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 ۲٬۳۰۱ تا ۲٬۳۲۰ مورد از کل ۱۰٬۳۰۳ مورد.
۲۳۰۱.

Relationship Between Iranian EFL Teachers’ Self-Efficacy and Their Burnout Level in Universities and Schools(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 25 - 38

کلیدواژه‌ها: Burnout EFL Teachers Self-Efficacy

حوزه‌های تخصصی:
تعداد بازدید : ۵۶۳ تعداد دانلود : ۳۷۲
In every field of teaching and learning, there are some factors that have an important role in both teachers’ and students’ performance. Two of these effective psychological factors in the context of education include self-efficacy and burnout. This research was conducted to examine the statistical relationship between English as a foreign language (EFL) teachers’ self-efficacy and burnout levels in the universities and schools of Iran. The data collection instruments were two questionnaires, ‘Teacher Sense of Efficacy Scale’ and ‘Maslach Burnout Inventory’. The participants included 152 randomly selected teachers working in universities and schools. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. To quantify the statistical relationship between teachers’ self-efficacy and burnout levels, correlational analysis was used. Results indicated, there was negative correlation between teachers’ self efficacy and burnout levels. Furthermore, multiple regression analysis was conducted to estimate the relationship between self-efficacy and burnout better, which indicated that teachers’ self efficacy was a negative predictor of their burnout.
۲۳۰۲.

Effects of Written Corrective Feedback With/Without Revision on Perception of Past/Present Perfect Tenses(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 39 - 52

کلیدواژه‌ها: Written Corrective Feedback direct corrective feedback Indirect corrective feedback metalinguistic corrective feedback revision

حوزه‌های تخصصی:
تعداد بازدید : ۴۴۵ تعداد دانلود : ۲۸۶
This study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learners. A pretest-posttest design was utilized to conduct the study with 210 intermediate EFL learners who were randomly selected based on their scores on Oxford Quick Placement Test (OQPT). They were assigned to 7 groups, each including 30 participants: DCF+ Revision, DCF – Revision, ICF + Revision, and ICF – Revision, MCF + Revision, and MCF – Revision, and a control group. All students were asked to take a multiple-choice test (i.e. perception test) as a pretest and a posttest. After administering the pretest and imparting the relevant treatment, the posttest was administered. Results indicated that all experimental groups improved their knowledge of past/present perfect tenses from the pretest to the posttest, the ‘DCF + Revision’ group outperformed all other groups, all of the groups doing revision (i.e. DCF / ICF / MCF + Revision) outperformed their counterparts without revision (i.e. DCF / ICF/ MCF – Revision), and the only groups whose scores were not significantly different were the ‘ICF + Revision’, ‘DCF – Revision’, and ‘MCF – Revision’ groups. The findings provide insights into new ways of helping students to improve their L2 writing skills in general and specifically teaching grammatical structures through effective combinations of written corrective feedback and follow-up revision.
۲۳۰۳.

An Exploratory Study of Iranian EFL Teachers’ Agency: Conceptions and Practices(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 71 - 80

کلیدواژه‌ها: EFL teachers’ agency Grounded theory approach educational system life ideology

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۲۹۴
The need for a strong educational system is felt more than ever due to globalization. In this respect, teacher agency has an important role in educational change. This qualitative meta-study, therefore, addressed the attitude of the teachers towards agency and the way they enact agency to facilitate learning process. To this purpose, the needed data were gathered from the narrative of life, professional history and class observations of five English teachers in Iranian context. Then, based on the Grounded Theory Approach, the data were analyzed and the obtained results showed that teachers’ pre-teaching and during teaching processes were made up of complex relationships among different resources; that is, teachers’ life ideology (their perception towards themselves and their job) and financial status. At the same time, the results revealed that teachers’ instruction experiences highly affect both their magnification of agency and their decision-making processes. It was further seen that agency was not stable at all, meaning that social factors and environmental conditions played important roles in shaping teacher’s agency.
۲۳۰۴.

