فیلترهای جستجو:
فیلتری انتخاب نشده است.
نمایش ۲٬۰۲۱ تا ۲٬۰۴۰ مورد از کل ۱۰٬۵۱۵ مورد.
حوزههای تخصصی:
Despite the fact that there exists a considerable amount of literature on pedagogically-oriented stylistics, a significant number of the often-cited articles turns out to be based on trust and intuition. This is what has been accentuated by prominent figures as Hall (2007), Carter (2007, 2010), Zyngier and Fialho (2010), among others, while calling for more robust empirically-based studies. The present study is undertaken to review 13 studies published from 2015 to 2022. In doing so, an adaptation of a coding framework was employed to serve as guideline for this review study. In this vein, three overarching themes were detected: 1) stylistics as accessible toolkit for teacher training, 2) stylistics' significance in curriculum and syllabus development and 3) stylistics as an opportunity for cooperation between higher education and language teachers. By detecting these emergent themes some uncharted areas of stylistics-inspired pedagogies as well as some rectified issues were revealed. Despite this, there still remains the issue of underreporting which is indeed undermining to the credibility of pedagogical stylistics. Thus, a set of recommendations were accordingly provided for further advancement in studies concerning pedagogical stylistics.
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance(مقاله علمی وزارت علوم)
حوزههای تخصصی:
While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to the potency of the factors that can foster emotional intelligence inside classrooms. Accordingly, the present study aimed to investigate the extent to which spiritual intelligence could be a predictor of emotional intelligence. The data were collected through a merger of the Brief Emotional Intelligence Scale (BEIS-10) and Spiritual Intelligence Self-Report Inventory (SISRI). The evolved 34-item questionnaire was translated into Persian to ensure maximum comprehension of participants. The sample of this study consisted of 847 undergraduate Iranian EFL learners from two provinces in Iran. Three phases were in this study. First, an exploratory factor analysis of SISRI-24 was performed. Second, confirmatory factor analysis of both inventories, individually, was done by IBM SPSS AMOS. This was followed by CFA of the 34-item questionnaire. Last, multiple regression analysis was modeled to find the predictive relationships. The results of PCA revealed a three-factor model of SISRI (18 statements). CFA also verified both inventories under investigation. The model fit estimated of the 34-item questionnaire was sufficiently adequate to approve the model. Multiple regression analysis also indicated that critical existential thinking could predict both appraisal and regulation of own emotions as well as utilization of emotions. Likewise, conscious state expansion could predict the utilization of emotions. It was also found that personal meaning production could predict the appraisal of other emotions.
دریافت گفتمان فوکو در دورۀ اصلاحات با تکیه بر نقش ترجمه و مترجمان(مقاله علمی وزارت علوم)
حوزههای تخصصی:
اندیشه ها و نظریه ها همچون انسان ها سفر می کنند؛ آنها از فردی به فردی دیگر، از موقعیتی به موقعیتی دیگر و از زمان و مکانی به زمان و مکانی دیگر منتقل می شوند. سؤالی که مطرح می شود این است که وقتی نظریه ای از زمان و مکانی به زمان و مکان دیگری سفر می کند، همان گونه که هست منتقل می شود یا اینکه تغییر می کند؟ در این مقاله در چارچوب حوزه پژوهشی تاریخ نگاری ترجمه، نحوه دریافت یکی از گفتمان های فلسفی مهم قرن بیستم در غرب و در ایران یعنی «گفتمان فوکو» پرداخته می شود؛ و این سؤال پاسخ داده می شود که مترجمان فوکو در دوره اصلاحات بر کدام یک از آثار یا نظریه های فوکو تأکید کرده اند و چرا؟ همچنین با توجه به این که فوکو در سال های آغازین انقلاب اسلامی مواضع جنجال برانگیزی در مورد انقلاب ایران اتخاذ کرده است، این پژوهش به سؤال دیگری نیز می پردازد که با مسأله پذیرش فوکو مرتبط است و آن این که آیا مترجمان فوکو صرف نظر از موضع او نسبت به انقلاب اسلامی به ترجمه آثار وی پرداخته اند؟ به این منظور، تمامی متون ترجمه شده و تألیفی و نیز مقالات مندرج در نشریات دوره اصلاحات (۱۳۸۳-۱۳۷۶) را انتخاب کرده و مفاهیم اصلی آنها طبق دسته بندی مفهوم قدرت در اندیشه فوکو برچسب گذاری شده است. بررسی حاضر نشان داد که مترجمان کنشگران اصلی این گفتمان بوده اند و اندیشه فوکو به مثابه ابزاری در خدمت مترجمان بوده است تا پدیده های اجتماعی را نقد کنند و نیز در دوره مذکور، نقد قدرت پُربسامدترین مفهوم در تمامی آثار چاپی مرتبط با فوکو (ترجمه، تألیف و نشریات) بوده است.
