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 ۲٬۱۶۱ تا ۲٬۱۸۰ مورد از کل ۱۰٬۳۰۳ مورد.
۲۱۶۱.

An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۷, Spring & summer ۲۰۲۱ 81 - 112

کلیدواژه‌ها: motivation demotivating factors Remotivating Factors MA Exam Candidates PhD Exam Candidates Positive Psychology

حوزه‌های تخصصی:
تعداد بازدید : ۳۱۶ تعداد دانلود : ۲۶۲
Learning outcomes will highly increase if barriers are identified and removed appropriately. Since demotivating factors can affect the learning process negatively, regaining the lost interest of learners leads to higher levels of academic achievement. Demotivation has been referred to as low motivation instead of being an independent concept on its own on the one hand, and the demotivating factors related to PhD exam candidates have not been taken into consideration so far on the other hand. As a result, this research attempted to examine both the demotivating and remotivating factors in the Iranian milieu, for which 100 MA and 78 PhD exam candidates from various universities took part in our study. The participants filled out a validated demotivating questionnaire for data collection, and 15 MA and 20 PhD participants participated in a semi-structured interview, encompassing five open-ended questions. The multivariate analysis of ANOVA depicted a significant difference between the most demotivating factor (economic problems) and the least demotivating one (curriculum decisions). Moreover, the data provided by the participants were analyzed to reduce the effect of these factors. Identifying the demotivating factors and trying to neutralize their negative effects by considering the remotivating options enables the policymakers to help the students move towards academic satisfaction which in the long run leads to their psychological well-being.
۲۱۶۲.

Application of WebQuest-based Instruction in Higher Education Context: EFL Students’ Achievement in Writing Skill(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۷, Spring & summer ۲۰۲۱ 113 - 136

کلیدواژه‌ها: Technology-enhanced instruction WebQuest-based instruction writing skill writing sub-skills

حوزه‌های تخصصی:
تعداد بازدید : ۴۲۴ تعداد دانلود : ۲۹۳
EFL learners’ low motivation and lack of sufficient prior knowledge can be regarded as the barriers that impede their success in presentation of high quality writing pieces. To solve the mentioned problems, some researchers suggest the application of inventive technology-enhanced instructions in teaching the writing skill. In this regard, WebQuest as a computer-based instructional model providing the already-selected website links can be proposed as an appropriate candidate. Hence, the very aim of the present experimental pre-test/post-test study was to address the effect of WebQuest-based instruction on Iranian undergraduate EFL learners’ achievements in their overall essay writing ability as well as their writing ability concerning the elaboration, focus, conventions, vocabulary, and organization sub-skills. To do so, 50 participants in the experimental group and 49 participants in the control group performed the WebQuest-based and the alternative tasks without access to the web links, respectively. To analyze the obtained data, six ANCOVAs were run. The results revealed a significant improvement in EFL learners’ overall writing performance as well as their outperformance in the organization, focus, elaboration, and vocabulary subskills, but not the conventions sub-skill. The findings of this study indicated optimistic implications about the potential applicability of novel educational technologies in Iranian higher education context. EFL learners’ improved writing performance and vocabulary acquisition as well as their increased motivation and collaboration in WebQuest-based writing classes can be regarded as a valuable clue for teachers, administrators, and designers to pave the way for further integration of innovative technologies in EFL settings.
۲۱۶۳.

Collaborative Flipped Learning through CALL: A Recipe for Realizing Social Presence in Virtual Learning Environments(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 95 - 114

کلیدواژه‌ها: Flipped Classroom social presence interactivity asynchronous communication CALL

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۳ تعداد دانلود : ۵۱۷
From the dawn of the third millennium, the utilization of state-of-the-art technology for educational purposes, especially computers and the Internet, has become prevalent across the globe. In this regard, flipping EFL classes appears to be an effective approach to practicing second/foreign languages through computer-assisted language learning (CALL) in order to extend the class time to asynchronous activities outside the class, and make the students more autonomous and actively engaged in the painstaking process of language learning. However, this question merits consideration why many current CALL programs run and taught through flipped learning do not seem to take full advantage of collaborative learning and peer-assessment, specifically taking place in asynchronous channels of communication, namely threaded comment forms and discussion boards. The present study investigates the prospect of realizing social presence as a shared feeling of community among the learners by restructuring and optimizing the existing methods for flipping language classes. Employing a qualitative research based on grounded theory and data triangulation, the researchers recorded, transcribed and analyzed 41 semi-structured group and individual interviews with 44 participants attending an online IELTS preparation course on the first researcher’s website for over one year. Additionally, the same interview questions were posed in an open-ended questionnaire accessible to the participants from the website. The obtained results suggested that learner-centered flipped classes in which asynchronous student-driven content development and out-of-class peer-assessment through commenting and replying are adequately practiced can tremendously increase student interactivity, thereby fulfilling the sense of social presence.
۲۱۶۴.

Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۱ , ۲۰۲۱ 81 - 104

کلیدواژه‌ها: EFL Teachers emotion regulation strategies Principal Component Analysis Structural Equation Modeling multiple regression analysis

حوزه‌های تخصصی:
تعداد بازدید : ۳۸۱ تعداد دانلود : ۳۳۳
The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational background, working experience, gender, and age was also appraised. To do so, 250 EFL teachers with at least five-year teaching experience at the universities of two states, Isfahan and Fars, were invited to take part in the study. The non-random convenient sampling technique was then adopted. Filling out the inventory was done after the class time. The results of the principal component analysis (varimax rotation) verified the original two-factor model. The multiple regression analysis done by AMOS software also revealed that demographic variables could significantly affect teachers’ emotion regulation, though their effect in the present sample was small (R2=0.08 and R2=0.02). The results also suggested that the teachers disagreed about the use of expressive suppression in their classes (m=3.28) and were rather undecided as to the use of cognitive reappraisal in their teaching (m=4.49).
۲۱۶۵.

EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۱ , ۲۰۲۱ 129 - 152

کلیدواژه‌ها: Attitude towards writing Iranian EFL learners’ attitudes Iranian EFL teachers’ attitudes task-based language teaching writing proficiency

حوزه‌های تخصصی:
تعداد بازدید : ۳۸۵ تعداد دانلود : ۲۹۳
Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The current research is an attempt to scrutinize the upshots of EFL teachers and learners' mind-sets for classroom assignments in the form of writing skills in terms of structure and content. Due to this, 60 Iranian EFL learners were decided on from a language institute in Isfahan, Iran via convenience sampling. An Oxford Placement Test, the Oxford Attitude Questionnaire , and the Assignment Questionnaire were employed to amass data and firm up participants' levels. To categorize the assignments, learners were demanded to write a text on the submitted topics. The assignments were divided into three sets as per learners' opinions: The assignments deemed appropriate by the learners, by teachers and by no one special (control group) .Afterward, the topics separately chosen by the learners and the teachers were imparted to the participants in distinct groups. Besides, the control group was given a distinctive group of topics. Then, the completed assignments were corrected via Liao and Wang scoring scale and the results were evaluated through one-way analysis of variance. The results revealed a significant difference between the performance of learners in the three groups in terms of writing proficiency. This means that the group who received their assignments based on the teachers' attitude, outperformed the other two groups. Research applications are postulated at the end of the article.
۲۱۶۶.

Teachers' Rating Criteria for Classroom Oral interviews as Influenced by their First Languages and Educational Backgrounds(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۰, Issue ۲, Spring ۲۰۲۱ 161 - 192

کلیدواژه‌ها: classroom assessment speaking rating criteria native teachers Non-native teachers educational background

حوزه‌های تخصصی:
تعداد بازدید : ۵۱۶ تعداد دانلود : ۳۸۰
The current study attempted qualitatively to explore and compare the qualities that native and Iranian English teachers (with and without related educational backgrounds) attend to while rating their students' oral productions in the classroom context. In doing so, the perceptions of 19 native English teachers (9 graduates in TEFL and 10 graduates in other majors) along with 18 Iranian English teachers (10 graduates in TEFL and 8 graduates in other majors) were sought through semi-structured interviews. The data were collected after the outbreak of Coronavirus (COVID-19) disease in 2020, which gave the researchers no choice but to look for haphazard cases with specific features in social networks. The recorded interviews were analyzed attentively through content analysis. The findings indicated that although all native and non-native respondents focused intensively on the structural features of language in general while rating oral interviews, they had notably different views regarding some sub-features within each category. Further results showed that the native and non-native TEFL-graduate teachers, unlike their peers with unrelated educational backgrounds, also gave credits to several message-based and pragmatic aspects of oral production. The findings have practical implications for researchers, pre-service and in-service teachers, and teacher educators.
۲۱۶۷.