Investigating the Process of Collaborative Reading among Young Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 127 - 133

کلیدواژه‌ها: Collaborative reading reading sessions EFL Learners word recognition

حوزه‌های تخصصی:
تعداد بازدید : ۳۸۷ تعداد دانلود : ۳۲۷
This study aimed to investigate collaborative reading in reading sessions among young Iranian EFL learners. It actually was an attempt to examine the process and components of collaborative reading which are expected to improve young learners’ reading ability in the English language. To this purpose, a group of second year Iranian EFL young learners at a primary school in Tehran together with their teachers participated in the study. The young learners were around eight years old. The duration of the study was 12 weeks. Since the study was qualitative in nature, teachers’ reflective journals, a number of observations and face-to-face interviews with teachers were used as instruments to collect the needed data. The analysis of the qualitatively-elicited data presented a in so far as reading processes and reading comprehension enhancement through collaborative deeper understanding of the importance of the process and components of collaborative reading. In fact, the findings revealed that collaborative reading promote young EFL learners’ reading performance. Thus, the study has practical implications for both teachers and young EFL learners reading in terms of reading performance enhancement.
۲۳۰۵.

Evaluative Content Analysis of the Iranian EFL Textbook for Senior High School Second Graders: Vision 2(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱ 31 - 48

کلیدواژه‌ها: Analytical Evaluation Content Analysis Textbook Evaluation Vision 2

حوزه‌های تخصصی:
تعداد بازدید : ۸۲۸ تعداد دانلود : ۳۸۸
This study sought to evaluate the usefulness and desirability of the English textbooks for Iranian second grade students in senior high school, Vision 2. To this end, the extent to which the textbooks materials satisfy the prescribed curriculum was explored based on Littlejohn’s (2011) evaluative framework. Employing stratified random sampling, a total of 12 private and public senior high schools (six girl students and six boy students) were selected randomly among all the schools located in the six education districts in Isfahan. To select the teacher participants, a convenience sampling method was employed and those who agreed to be surveyed took part in the study. The 20 teachers who participated in this study have been teaching Vision 2 since the beginning of 2017 fall. The process of the content analysis deals with a deeply analytical content evaluation based on a framework containing different parts (objective description analysis, subjective analysis, subjective inference) done by a teacher committee. The results revealed that there is a need to adapt the materials to the target situation of use. Such adaptation needs to cover both design- and publication-oriented aspects of the materials. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project relying upon the results of the systematic phase, therefore, it may enrich English teaching and learning material in Iranian high schools.
۲۳۰۶.

A Logogenetic Delve into Attitudinal Meanings in Native vs. Non-Native Discussion Section of Research Articles(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱ 65 - 81

کلیدواژه‌ها: academic writing Appraisal Theory attitude affect appreciation evaluative language Judgement Logogenetic Approach

حوزه‌های تخصصی:
تعداد بازدید : ۶۵۶ تعداد دانلود : ۳۰۰
Using evaluative language has been considered as the significant predictor of academic writing success in second and foreign language research. Such an importance paved the way for the current study to investigate the use of the APPRAISAL tool, namely ATTITUDE resources, in the research articles (RAs) written by native (N) and non-native (NN) writers, focusing on the discussion sections. A qualitative corpus selection resulted in choosing 30 RAs written by American writers and 30 authored by Iranian writers. Two coding schemes were used: one for discussion boundaries based on Kanoksilapatham’s (2005) discussion move structure, and the modified version of APPRAISAL theory (Xu, 2017) for identifying attitudinal resources. The corpus analysis revealed that academic writers preferred to use a great number of inscribed ATTITUDE resources, that is, APPRECIATION tools compared to JUDGMENT. There was also a significant difference between N and NN sub-corpora in using attitudinal resources, highlighting that the language of N RAs contained more authorial stance of ATTITUDE compared to NN sub-corpus. However, the use of idioms as evoked ATTITUDE was found to be frequently applied by NN authors. The findings of the study contributed to the significance of using evaluative language in academic writing through which the writers can make a dialogic interaction with readers and enhance their critical stance by involving them in the argument.
۲۳۰۷.

Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۱, Issue ۱, Winter and Spring ۲۰۲۱ 22 - 35

کلیدواژه‌ها: Cognitive Diagnostic Assessment Diagnostic Classification Models model fit indices Q-Matrix construction

حوزه‌های تخصصی:
تعداد بازدید : ۵۷۸ تعداد دانلود : ۵۶۶
Although Diagnostic Classification Models (DCMs) were introduced to education system decades ago, it seems that these models were not employed for the original aims upon which they had been designed. Using DCMs has been mostly common in analyzing large-scale non-diagnostic tests and these models have been rarely used in developing Cognitive Diagnostic Assessment (CDA) from scratch. Despite the prevalence of retrofitting CDA studies, true applications of CDA are believed to be rare since, firstly, a coherent framework to conduct such studies had not been available and, secondly, researchers were not able to analyze various DCMs according to the same model fit indices and criteria. This paper presents a summary of different types of DCMs and reviews true and retrofitting CDA studies. Having examined the limitations of previous CDA studies, the present study argues for the implication and application of Ravand and Baghaei’s (2019) framework to conduct true CDA studies. This framework is of importance since not only does it fit into prominent frameworks in education assessment such as Cognitive Design System and Assessment Triangle, but also it can provide test-developers with practical steps in conducting valid cognitive diagnostic tests.
۲۳۰۸.

تحلیلی شناختی از مفهوم سازی «خشم الهی» در حوزه دنیا در قرآن کریم(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان پژوهی سال سیزدهم بهار ۱۴۰۰ شماره ۳۸ 99 - 125

کلیدواژه‌ها: قرآن کریم زبان شناسی شناختی استعاره مفهومی الگوی خشم حوزه مبدأ حوزه مقصد

حوزه‌های تخصصی:
تعداد بازدید : ۵۳۸ تعداد دانلود : ۵۸۶
پژوهش حاضر به بررسی شیوه مفهوم سازی خشم و عذاب الهی در قرآن کریم می پردازد. به این منظور، نخست، آیه های دربرگیرنده مفهوم های مورد نظر گرد آوری شدند و سپس از جنبه حوزه های مبدأ و نیز مرحله ها و سناریوی خشم مورد بررسی قرارگرفتند. هدف از این بررسی، یافتن تناظرهای قابلِ درک برای انسان در قرآن کریم است. مبنای این تناظر، شیوه مفهوم سازی خشم و الگوی حاکم بر آن در حالت های گوناگون انسانی، مدلِ کووچش (Kövecses, 1986) است. از یافته های این بررسی می توان به مفهوم سازی خشم در قرآن کریم با استفاده از حوزه های مبدأ «آتش»، «بلا و خسران»، «حیوان»، «ماده خوراکیِ تلخ و گزنده»، «تاریکی و ظلمت» و «فاصله» اشاره نمود که شباهت چشم گیری با حوزه های مبدأ خشمِ انسانی دارد. این شباهت ها با توجه به ماهیّت متفاوت خشم در خداوند و بشر، از آن جهت اهمیّت دارد که سازوکارهای کلام قرآنی را در انتقال پیام الهی به مخاطب بشری نشان می دهد. به بیان دیگر، در راستایِ بعد هدایت گری و اهمیّت انتقال پیام الهی به مخاطب انسانی، خداوند از کلامی برای ارتباط با انسان بهره می برد که برای گونه بشری ملموس و مأنوس بوده و حقیقت های معنوی و واقعیت های انتزاعی را با بهره گیری از مفاهیم عینی و تجربی به او منتقل می نماید تا برای مخاطب خود درک پذیرتر باشد. همچنین، با توجه آیه ها و مستندات قرآنی الگوی خشم خداوند با سناریوی خشمِ انسانی تفاوت داشته و مشتمل بر سه مرحله بینش و هدایت، هشدار و اخطار و در مرحله آخر عقاب است.
۲۳۰۹.