Exploring the Perceptions of Iranian Intermediate EFL Learners about Reading Comprehension Ability
حوزههای تخصصی:
Learners’ perception of culture on receptive skills more specifically on reading comprehension has been an area facing a big challenge contemporarily. The current research aimed to investigate the cultural perception of Iranian EFL learners on reading comprehension ability. To conduct the study, a mixed-methods design consisting of a questionnaire and interview study was used. Participants, 50 intermediate EFL learners (25 males, 25 females), were randomly selected using Oxford Placement Test. The participants were provided with two passages with different cultural contents (one containing Iranian culture and another containing culture of English spoken countries). Then participants were required to fill in a Likert-scale questionnaire which was distributed through Google form online platform. Also, an interview session was conducted to gather more detailed data. Interviews were recorded, transcribed, and coded to find common themes. Analysis of interview and questionnaire data showed that learners hold similar cultural perceptions on reading comprehension ability by gender and social class has no significant impact on learners' perceptions. The results of the study specified that Iranian EFL learners held a positive attitude towards the integration of cultural materials into reading passages to better comprehend the target language. Moreover, it was seen that gender and social class did not impact significantly learners' cultural perceptions of English reading comprehension. The findings imply that ESL students with various reading levels or capabilities can learn from materials that are culturally diverse, specifically the ones at higher reading proficiency levels.
پازند، زبان یا خط؟(مقاله علمی وزارت علوم)
منبع:
زبان و زبان شناسی دوره ۱۸ پاییز و زمستان ۱۴۰۱ شماره ۳۶
211 - 243
حوزههای تخصصی:
متون پازند بخشی از میراث فکری کیش زردشتی است که فارغ از محتوای اغلب نیایشی و آیینی آنها، معمایی در تاریخ زبان فارسی است. آنچه را به نام پازند می شناسیم، پاره ای از متن های فارسی میانه هستند که حدود سده 12م از خط مبهم پهلوی به خط روشن و آوایی اوستا نقل شده اند. پازندنویسی تا سده 19م در ایران و هند ادامه داشته است و پیکره ای پدید آمده است که به اعتبار برخی قرائت ها ویژگی دوره نو زبان فارسی را گرفته است. اما هم پازندنویسان و هم کاربران آثار آنها بر این باور بودند که متنی از دوره میانه را ارائه کرده اند.همواره بر سر این موضوع که تغییر خط منجر به تغییر زبان شده یا نه، بحث بوده است و دلایلی می توان ذکر کرد. در گفتار پیش رو کوشش شده تا با بررسی هشت نمونه متن از دوره های مختلف پازندنویسی در ایران و هند، به این پرسش پاسخ داده شود که آیا در فرایند پازندنویسی دامنه تغییرات زبانی به اندازه ای بوده که به وجود زبان مستقلی قائل باشیم؟
Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students
حوزههای تخصصی:
This study seeks to determine whether or not using indigenous Taiwanese folktales as materials in EFL classes could help to improve the learning outcomes of indigenous Taiwanese high school students by increasing their foreign language enjoyment and motivation. Indigenous high school students in this study used two types of classroom materials: A graded reader set in a generic western milieu and then a series of indigenous folktales that had been translated into English. After each intervention, the students were asked to fill out a questionnaire that evaluated their enjoyment, interest, motivation, and self-perceived efficacy. Interviews and focus groups followed. The study found that students enjoyed the indigenous stories more by a statistically significant margin. The indigenous stories were also more effective in motivating students, while students perceived both types of material to be equally effective in terms of helping them learn new words and improve their proficiency. Implications for practitioners and policy makers are discussed.
