگزیده شدند. نتایج نشان داد که فارسی معیار، کردی و فارسی کرمانشاهی به ترتیب دارای بیشترین تا کمترین میزان نگرش مثبت بودند. زنان نسبت به مردان نگرش مثبت تری نسبت به فارسی معیار داشتند؛ اما نگرش مردان نسبت به کردی مثبت تر بود. همچنین در بررسی تأثیر متغیّر سن بر نگرش زبانی، تفاوت معناداری مشاهده نشد.
۱۵۱.

A Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-Stakes Language Proficiency Test

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, , Issue ۱, March ۲۰۲۴ 17 - 33

کلیدواژه‌ها: Reading comprehension attributes CDMs G-DINA Compensatory non-compensatory

حوزه‌های تخصصی:
تعداد بازدید : ۲۷۵ تعداد دانلود : ۲۰۲
The purpose of this study was to compare the functioning of five restrictive CDMs, including DINA, DINO, A-CDM, LLM, and RRUM, against the G-DINA model to identify the best-fitting CDM which can better explain the interaction underlying the attributes of the reading comprehension section of an Iranian high-stakes language proficiency test. To achieve this aim, item responses of 1152 examinees to the items of the test were examined. The six CDMs were initially compared in terms of relative and absolute fit statistics at test-level to choose the best model. It was found that the G-DINA model outperformed compared to the restrictive models; thus, it was selected for the second phase of the study. Concerning the second purpose of the study, the G-DINA was used to identify strengths and weaknesses of the examinees. The results revealed that making an inference and vocabulary are the hardest attributes for examinees of the test, and understanding the specific information is the easiest attribute. Finally, the models were also compared at item-level. The presence of a combination of L2 reading attributes was found.
۱۵۲.

Iranian Prospective English Language Teachers’ Perceptions of Neurocognitive Science Core Concepts: A Phenomenological Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ فروردین و اردیبهشت ۱۴۰۳ شماره ۱ (پیاپی ۷۹) 259 - 292

کلیدواژه‌ها: neurocognitive science ELT teachers teacher education neurocognitive core concepts

حوزه‌های تخصصی:
تعداد بازدید : ۱۱۴ تعداد دانلود : ۷۵
Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.
۱۵۳.

The Facilitative Role of Social Media in EFL/ESL Students’ Language Skills and Academic Engagement: A Theoretical Analysis(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مرداد و شهریور ۱۴۰۳ شماره ۳ (پیاپی ۸۱) 225 - 244

کلیدواژه‌ها: academic engagement EFL/ESL student Language skills Positive Psychology social media

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۳ تعداد دانلود : ۶۹
The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.  
۱۵۴.

A Synthetic Investigation of Listening Skill and Learning Styles Status in Light of Exercise-based vs. Task-based Interventions

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۲ (۲۰۲۴) 1 - 19

کلیدواژه‌ها: task-based instruction exercise Listening Skill learning style

حوزه‌های تخصصی:
تعداد بازدید : ۷۳ تعداد دانلود : ۷۳
Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.
۱۵۵.

Iranian EFL Teachers’ and Learners’ Perceptions of the Localized EFL Textbooks: A Mixed-Methods Analysis

نویسنده:
منبع: Mixed methods studies in English language teaching,Vol ۱, Issue ۱, Spring ۲۰۲۴ 67 - 88

کلیدواژه‌ها: ELT textbooks Learner perspectives Prospect Series teacher’s perspectives

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Nowadays, the goal of language education has changed from mastery of structure to the ability to use language for communicative purposes; however, the cultural content of the ELT textbooks in Iran has never been sufficiently discussed. Therefore, the major purpose motivating this study was to study the perceptions of teachers and learners of the localization of Iranian English textbooks in the Iranian EFL textbooks (i.e., Prospect series), besides investigating if there were any significant differences between the perceptions of teachers and learners. For this purpose, the participants of this study comprised two samples. The first group who took part in this study were 87 EFL teachers, and the second was a sample of 105 EFL learners. The research instruments were a questionnaire and a semi-structured interview protocol. For the evaluation of the textbook, a researcher-made questionnaire was used. The questionnaire was designed based on Cheng (2005). The purpose of this questionnaire was to probe the Iranian EFL teachers' and students' perceptions of the localized materials. In order to explore teachers' attitudes towards localized materials, a semi-structured interview was used. The findings suggest that while teachers and learners might view the series differently, there exists a common ground of appreciation for its value in enhancing the English learning experience. This convergence in positive perceptions emphasizes the importance of educational resources that cater to diverse learning styles and preferences. This study can have some pedagogical implications for curriculum developers, educational policymakers, teachers, and material designers.
۱۵۶.

Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 23 - 45

کلیدواژه‌ها: Curriculum Globalization global citizenship education Language Planning Language Policy

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As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education. 
۱۵۷.

Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 97 - 115

کلیدواژه‌ها: Argumentative writing Genre lexical diversity Narrative Writing Syntactic complexity Writing quality

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lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.
۱۵۸.

Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 214 - 227

کلیدواژه‌ها: Cohesion Cohesive devices textuality Narrative Writing free writing

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This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by Iraqi intermediate EFL learners in the narrative genre. To do so, 30 Iraqi intermediate EFL learners at Kufa university took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The narratives were coded and rated by two experts based on Halliday and Hasan’s (1976) framework. The data obtained from translation narratives were compared with a standard translation for each text. Results of the one-sample t-test performed on the scores of translation narratives indicated that Iraqi leaners produce shorter passages in the target language than in the source language; however, they used significantly more times than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used in English output of the Iraqi EFL learners are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of Iraqi EFL learners.
۱۵۹.

Designing and Validating a Brainling Model: A Case of High School and Language School Textbooks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 1 - 20

کلیدواژه‌ها: Textbook analysis Sense Emotion Cognition culture

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Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners’ cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on “cogling”, “emoling”, “sensoling”, and “cultuling” components of the brainling model and distributed among Iranian teachers (N=218) and EFL learners (N=236). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers’ ratings of these components.  The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks.
۱۶۰.

The Effect of Self-Determined Learning Model of Instruction (SDLMI) on Intermediate EFL Learners’ L2 Autonomous Motivation, Self-efficacy, and Perceived Locus of Causality(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 117 - 134

کلیدواژه‌ها: Self-Determined Learning Model of Instruction Autonomous Motivation Perceived Locus of Causality EFL Learners Self-Efficacy

حوزه‌های تخصصی:
تعداد بازدید : ۲۲۵ تعداد دانلود : ۱۸۹
The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 

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