The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۲(۲۰۲۱) 21-37

کلیدواژه‌ها: oral contextualization written contextualization semantic transparency semitransparent collocations Retention

حوزه‌های تخصصی:
تعداد بازدید : ۴۹۳ تعداد دانلود : ۴۳۸
This study aimed to investigate the effect of oral and written contextualization of collocation teaching on the learning and long-term retention of semantically semitransparent collocations by Iranian EFL learners. To this end, 65 students were selected from a cohort of students who were studying English at an English language institute in Sanandaj, Iran. They were randomly divided into two groups based on whether they would receive oral and written contextualization. Then, each group was further subdivided into two groups based on whether they would receive instruction on the concept of semantic transparency, yielding two experimental groups each including 16 learners as the Written Practice Group plus and minus instruction on the concept of semantic transparency, two experimental groups as the Oral Practice Group plus and minus instruction on the concept of semantic transparency, including 16 and 17 learners, respectively. Their initial general English proficiency was measured through the Preliminary English Test (PET), and they were pretested on semitransparent collocations through a researcher-made collocation test. Finally, two equivalent researcher-made collocation tests were used to measure the participants’ learning and retention on the immediate and delayed posttests. The results of two-way ANOVAs revealed that the oral group outperformed the written group on the immediate and delayed posttests and the plus transparency instruction groups in each modality (oral and written) group outperformed the minus transparency instruction groups. The interpretations of the findings and their pedagogical implications have been discussed.
۲۳۱۰.

The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۲(۲۰۲۱) 52-70

کلیدواژه‌ها: Dependent Clauses EFL Learners Focused Metalinguistic Feedback Unfocused metalinguistic feedback writing

حوزه‌های تخصصی:
تعداد بازدید : ۲۵۹ تعداد دانلود : ۲۵۲
This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners’ use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, 60 learners out of 90 intermediate female EFL learners with the age range of 17 to 27 from Melal language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during 14 session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups’ means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research.
۲۳۱۲.

Textbook Mediation in EFL University Students’ Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم مرداد و شهریور ۱۴۰۰ شماره ۳ (پیاپی ۶۳) ۲۵۵-۲۷۶

کلیدواژه‌ها: Sociocultural theory Mediation Artifacts Textbooks EFL university students

حوزه‌های تخصصی:
تعداد بازدید : ۵۳۰ تعداد دانلود : ۲۰۸
Driven by the concept of mediation, this study is set out to use sociocultrual theory as the theoretical framework to explore the mediation role of textbooks, specifically, the series Northstar in English as a Foreign Language (EFL) university classes in Vietnam. Learning journals with guided questions are employed to collect data on how different aspects of English textbooks assist students’ learning in the classroom. Besides, transcripts of recorded classroom obervations are analysed to interpret how the textbooks formulate and faciliate students’ ideas related to the given tasks and generate their interaction in both the target language and the mother tongue. It is found from the students’ journals that the textbooks assist them in understanding the lesson contents and the images help them with visualizing the lessons. Besides, the students make use of the tasks/activities when practising language skills, especially the listening skill. The transcripts reveal the process in which students refer to their previous knowledge related to the topics/tasks provided in the textbooks to interact with one other. More speficially, the tasks and the ideas of other group members mediate more thoughts of the students, leading to collective knowledge construction and task completion. From the findings, recommendations for the use of textbooks in the framework of sociocultrual theory are put forward.
۲۳۱۳.