Predictive Power of Test-taking Strategies, Critical Thinking, and Self-efficacy in Accounting for Female Iranian Ph.D. Students’ Language Proficiency: The Case of EPT(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۱, Summer ۲۰۲۲
151 - 163
حوزههای تخصصی:
The present study was intended to investigate the roles of test-taking strategies, critical thinking, and self-efficacy in the language proficiency of the female Iranian Ph.D. students at Islamic Azad University (IAU), Shahrekord Branch, Shahrekord, Iran. The participants of the study, who were 98 Ph.D. students from a range of disciplines, were getting ready to sit for the English Proficiency Test (EPT) as a partial requirement for the completion of their courses and take the Comprehensive Exam subsequently. These participants were required to complete the test-taking strategies, critical thinking, and self-efficacy questionnaires, one questionnaire per session, towards the end of their English course with the present researcher. They also took a sample of EPT for their final exam. Standard multiple regression was conducted to see how well self-efficacy, critical thinking, and test-taking strategies could predict the participants’ language proficiency. The obtained results revealed that language proficiency had strong, positive, and significant correlations with critical thinking, test-taking strategies, and self-efficacy. Moreover, it was found that all the three independent variables were significant predictors of language proficiency, with critical thinking being the best predictor, test-taking strategies the second, and self-efficacy the third. The significance of these results lies in the fact that individual attributes like critical thinking, self-efficacy, and test-taking strategies play a significant role in the success of students when it comes to language proficiency.
The Effect of Flipped Classroom Approach on the Iranian High School EFL Learners’ Performance
حوزههای تخصصی:
With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.
متون ترجمه شده در ایران پیشامشروطه و ارزیابی موضوعی آنها(مقاله علمی وزارت علوم)
حوزههای تخصصی:
هدف نوشتار پیش رو، بررسی این مسئله است که ترجمه متون اروپایی در ایران، چگونه در افق تاریخی ایران پدیدار گشت و تأثیرات شکلی و مضمونی آن بر ترجمه متون دوره پیشامشروطه چه بود. به منظور پیشبرد کار از روش تحلیل تاریخی و تفسیر متون ترجمه شده استفاده می شود. دستاورد پژوهش نشان می دهد که در رابطه ترجمه متون اروپایی با تحوّلات تاریخی ایران در دوره مذکور، دو دیدگاه غالب، قابل طرح است: الف) دیدگاهی که این حرکت را نتیجه کوشش عدّه ای از مُبلّغان مذهبی و مأموران سیاسی خارجی از جمله گوبینو می انگارد. به باور پیروان این دیدگاه، حرکت مستشرقان و نمایندگان دستگاه های سیاست خارجی بیگانه از سر انگیزه های خیرخواهانه و برای بهبودی جامعه ایرانی بود و یا انگیزه تبلیغ مذهبی و پیشبرد اهداف سیاسی کشور متبوعشان در این زمینه اثرگذار بود؛ ب) رویکردی که حرکت ترجمه را صرفاً به بصیرت و آزادمنشی تعدادی از حُکام و صدراعظم ها نسبت می دهد. مطابق این نظر، گروه مذکور شناخت مشاهده ای و یا معرفتی نسبت به تحوّلات اروپا داشتند و با یک درک تاریخی از آن بر انجام ترجمه به مثابه اقتباس الگوهای فکری و فرهنگی جدید روی آوردند تا به زعم خود راه میان بُری از تجارب دنیای بیرونی بیابند. طرفداران هر یک از دیدگاه های مذکور به جهت یک سونگری به مسئله، قادر به شناخت واقعی نشده اند؛ زیرا رابطه حرکت ترجمه و ظهور تحوّلات در عصر تاریخی مذکور را باید به صورت دیالکتیکی ‑تأثیر و تأثّر متقابل‑ در نظر گرفت. به عبارت روشن تر، خوانش اندیشه علمی و فکری اروپا، اُفق تاریخی جدیدی را برای ایرانیان رقم زد که زمینه ساز تحوّلات نوظهور در عصر قاجار شد و متقابلاً، کیفیّت تحوّلات بر مضمون و جهت گیری های حرکت ترجمه (سنخ شناسی موضوعی آثار ترجمه شده) اثرگذار بود.