Negotiated Syllabus and Undergraduate Students Reading Comprehension and Oral Production Ability: Teachers’ and Learners’ Perspectives(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۲, ۲۰۲۱ 1 - 18

کلیدواژه‌ها: negotiated syllabus Reading Comprehension oral production learners perspectives

حوزه‌های تخصصی:
تعداد بازدید : ۳۴۱ تعداد دانلود : ۲۶۴
The negotiated syllabus, also known as a learner-centered and process-oriented syllabus, was introduced as an alternative to a pre-determined syllabus a couple of decades ago. The review of the related studies shows the number of studies in the use of negotiated syllabus in English language teaching is scanty. This study aimed at delving into the impacts of the negotiated syllabus on undergraduate students’ reading comprehension, oral production, and the participants’ perspectives about the syllabus. A mixed-methods research design was employed. Data were collected through researcher-developed tests and an interview checklist. The quantitative section analyzed through independent samples-tests (p=0.05) verified that the negotiated syllabus had a significant effect on the experimental mean scores regarding reading comprehension and oral ability production. In addition, results of the qualitative phase indicated that the use of negotiated syllabus, despite some learner, teacher, and institute-related constraints, has some pedagogical advantages. In light of the results, teachers are recommended to minimize the limitations and implement the negotiated syllabus in teaching English programs to optimize the language learners’ motivation and language achievement.  
۲۱۶۸.

Learners’ Grammar Achievement via Oral and Writing Modalities in Cognitive and Ecological Perspectives: Recast in Focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۹, Fall & Winter ۲۰۲۱ 121 - 145

کلیدواژه‌ها: cognitive perspective to language learning ecological perspective to language learning Grammar achievement modality recast

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۲۱۷
Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.
۲۱۶۹.

Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۱ (۲۰۲۱) 16-33

کلیدواژه‌ها: Learning Styles mismatches secondary schools teaching styles

حوزه‌های تخصصی:
تعداد بازدید : ۴۱۷ تعداد دانلود : ۲۲۳۶
This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style.
۲۱۷۰.

The Effect of Teacher vs. Learner-Assessment Activities on the Iranian Intermediate EFL Learners’ Writing Ability

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۱ (۲۰۲۱) 49-63

کلیدواژه‌ها: Peer assessment Self-assessment Teacher Assessment writing

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۴ تعداد دانلود : ۳۰۴
The present study sought to investigate the effectiveness of teacher versus learner assessment activities on the Iranian intermediate EFL learners’ writing ability. In order to find an answer to the questions of this research, 30 intermediate students from Zaban Iran Language Institute in Rasht, Iran were selected via administering Solutions Placement Test (SPT). Next, they were divided into three groups of 10. Learners were randomly assigned into two experimental groups of peer assessment and self-assessment, and one control group, teacher assessment. A pre-test of writing was then administered before the groups received 8 sessions of treatment through peer, self-, and teacher assessment techniques. After the treatment period, a post-test of writing was administered to all groups. The results of descriptive and inferential analyses revealed that the peer assessment group attained the highest scores on the writing test, and a statistically significant difference among the effects of the teacher assessment, peer assessment, and self-assessment on Iranian Intermediate EFL students’ writing ability was reported. Also, the group using teacher assessment technique attained higher scores than the group that used the self-assessment technique. The implications of this study can be considered for EFL teachers, learners, materials developers, and syllabus designers.
۲۱۷۱.

Language Proficiency and Identity: Developing a Structural Equation Modeling (SEM) of Identity for Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 81 - 101

کلیدواژه‌ها: Identity language proficiency EFL context structural equation modeling (SEM)

حوزه‌های تخصصی:
تعداد بازدید : ۴۷۲ تعداد دانلود : ۳۵۵
This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their views of their identity in the qualitative phase. After extracting six factors of identity, including: second language acquisition and social status, cultural attachment, Persian language adhesion, pronunciation posture, technology involvement, and language identity, and second language knowledge, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity. After its validity and reliability were corroborated through a pilot study with 20 learners, it was distributed among 120 EFL learners. Besides, Structural Equation Modeling (SEM) analysis was run to confirm that the final proposed model enjoyed validity for future research. To do so, the confirmatory factor analysis was run, and the model of identity was developed. Eventually, the possible relationship between 120 EFL learners’ identity and their English language achievement scores were examined, and the results of this phase indicated that there was a significant and positive relationship between learners’ identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.
۲۱۷۲.