Global Coursebooks in the Course of Time: The Case of Interchange Level 2(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۱, June ۲۰۲۱ 269 - 300

کلیدواژه‌ها: ELT coursebooks Interchange Content Analysis changes fallacies

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۷ تعداد دانلود : ۲۰۲
Although global English Language Teaching (ELT) coursebooks have been subject to numerous (critical) analyses, the changes occurring to their contents over different editions have received scarce attention. In this study, the researchers examined the transformations over different editions of Interchange series (level 2) regarding some selected aspects of their textual contents. Seeking experienced English teachers’ views of the global coursebooks’ transformations over the past decade was another aim of the study. The analysis and comparison of the included topics and titles, characters, sites and contexts in Interchange series as well as interviews with 12 English teachers revealed that the content-based changes of different editions of this coursebook are superficial and cosmetic-like and despite the claims for globality, fallacies such as real-life-ness, representation and globality are still evident. We hope the findings of the study would aid curriculum and policy makers, institute managers, and language teachers to reconsider the functioning and value of current global ELT coursebooks.
۲۳۱۴.

«جهت شدگی» در فارسی: مطالعه موردی «اندام واژه ها» بر اساس دستوری شدگی(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان فارسی و گویش های ایرانی سال ششم بهار و تابستان ۱۴۰۰ شماره ۱ (شماره ۱۱) 7 - 30

کلیدواژه‌ها: دستوری شدگی جهت شدگی جهت واژه اندام واژه زبان فارسی

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۹ تعداد دانلود : ۲۷۱
براساس نظر هاینه گویشوران زبان با استفاده از منابع عینی مانند اندام واژه ها، طبیعت واژه ها و برخی افعال به رمزگذاری مفاهیم جهتی مانند بالا، پایین، جلو، عقب و ... می پردازند. در این پژوهش، فرایند تحول منابع واژگانی به واژگانی که به مفاهیم جهتی دلالت دارند، جهت شدگی نامیده می شود. پژوهش حاضر به چگونگی رمزگذاری جهت های نسبی و استعاری با استفاده از منبع واژگانی اندام واژه ها و براساس آرای هاینه پرداخته است. برای تعیین ابعاد جهت شدگی، یا میزان تحولات معنایی، تصریفی- نحوی و آوایی منابع واژگانی به مقاصد جهتی، مطالعه حاضر از انگاره داوری و نغزگوی کهن بهره جسته است. برای جمع آوری داده ها نیز از کتب نظم و نثر، ضرب المثل، رمان، فرهنگ های واژگان، کتب فارسی ابتدایی و متوسطه، تارنماها و گفت وگوهای تلویزیونی  و روزمره استفاده شده است. بازه زمانی داده ها شامل داده های فارسی نو متقدم (قرن 4 تا 13هجری) و فارسی نو امروز (قرن 13 تا امروز) است. نتایج نشان می دهد زبان فارسی از اندام واژه های سر، پا، چشم، قلب و ... برای بیان جهت های نسبی و استعاری استفاده نموده و در نهایت این منابع واژگانی متحمل درجه دوم جهت شدگی گردیده اند
۲۳۱۵.

EFL Teachers’ Professional Development, Job Satisfaction, and Reflective Thinking: A Structural Equation Modeling(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۲ , ۲۰۲۱ 111 - 132

کلیدواژه‌ها: Job satisfaction professional development reflective thinking Structural Equation Modeling

حوزه‌های تخصصی:
تعداد بازدید : ۳۵۹
The demand for learning English as a foreign language has significantly heightened the need to recruit efficient teachers. Related literature confirms the lack of studies on teacher characteristics that can affect their job satisfaction. This study aimed to study the relationship between Iranian EFL teachers’ professional development, job satisfaction, and reflective thinking. One-hundred and fifty-nine teachers from different universities, language institutes, and schools wer e requested to answer the professional development questionnaire, the Minnesota satisfaction questionnaire, and reflective thinking scale as the main data collection instruments. These questionnaires were given in three different ways: in person, email, and social networks. Structural Equation Modeling was used to examine the hypothesized model of associations. This model was confirmed following the application of the modification indices proposed by the software (Normal chi-square = 3.4; RMSEA =.03; RMR =.02; GFI =.94; AGFI =.91; NFI =.94; CFI =.94; IFI =.94). The findings showed that there were significant internal correlations between all the latent variables and their sub-scales. Furthermore, findings of multiple regression analysis revealed that professional development and reflective thinking positively predicted job satisfaction, with professional development exerting more predictive power compared to reflective thinking. Pedagogical implications of the results have been discussed.
۲۳۱۶.