Professionalism and Commitment among Iranian EFL Teachers: Do Educational Context and Gender Make a Difference?
منبع:
Journal of Foreign Language Teaching and Translation Studies, Vol. ۷, No. ۴, Autumn ۲۰۲۲
37 - 58
حوزههای تخصصی:
This study explored the status of professionalism and commitment among Iranian EFL Teachers. In doing so, 136 (86 private-and 50 public-sector) EFL teachers of different ages (25-55) from different schools and institutes in Tehran participated in this study. The participants completed the pertinent instruments (i.e., Teachers’ Professionalism and Organizational Commitment Questionnaires). Moreover, out of 136 participants, 40 EFL teachers were interviewed. The results showed that both professionalism and commitment along with their subcategories were rationally high among EFL teachers. Furthermore, a positive correlation was found between EFL teachers’ professionalism and commitment. Besides, the content analysis of interviews indicated that professional teachers were committed to their teaching and were sensitive to learners’ needs. Likewise, committed teachers were actively looking for professional development opportunities. The results also showed that female EFL instructors had a higher level of professionalism and commitment than their male counterparts. Additionally, the results indicated that EFL instructors in language institutes had a higher level of professionalism and commitment than those in senior secondary schools. The findings can support EFL policymakers, supervisors, managers, and teacher trainers to grasp a better picture of professionalism and commitment in Iranian EFL educational contexts.
Lexical Gap in Human Translations vs. Machine Translation Systems (MTSs): Focusing on Some Verses in the Holy Qur’an
حوزههای تخصصی:
Linguistic and semantic differences are some of the main problems of translating the Holy Qur’an into English. The present study highlights the problem of lexical gap and examines a number of terms- totally 117 in 110 verses- of the Holy Qur’an, including the referential meaning of ‘sin’ and their English translations. The researcher aimed to find the strategies applied by three translators and three machine translation systems (MSTs) and to compare them. In this regard, five frequent and common terms – ‘اثم’, ‘جناح’, ‘سیئه’, ‘ذنب’, and ‘وزر’-were selected. The strategies proposed by Mollanazar (2009) were employed to fill the gap. To do so, the English translations produced by three machine translation systems (MTSs), namely Google Translate, SDL Free Translation and Systranet were compared with three human translation by M.H. Shakir, A.Qaraei and T.B.Irving. The results revealed that in most verses, almost in six English translations, a generic term was used without any additional information to make the sense clearer. There was no noticeable difference between human and machine translations in applying the proposed strategies to fill the gap and make the English version more meaningful in terms of these apparently similar but contextually different terms. Thus, it seems that these differences were not focused on, while rendering these given verses to English.