Improving EFL Learners’ Referential and Expressive Writing through Task-based Instruction in Academic Context(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 51 - 61

کلیدواژه‌ها: Language Functions expressive writing referential writing task-based instruction writing skill

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۴ تعداد دانلود : ۲۹۵
L2/FL writing ability, which per se includes many different types, is considered a major skill in academic settings. However, little research has been done in this area and even less has focused on the effectiveness of task-based writing instruction on the two specific kinds; namely, referential writing and expressive writing. To this end, 60 English Translation sophomores of both genders were selected and divided into two classes after ensuring their homogeneity through the Quick Placement Test (OQPT). For the pre- and post-tests, the participants were required to take IELTS writing tests requiring referential and expressive types of writing. As for the treatment of the study, all participants were instructed based on the same content materials of advanced writing and a task-based framework. The results of the statistical analysis indicated significant improvements in the participants’ writing abilities in referential and expressive written tasks. Besides, the effectiveness of task-based writing techniques was approved in terms of referential and expressive types of language functions in the academic writing of Iranian EFL learners.
۲۱۷۳.

Impact of Parental Socio-economic Status on High School EFL Learners' Academic Achievement: Parents' involvement and support in focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 135 - 144

کلیدواژه‌ها: academic achievement perceived parental autonomy support Socio-economic status

حوزه‌های تخصصی:
تعداد بازدید : ۴۹۸ تعداد دانلود : ۲۸۱
The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which 492 students (262 males and 230 females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.
۲۱۷۴.

Recognition and Production of Ambiguous Idioms in English: Socializing learning vs. cognitive linguistic approach(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 153 - 162

کلیدواژه‌ها: Ambiguous idioms cognitive linguistic approach socializing learning

حوزه‌های تخصصی:
تعداد بازدید : ۴۲۳ تعداد دانلود : ۲۹۷
This study aimed at determining the effect of teaching idiom strategies, that is, socializing learning and cognitive linguistic approach, on Iranian EFL learners' recognition and production of ambiguous idioms. To this end, 78 upper-intermediate students of Islamic Azad University, Tabriz Branch, Iran, formed the total population of the study. Then, Proficiency English Test (PET) was administered to ensure the homogeneity of the needed sample. Based on the results of this test, 60 students were selected as the final participants. They were randomly assigned to two experimental groups: WhatsApp socializing group and etymological elaboration group. A pretest was used to ensure the unfamiliarity of the idioms. The criteria for choosing ambiguous idioms were that all ambiguous idioms required to have etymology and could be illustrated using a picture Also, posttests for the recognition and production of ambiguous idioms were used to compare the performance of the two groups. The statistical analysis of results indicated that the etymological elaboration group outperformed the socializing group in both idiom recognition and production. The findings of this research have pedagogical implications for teachers, syllabus designers, and materials developers in using appropriate instructional methods for teaching idioms.
۲۱۷۵.

شناخت نظریه انتخاب عقلانی و نقش معلم در کاهش گروه ناپذیری فراگیران زبان خارجی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۱ زمستان ۱۴۰۰ شماره ۴ 728 - 740