بررسی هیجان در آموزش مبتنی بر حواس: تکلیف شناختی درک جمله(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم مهر و آبان ۱۴۰۰ شماره ۴ (پیاپی ۶۴) 104-73

کلیدواژه‌ها: آموزش زبان بر مبنای هیجامد دقت در پاسخ دهی مدت پاسخ دهی هَیجامَد هیجان

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۷ تعداد دانلود : ۲۸۶
اهمیت نقش حواس پنج گانه و هیجان های برانگیخته از حواس در زمینه یادگیری زبان بر همگان آشکار است. بر این اساس، مفهوم جدید هیجامد که هیجان را به منزله یکی از مؤلفه های اصلی اش در اختیار دارد به حوزه یادگیری زبان خارجی معرفی شده است. جستار حاضر می کوشد تأثیر سطوح مختلف هیجامد را بر موفقیت زبان آموزان بررسی کند. بدین منظور، نُه واژه ای که برای شرکت کنندگان این پژوهش در سطح هیچ آگاهی بودند از طریق انواع هیجامد آموزش داده شدند. سپس، شرکت کنندگان یک تکلیف خواندن و درک مطلب شناختی در چارچوب جمله انجام دادند و بر اساس آموزش دریافت شده صحت جملات را تعیین کردند. تحلیل نتایج رفتاری این تکلیف آشکار ساخت که به کارگیری سطوح مختلف هیجامد برای آموزش واژگان می تواند تفاوت آماری معناداری هم در زمینه دقت در پاسخ دهی و هم مدت زمان پاسخ دهی ایجاد کند. یافته های این پژوهش می تواند اهمیت استفاده از حواس و هیجان های برانگیخته از حواس را در امر آموزش و سنجش مفاهیم جدید زبانی آشکار سازد.
۲۳۱۷.

Communicative Moves in English Conceptual Review Article Abstracts: A Genre-based Corpus-driven Discourse Analytic Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم آذر و دی ۱۴۰۰ شماره ۵ (پیاپی ۶۵) 520-489

کلیدواژه‌ها: ساختار بلاغی چکیده انگلیسی مقالات مروری نظری

حوزه‌های تخصصی:
تعداد بازدید : ۳۱۶ تعداد دانلود : ۲۰۸
This study investigated rhetorical functions and their associated linguistic realizations in English review article abstracts. The analysis was based on a corpus of 100 English review article abstracts from linguistics and applied linguistics disciplines and followed a corpus-driven discourse analytic top-down approach. MAXQDA and WordSmith were used to code the moves and analyze their associated sub-corpora, respectively. The results of calculating range and frequency distributions showed that English conceptual review article abstracts use a rhetorical structure, different from that of research paper abstracts. This rhetorical organization is realized through a different set of moves, namely 1) establishing the territory or area of study, 2) identifying the problem, 3) introducing the present research, 4) organizing the paper, and 5) concluding or reflecting. Moreover, each move was realized through a distinct set of sub-moves. In terms of range, the moves dealing with purpose and structure were the most widely present moves; in terms of frequency distribution, the move dealing with structure was the most frequent. Furthermore, the highly frequent use of plural self-mentions indicates that in review article abstracts the emphasis is on research as a group activity inclusive of the researcher(s) and objects of study. In addition, the presence of ‘establishing the territory’, together with ‘identifying the problem’ can be seen as an attempt to sell the research. Finally, the prevalent use of the five moves showed that most review article abstracts are indicative-informative in function
۲۳۱۸.