رده شناسی ترتیب واژه ها در زبان خُلُصی(مقاله علمی وزارت علوم)
منبع:
علم زبان سال نهم پاییز و زمستان ۱۴۰۱ شماره ۱۶
271-301
حوزههای تخصصی:
رده شناسی زبان شاخه ای از دانش زبان شناسی است که به مطالعه شباهت ها و تفاوت های نظام مند میان زبان های نظام مند دنیا و مقایسه ساختار های صرفی و نحوی آنها فارغ از پیشینه می پردازد. پژوهش حاضر در چارچوب مقاله درایر ترتیب واژه ها را در زبان خُلُصی بررسی کرده است. شیوه گرد آوری داده ها از طریق ضبط پاسخ های گویشوران به پرسش نامه و همچنین مصاحبه با آنها بوده است. یافته ها نشان دادند که خُلُصی در مقایسه با زبان های اروپا آسیا، با برخورداری از 14 مؤلفه فعل پایانی قوی و 14 مؤلفه فعل میانی قوی، میان مؤلفه ها توازن دارد. در مقایسه با زبان های جهان، این زبان با داشتن 15 مؤلفه فعل پایانی قوی و 17 مؤلفه فعل میانی قوی، همانند زبان فارسی گرایش به سوی رده فعل میانی نشان می دهد. با توجه به تعداد مؤلفه ها در هر دو گروه از زبان ها، درمی یابیم که خُلُصی در مقایسه با زبان فارسی، به لحاظ ترتیب واژه دستخوش تحولات کمتری شده است.
Designing a Problem-Based Model of Writing Development for Iranian EFL Learners(مقاله علمی وزارت علوم)
منبع:
Iranian Journal of Applied Language Studies,Vol ۱۴, No. ۱, ۲۰۲۲
129 - 144
حوزههای تخصصی:
This study aimed at designing a problem-based model of writing development for Iranian EFL learners. To this end, a qualitative content analysis method was used. The participants included EFL teachers (N=10) and learners (N=15) with teaching and learning experience in writing courses at different language institutes of Iran. They were selected through purposive sampling. To collect the data, a semi-structured interview was used. More particularly, initially, the respondents in this study were interviewed to find out what their views about PBL is. The researchers began the qualitative data collection procedure and continued until data was saturated. The semi-structured questions administered to the respondents dealt with various aspects of PBL including: searching for answers, collaborative learning, cognitive thinking, learner-centered learning, diminished rule of the teacher, feedback dynamics in PBL, synthesis of data, and application of findings. By using the views of participants with regards to PBL, a new PBL model for the writing skill were designed. The findings can have implications for EFL teachers, learners, and curriculum planners.
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter?(مقاله علمی وزارت علوم)
منبع:
Issues in Language Teaching (ILT), Vol. ۱۱, No. ۱, June ۲۰۲۲
255 - 280
حوزههای تخصصی:
This study was an attempt to examine the relationship between the academic degree and teaching experience of Iranian English as a Foreign Language (EFL) teachers and their reliance on student engagement. To this end, eight EFL teachers (male and female) with different teaching experiences and academic degrees and a number of 40 students in their respective classes were selected through convenience sampling. First, the teachers and the students filled out consent forms, including their personal information, such as gender, age, academic degree, and years of teaching experience. Second, the students answered Skinner et al.'s (2008) 'Engagement vs. Disaffection with Learning: Student-report' Questionnaire, a valid scale for measuring language learners' engagement with teaching-learning tasks and their satisfaction with their learning activities. Then, Pearson's product-moment correlation between teachers' teaching experience and academic degree, as well as the students' self-expressed ratings of their engagement or disaffection with classroom learning activities, was calculated. The results showed significant positive correlations between teaching experience and behavioral and emotional engagement and significant negative correlations between teaching experience and behavioral and emotional disaffection.