کلیدواژه‌ها: نظریه انتخاب عقلانی کار گروهی گروه ناپذیری تسلط به زبان نقش معلم

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۵ تعداد دانلود : ۲۵۵
افزایش محبوبیت کار گروهی در کلاسهای زبان خارجی با افزایش تعداد گزارشات زبان آموزانی که به همان اندازه در کارگروهی مشارکت نداشته اند همراه بوده است. تأثیر این رفتار بر سایر اعضای گروه که به عنوان گروه ناپذیری شناخته می شود، می تواند کار گروهی را به یک تجربه ناخوشایند تبدیل کند. این مطالعه با توجه به تئوری انتخاب عقلانی و نظریه فرهنگی اجتماعی، میزان توانایی زبان آموزان خارجی را برای همکاری گروهی موثر بررسی کرده است. به این منظور، در مجموع ۱۴۰ زبان آموز شامل ۷۰ نفر در سطح متوسط و ۷۰ نفر در سطح پیشرفته به انجام روایت گویی شفاهی مبتنی بر تصویر شرکت کردند. معلم ضمن آشنا کردن فراگیران با اصول نظریه انتخاب عقلانی و کار گروهی موثر و با مشاهده کلاسها و عملکرد فراگیران پرسشنامه گروه ناپذیری را پر کردند. نتایج تحقیق، تاثیر شناخت تئوری انتخاب عقلانی در کاهش گروه ناپذیری را تایید کرد. علاوه بر این ، تجزیه و تحلیل کیفی مشاهدات بیانگر این است که فراگیران به ویژه آنهایی که در سطح متوسط هستند بیشتر به عدم همکاری در گروه تمایل دارند. همچنین دلایل زمینه ساز نداشتن علاقه فراگیران به کار گروهی و راهکارهای احتمالی برای کاهش این نگرانی مشخص شد. پیشنهاد می شود : معلمان اهداف فعالیتهای گروه را با توجه به تئوری انتخاب عقلانی به روشنی بیان کنند و اهداف خاص دوره را روشن کنند. با داشتن یک نظر شفاف در مورد اهداف دوره و درک نقش معلمان و فراگیران در کارهای گروهی، فراگیران در موقعیت بهتری قرار می گیرند.
۲۱۷۶.

Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۳ , ۲۰۲۱ 25 - 46

کلیدواژه‌ها: comparative study English language teaching perceptions

حوزه‌های تخصصی:
تعداد بازدید : ۳۴۵ تعداد دانلود : ۱۹۴
As the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of second and foreign language learning also begun to look more closely into their effects from diverse aspects. Nevertheless, a small number, if any, have addressed the issue from teachers and students' points of view in a comparative frame. This issue is even more noticeable in the Middle East, where portfolio learning has lately been incorporated in tertiary level studies. Hence, the present study compares students and teachers’ perception of the portfolio component of the English Foundation Program at Sultan Qaboos University in Oman. Seventy eight students and nine teachers participated in the study, where students expressed their ideas through a questionnaire, the teachers were interviewed to see how they perceive the portfolio element of the course. Using a mixed method for data collection and analysis, several chi-square tests were run to see if there is any significant difference between the perceptions of students and teachers. The results show that although the students generally agreed on the usefulness of the component, the teachers believe that it has lost its meaning.
۲۱۷۷.

Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 61 - 77

کلیدواژه‌ها: Novice EFL teachers Decision-making pedagogical reasoning English language instruction

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۰ تعداد دانلود : ۲۳۸
Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection.
۲۱۷۸.

بازقاب بندیِ روایت چندوجهی: مطالعه موردی دوبله بینازبانی پویانمایی های پخش شده از صدا و سیمای جمهوری اسلامی ایران(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و ترجمه سال پنجاه و چهارم زمستان ۱۴۰۰ شماره ۴ 63 - 100

کلیدواژه‌ها: بازقاب بندی بررسی روایت چندوجهی پویانمایی ترجمه دیداری شنیداری صدا و سیمای جمهوری اسلامی ایران دوبله بینازبانی نظریه روایت

حوزه‌های تخصصی:
تعداد بازدید : ۳۲۰ تعداد دانلود : ۲۶۰
مقاله حاضر با اتّکا به مدل بازروایت در ترجمه دیداری‑شنیداری قمی و فرحزاد (الف 2020) به بررسی انواع بازقاب بندی در دوبله بینازبانی پویانمایی های پخش شده از صداوسیمای جمهوری اسلامی ایران می پردازد. ازآنجایی که روایت های دیداری‑شنیداری ماهیّت چندوجهی دارند، علاوه بر محل های کلامی، محل های غیرکلامی هم در فرایند بازروایت دستخوش تغییر می شوند که این امر زمینه بیشتری را جهت بازقاب بندی در اختیار مترجم و مؤسسه ترجمه قرار می دهد. بدین منظور از بررسی روایت چندوجهی قمی و فرحزاد (الف 2020) برای تحلیل و مقایسه پویانمایی های اصلی و دوبله شده در سطح خرد محل های کلامی و غیرکلامی بهره گرفته شده است. نتایج پژوهش حاکی از آن است که پانزده نوع مختلف بازقاب بندی در ساخت واقعیت در دوبله پویانمایی ها شرکت می کنند که به سه دسته بازقاب بندی از طریق تصرف گزینشی، بازقاب بندی از طریق برچسب زدن و بازقاب بندی از طریق جابجایی جایگاه شخصیت ها تقسیم می شوند. علاوه براین، بازقاب بندی زمانی/مکانی انواع دیگر بازقاب بندی را تحت الشعاع قرار می دهد. بر اساس این مطالعه، صداوسیمای جمهوری اسلامی ایران نقشی فعّال در ساخت واقعیت در زبان مقصد ایفا می کند و از ترجمه به عنوان ابزاری برای اشاعه و یا سرکوب روایت های خاص در پویانمایی های مقصد بهره می گیرد.
۲۱۷۹.