A Study of Persian-English Narrative Poems Translation: Focus on Key-Phrase Allusions

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۲, Spring ۲۰۲۱ 23 - 56

کلیدواژه‌ها: allusions intertextuality The Seven Images translation strategies

حوزه‌های تخصصی:
تعداد بازدید : ۵۷۳ تعداد دانلود : ۲۰۱
Allusions in literary texts are among the elements which can cause intercultural misunderstanding. In this study, the translation of the  allusions of two narrative poems selected from Nizami’s The seven Images (Haft Gonbad) were studied. To this end, the frequent types of implicit allusions were extracted from the poems: The Black Dome and The White Dome . Next, the original text was compared with its English translations to identify whether these allusive meanings were found and transferred in their translations. To achieve this goal, Leppihalm’s (1997) model of translation strategies for key-phrase (KP) allusions was employed. The findings indicated that the most frequent strategy selected by the translators is literal translation. Rendering the poems into English literally, the translators ignored the implicit meanings underlying the allusions. The findings can have implications for translating literary texts.
۲۳۱۹.

نگاه هرمنوتیکی به ترجمه فرانسوی برخی از واژه های عرفانی منطق الطیر عطار با پایه آراء اُمبرتو اکو(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان پژوهی سال سیزدهم تابستان ۱۴۰۰ شماره ۳۹ 283 - 309

کلیدواژه‌ها: ترجمه منطق الطیر واژگان و عناصر عرفانی امبرتو اِکو گارسن دو تاسی هرمنوتیک

حوزه‌های تخصصی:
تعداد بازدید : ۴۱۰ تعداد دانلود : ۵۰۲
ترجمه از دیرباز تاکنون به عنوان فعالیتی هدفمند و ابزاری برای انتقال فرهنگ و ادبیات ملت های گوناگون، مورد توجه بوده است. در این میان، واژه ها و اصطلاح های موجود در آثار عرفانی به دلیل دارا بودن معناهای گوناگون و نشانه های نهفته، کار ترجمه را دوچندان دشوار کرده است. بررسی و چگونگی انتقال واژه ها و عنصرهای عرفانی منطق الطیر عطار از فارسی به فرانسه به وسیله مترجم های به نام فرانسوی - لیلی انور و گارسن دو تاسی- با بهره گیری از الگوی هرمنوتیک اُمبرتو اکو و بررسی برداشت و دریافت آن ها، در جایگاه «خواننده-مُدل» و با در نظرگرفتن استراتژی متن، هدف این پژوهش بوده است. مهم ترین یافته های این پژوهش توصیفی-تحلیلی، این مطلب است که در معادل یابی واژه ها و عنصرهای عرفانی منطق الطیر، مترجم ها با دنبال کردنِ مناسبت های درون متنی و فرامتنی دست به خوانش اشعار زده اند. همچنین این مترجم ها معادل های مناسبی را انتخاب کرده اند که نشان دهنده شناخت کامل آن ها از راهبردهای حاکم بر ابیات عطار است.
۲۳۲۰.

Reflective Reciprocal Teaching: A Technique for Improving Iranian EFL Learners’ Reading Comprehension Ability(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۸, Autumn ۲۰۲۱ 39 - 63

کلیدواژه‌ها: reading comprehension ability Reflective practices Scaffolding strategy-based instruction

حوزه‌های تخصصی:
تعداد بازدید : ۴۵۹ تعداد دانلود : ۳۶۳
The primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi-experimental design, including a pretest, treatment, and posttest paradigm. The sampling techniques were both convenience and random sampling by which 100 EFL freshman learners were selected and assigned into three groups of reflective reciprocal teaching (RRT), reciprocal teaching (RT), and control. Two tests, namely Oxford Quick Placement Test and Michigan English Language Assessment Battery, were used to measure EFL learners' proficiency level and reading comprehension ability in its quantitative phase. ANOVA was utilized to analyze the collected data. Also, during the next step, which aimed to explore the learners' perceptions of RRT instruction, semi-structured interviews were used to collect qualitative data. The results indicated that the RRT group outperformed the control group regarding their reading comprehension ability; however, the RT instruction did not significantly impact this issue. Accordingly, the qualitative data analysis findings indicated that self-regulated learning, perceived competence, metacognitive awareness, confidence, and intrinsic motivation were the significant results of the RRT instruction model, contributing to the learners' reading comprehension ability.

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