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers(مقاله علمی وزارت علوم)
حوزههای تخصصی:
Teacher assessment identity (TAI) is a pivotal segment of teachers’ professional identity and practice that has recently gained momentum in second/foreign language research. However, its developmental trajectories in light of digital technologies over time have remained uncharted, to date. To fill this gap, this study intended to unpack the dynamics of EFL teachers’ assessment identity through e-portfolios uploaded on a website. In doing so, 22 novice and experienced Iranian EFL teachers were requested to prepare a series of e-portfolios for a period of two months across three phases. Furthermore, to capture the participants’ perceptions about TAI and its dynamism in light of e-folios, a semi-structured interview was held with 10 EFL teachers. The results of independent median tests demonstrated a significant difference between novice and experienced EFL teachers’ assessment identity at p < .05 with the experienced group being more affected by the e-portfolios. Based on Friedman’s tests, significant improvements in novice teachers’ assessment identity were found from phase 1 to phase 2, and phase 2 to phase 3 owing to the use of e-portfolios. However, the experienced participants did not show significant improvement from phase 1 to phase 2, while in phase 3, a significant improvement and jump were observed. Moreover, the thematic analysis of the interviews indicated that both groups concurred that e-portfolio could contribute to TAI development given its capability to inspire reflection on assessment practices. The study presents implications for EFL teachers, teacher educators, and L2 researchers regarding the dynamism of TAI in light of e-portfolios.
Relationship Between Iranian EFL Teachers’ Job Satisfaction, Job Burnout, and Reflective Thinking: Structural Equation Modeling(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۰, Spring ۲۰۲۲
67 - 84
حوزههای تخصصی:
This research intended to study the Potential relationship between Iranian EFL teachers’ job satisfaction, job burnout, and reflective thinking. One-hundred and eighty-two teachers from different universities, and schools were requested to answer the the Minnesota satisfaction questionnaire, Maslach Burnout Inventory, and reflective thinking scale as the main data collection instruments. Structural Equation Modeling was used to test the hypothesized model of relations. The results represented, there were significant internal correlations between all the latent variables and their sub-scales. Multiple regression analysis showed that job satisfaction positively predicted reflective thinking, with job satisfaction exerting more predictive power in comparison with job burnout. Furthermore, job burnout weakly predicted reflective thinking, with job burnout exerting less predictive power in comparison with job satisfaction. Moreover, there was a negative correlation between job satisfaction and job burnout in which not only these two latent variables but also all their sub-scales were negatively related to each other. Pedagogical implications of the results have been discussed.
Impact of Metacognitive Intervention Program Instruction on the Reading Development of Dyslexic Primary School Learners(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲
173 - 184
حوزههای تخصصی:
This experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with the age range of 8 to 11 years and 90 to 110 IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for 10 weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments. To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties.
بررسی انواع تکرار کامل در گویش قاینی در چارچوب نظریه بهینگی موازی و لایه ای(مقاله علمی وزارت علوم)
حوزههای تخصصی:
فرایند تکرار در دهه های اخیر بسیار موردتوجه زبان شناسان قرار گرفته است. هدف پژوهش حاضر توصیف و تحلیل انواع تکرار کامل شامل تکرار کامل ناافزدوه، تکرار کامل افزوده میانی و پایانی و تکرار کامل پژواکی (با تغییر همخوان آغازی یا واکه جزء مکرر) در گویش قاینی براساس نظریه بهینگی موازی و به ویژه رویکرد بهینگی لایه ای است. بدین منظور داده های مکرر موردبررسی براساس الگوی تکرار شقاقی (1379 و 1397) به روش اسنادی و میدانی با ضبط گفتار آزاد و مصاحبه با 20 گویشور بومی بی سواد/ کم سواد با سن بالای 60 سال جمع آوری شده است. در تحلیل برخی داده ها نیاز است برون داد صحیح مرحله به مرحله پیش بینی شود تا اشتقاق ساخت واژی به درستی بررسی شود. رویکرد بهینگی موازی به دلیل ماهیت تک سطحی (درون داد و برون داد) آن قادر به تبیین برخی داده های مکرر نیست، از این رو، رویکرد بهینگی لایه ای که هیچ گونه محدودیتی بر تعداد و نوع لایه ها ندارد، در تحلیل تکرار کامل افزوده میانی و پایانی استفاد شده است. در این پژوهش، تکرار کامل افزوده پایانی در دو سطح ستاک بررسی می شود که در هر دو سطح محدودیت ONSET بالاترین رتبه را دارد. در تکرار کامل افزوده میانی با افزودن پی بست / o / چون همخوان پایانی پایه مشدد می شود، به دو سطح ستاک و یک سطح واژه نیاز است. در تکرار کامل افزوده میانی فقط در سطح ستاک الف مرتبه بندی محدودیت ها متفاوت است، زیرا نوع جزء مکرر (پژواکی یا غیرپژواکی) در این سطح مشخص می شود، اما در دو سطح بعدی، سطح ستاک ب و سطح واژه که مشمول تشدید و بازهجابندی هستند، محدودیت ها دارای مرتبه بندی یکسانی هستند. درنهایت، یافته ها نشان داد نظریه بهینگی لایه ای تحلیل روشن تری از لایه های میانی در فرایند تکرار کامل افزوده میانی و پایانی ارائه می کند.