A SWOT Analysis of Instagram English Teaching Pages

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۳, Summer ۲۰۲۱ 25 - 44

کلیدواژه‌ها: Instagram Online teaching second language learning Social Medial SWOT analysis

حوزه‌های تخصصی:
تعداد بازدید : ۶۳۳ تعداد دانلود : ۲۴۶
In recent years social networking sites have affected almost all aspects of our lives. The Instagram social network has become popular among people, and there are lots of pages on this social media, which are explicitly presenting English materials to their followers. This non-experimental descriptive study aimed to determine the strength, weaknesses, opportunities, and threats of English teaching pages on Instagram . Twelve English teaching pages were observed due to their high number of followers to discover the strengths, weaknesses, opportunities, and threats. To provide more fruitful points for the SWOT analysis, ten active Instagram users were interviewed. They were asked to fill out a SWOT analysis written interview about Instagram English teaching pages. The interpretative approach and frequency and percentage were used to analyze the data, owing to the nature of the gathered data in this research. Employing the results of this study, admins of English teaching pages can take a forward step to make their pages more beneficial and more effective in the process of English teaching. The findings can also help those scholars or teachers who want to use Instagram to present their services. Being aware of the effectiveness of English teaching pages helps language learners be more cautious about selecting them as a source of learning English.
۲۱۸۰.

گوناگونی معنایی واژه «سخن» در شاهنامه فردوسی و تطبیق آن با متون فارسی میانه زردشتی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهشنامه فرهنگ و زبان های باستانی سال دوم پاییز و زمستان ۱۴۰۰ شماره ۲ (پیاپی ۳) 273 - 292

کلیدواژه‌ها: سخن فردوسی شاهنامه فردوسی متون پهلوی معناشناسی

حوزه‌های تخصصی:
تعداد بازدید : ۱۹۹ تعداد دانلود : ۱۷۵
شاهنامه فردوسی یکی از مهم ترین و ماندگارترین آثار حماسی ایران و جهان است و این ارزش و اعتبار آن تنها نتیجه آرایش صحنه ها و ارائه تصویر مناسب با موضوع و صور حسی خیال نیست، بلکه گزینش کلمات و ترکیبات به کار رفته در جملات در ماندگاری این اثر به عنوان یکی از شاهکارهای ادبی جهان نقش به سزایی بازی کرده است. از اینرو طرح این پرسش که اساساً «سخن» و کلام در دیدگاه او چه جایگاه و معنایی داشته بی سبب نیست. این جستار در نظر دارد تا معنای واژه «سخن» را در شاهنامه فردوسی مورد بررسی قرار دهد. به نظر می رسد که فردوسی در معناهای مختلفی از واژه «سخن» استفاده کرده است و این خود نشان از اهمیت و جایگاه کلام و «سخن» نزد فردوسی دارد. اما این پرسش مطرح است که آیا برخی از این معناها با مفاهیم همین واژه در متون پهلوی مطابقت دارند یا خیر. به همین منظور علاوه بر بررسی معنای «سخن» در شاهنامه به بررسی معناهای در نظر گرفته شده برای این واژه در متون فارسی میانه زردشتی نیز پرداخته خواهد شد. از سوی دیگر به سبب اهمیتی که کلام و «سخن» در اندیشه فردوسی دارد ردپای این اهمیت در اندیشه ایران باستان نیز مورد بررسی قرار خواهد گرفت. این مقاله برای رسیدن به اهداف خود از روش توصیفی و تحلیل تطبیقی بهره خواهد برد و تلاش دارد تا با رویکرد معنی شناسی، معناهای گوناگونی را که برای واژه «سخن» در شاهنامه و متون پهلوی در نظر گرفته شده است مورد بررسی قرار دهد.

پالایش نتایج جستجو

تعداد نتایج در یک صفحه:

درجه علمی

مجله

سال

زبان