درخت حوزه‌های تخصصی

Le roman Barbe Bleue d'Amélie Nothomb, une sorte de « réécriture littéraire » et un hypertexte du conte de La Barbe bleue de Perrault, dans un nouveau style propre à Nothomb, est l’un des champs d’étude qui reflètent les effets sociaux et géographiques sur la production littéraire. L’objectif principal de cette recherche sera d’analyser, dans une optique interdisciplinaire tout en supposant une nouvelle construction méthodologique, les dimensions sociologiques qui relèvent de la biographie d’Amélie Nothomb, grâce au point de vue de Bourdieu et dans le but de mettre en relief certain « habitus » chez elle : une personnalité féminine fortement construite par une aptitude d’adaptation aux contraintes sociales. Ce qui est aussi bien reflété dans cette œuvre à travers le personnage principal féminin. Nous distinguons aussi les éléments géographiques participant dans la nouvelle création de Barbe Bleue, et leurs rapports avec l’« habitus » « femme puissante » de l’écrivaine. Cette recherche analytique exploratoire suit certaines approches concernant la « géographie littéraire », comme celles de Gaston Bachelard et de Michel Collot, en se basant aussi sur les réflexions sociologiques de Pierre Bourdieu et d’Anthony Giddens. De ce fait, elle met en lumière l’importance de ces facteurs au sein du processus stylistique dans Barbe Bleue qui est d’ailleurs, une sorte de « réécriture au féminin » où Nothomb fait une nouvelle inspiration d’un espace géographique à l’intérieur duquel elle donne son propre regard sur l’histoire et sur le contexte social.

The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers’ beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. Based on the findings of the present study, it can be suggested that it is essential to train and educate both pre-service and in-service EFL teachers in order to integrate humor into different EFL classrooms.

The present research was an endeavor to examine and compare the effects of digitally self-regulated and guided discovery learning instructions on Iranian EFL learners’ vocabulary acquisition. To this end, by conducting the Oxford Placement Test, 60 out of 140 Iranian EFL male and female learners from three language institutes in Isfahan, Iran, were randomly selected, and divided into three equal groups (i.e. two experimental groups and one control group). Prior to the instructions, a vocabulary pretest, designed and validated by the researchers, was conducted. Then, the experimental groups received two types of instruction, separately. The first experimental group was taught via digitally self-regulated learning (SRL) instruction based on Santangelo, Harris, and Graham’s (2008) six-stage model. The second experimental group was instructed via guided discovery learning instruction based on Brown and Campione’s (2011) stages. In contrast, the control group received the traditional method of teaching vocabulary such as word lists, dictionary use, and word translation. After conducting eight-session instructions, a posttest was administered. The data were analyzed via ANOVAs and post hoc analysis using the Tukey test. The findings of the study revealed that both digitally self-regulated and guided discovery promoted Iranian EFL learners’ vocabulary acquisition. Additionally, the findings indicated that digitally self-regulated instruction was more effective than guided discovery instruction regarding vocabulary acquisition. Eventually, the theoretical and pedagogical implications regarding language learners, teachers, and curriculum designs are also provided.

The purpose of this cross-cultural CMC-based study is to investigate how the speech act of criticism is realized in the Instagram comments by Persian and English-speaking users in response to an announcement in Fall 2020 about school reopening during COVID-19. To this end, 400 Persian and English comments were collected in Fall 2020 from the Instagram pages of Iran and the U.S Secretaries of Education where they posted about the students’ return to school during the pandemic. The data were then analyzed based on Nguyen’s (2013) model of speech act of criticism. The findings show that both Persian and English-speaking users tended to use direct criticism over indirect criticism with an explicit expression of dislike and an explicit expression of disapproval as the most frequently used direct criticism strategies. Moreover, with regard to indirect strategies, Persian speaking users employed more request for change strategies while English speaking users outperformed hint strategies. Also, the uses of supportive moves and internal modifiers were similar in the two corpora. The findings of this naturally occurring observational study partially confirm the results obtained by elicited-based research method. The results showed that despite the similarities between the corpora, teaching criticism strategies and mitigating devices can help language learners perform the act of criticism more appropriately and avoid non-native like language use.

The perceived outbreak of COVID‐19 has forced the closure of schools in Iran. Alternatively, e-learning has emerged as a viable replacement for training students. The present study examined the comparative effects of applying Shaad as online learning versus face-to-face teaching on English as a Foreign Language (EFL) students’ vocabulary learning. To achieve this aim, sixty ninth-grade high school students were randomly selected. The members of the study were assigned to the Shaad and control groups. The instruments were a Cambridge Placement Test (CPT) and a researcher-made test administered as a pre-and post-test. First, the CPT was used, then a pre-test was administered to members of both groups. EFL learners’ vocabulary learning was analyzed at the end of the research; thus, the students in both groups performed the vocabulary post-test. Descriptive statistics and independent samples t-tests were run to determine the effect of Shaad on Iranian EFL learners’ vocabulary learning. The results revealed that teaching vocabulary through Shaad as online learning did not have a statistically significant effect on EFL students’ vocabulary learning. The results also showed a significant difference between the vocabulary learning of EFL students exposed to face-to-face teaching and those exposed to Shaad; thus, face-to-face learning is more effective. One of the study implications is that policymakers might provide infrastructure for virtual education to contribute to the improvement of EFL learning along with face-to-face education after the Covid-19 pandemic. Also, material designers can remove the deficiencies of the Shaad platform to develop the student’s vocabulary learning as an instructional aids tool.