رابطه بین هویت پذیری زبانی و مرگ زبانی در میان ساکنین استان کردستان(مقاله علمی وزارت علوم)
منبع:
علم زبان سال نهم پاییز و زمستان ۱۴۰۱ شماره ۱۶
197-219
حوزههای تخصصی:
زبان ها نماد هویت هستند و برای نشان دادن هویت افراد به کار می روند. از این رو، زبان ها نقش مهمی در برساخت هویت ایفا می کنند و مرگ آنها مرگ هویت های معین است. هدف از پژوهش حاضر، بررسی رابطه بین هویت پذیری زبانی و مرگ زبانی در بین ساکنین استان کردستان است. این پژوهش به لحاظ روش کمّی از نوع پیمایشی و به لحاظ هدف، کاربردی است. به این منظور، تعداد 407 پرسشنامه بین نمونه های آماری توزیع شد. نمونه گیری به روش طبقه بندی متناسب انجام گرفت. در این پژوهش، برای جمع آوری داده ها از پرسشنامه استاندارد هویت زبان دوم و مرگ زبانی یونسکو استفاده شد. برای بررسی فرضیه های پژوهش از آزمون همبستگی استفاده گردید. در پایان، تحلیل یافته ها نشان داد که بین هویت پذیری زبانی و ابعاد آن با مرگ زبانی رابطه ای مثبت و معنی دار وجود دارد. از میان ابعاد مختلف هویت پذیری زبانی، بُعد انتظارات دیگران بیشترین نقش تبیین کنندگی را دارد. در پایان، می توان چنین جمع بندی کرد که اگرچه ابعاد هویت پذیری زبانی با شدتی نسبتاً متوسط بر روی مرگ زبانی تأثیر می گذارند، اما از آنجا که این ابعاد متغیرهایی قابل مدیریت هستند، راه برای فعالان و سیاست گذاران بخش فرهنگی گشوده است تا در مسیر حفظ زبان ها گامهای موثری بردارند.
The Effect Of Strategy-Based Methods Vs. Translation-Based Method On General English And ESP Reading Comprehension Of Iranian University Students(مقاله علمی وزارت علوم)
حوزههای تخصصی:
This study investigated the effect of strategy-based methods vs. translation-based methods on General English and ESP reading comprehension of Iranian university students. 120 homogenous General English and ESP students were selected based on a Quick Placement Test. They were assigned into four groups. One experimental and one comparison group for General English and ESP students. A pretest of General English and ESP reading comprehension was administered to assess their General English and ESP reading comprehension ability. In both experimental groups, the strategy-based method, and in comparison groups, the translation-based method was used for teaching General English and ESP reading comprehension. After the post-test, the result of independent t-tests indicated that the comparison group outperformed the experimental group in the ESP course. However no statistically significant difference was observed between the two groups in General reading comprehension, it can be concluded that in ESP reading comprehension, the translation-based strategy is more effective than the strategy-based method however in General English reading comprehension, students can understand the text via both strategies. So, the strategy-based method was preferred in General English reading comprehension. These findings encourage English teachers to choose a proper strategy for teaching different materials in different contexts.