درخت حوزه‌های تخصصی

To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.

A long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. This paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by Laufer and Hulstijn in 2001. It investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning. It was based on task-induced involvementthat comparesdifferent tasks in incidental vocabulary acquisition in EFL context. The participants were 66 learners fromtwo different English institutes who were classified into two major high and low proficient groups based on Nelson Proficiency Test. The participants in each group were randomly assigned to three tasks prepared to compare“moderate”, “strong”, and “no evaluation” in involvement load hypothesis.The “strong evaluation”subgroup (making original sentences) in low proficiency supported Laufer and Hulstijn’s hypothesis and yielded better retention of the target words. The study suggests that the level of proficiency and evaluation in task induced involvementneeds reconsideration. The results have implications for language teachers, materials developers, and syllabus designers.

To date, little research on pragmatic transfer has considered a multilingual situation where there is an interaction among three different languages spoken by one person. Of interest was whether pragmatic transfer of refusals among three languages spoken by the same person occurs from L1 and L2 to L3, L1 to L2 and then to L3 or from L1 and L1 (if there are more than one L1) to L2. This study aimed to investigate the production of refusals in three languages and to specify the impact of linguistic knowledge on pragmatic transfer of refusals. To this end, 161 participants in 5groups filled out a Discourse Completion Test (DCT). Data was coded and analyzed according to semantic formula sequences. The data obtained from Kurdish learners of English who were also fluent in Farsi (Trilinguals) were compared with those in other four groups: 1)Native English speakers; 2)Monolingual speakers in Farsi; 3) Monolingual speakers in Kurdish; and 4) Bilingual Farsi learners of English. The results revealed that pragmatic transfer exists in choice and content of semantic formulae. It was also found that the sociocultural norms of English, Farsi, and Kurdish languages differ with respects to the refusal speech act and that individuals’ social power and relative distance play a critical role in performing such a speech act. This research suggests that, in spite of the norm differences existing among these languages, transfer of refusals mostly occurs from Kurdish as L1but not from L2 (Farsi) to L3 (English).

This study aimed at gaining insights into students’ attitudes in the learning English using the Smart Board or Interactive White Board (IWB) technology in EFL classrooms. The main goal of this paper is to evaluate students’ attitudes towards the use of Smart Board as an instructional tool on student motivation, participation, interaction and retention for learning English in Iranian schools. To achieve this aim, an observation was carried out during lessons in the classroom by the researcher. A questionnaire consisting of 20 questions was also developed by the researcher based on an extensive literature review as well as related instructional theories. The researcher also conducted an interview to find the effect of Smart Boards on student motivation, participation, interaction and retention of information in English classrooms. Analysis of these three instruments yielded patterns of responses concerning how Smart Board or IWB technology can motivate the students and increase their participation in classroom. The results of this study also indicate that students interact more in classrooms where technology is used effectively. Finally, it was found that Smart Boards enhance students' retention of information and learning process in EFL classrooms. The findings of the study will carry important implications for students, language instructors, and administrators as well.

Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ACMC) course modules delivered through social media networks (SMN) on the development of the Iranian L2 learners’ comprehension of implicatures. The participants of the study were 90 English-as-a-foreign-language (EFL) undergraduate students attending three intact classes. The classes were randomly assigned to one control and two experimental (SCMC and ACMC) groups. An open-ended implicature comprehension test was used to assess students’ ILP development in this pretest-posttest comparison-group study. The control group received the traditional teacher-fronted instruction, and the S/ACMC groups received instruction via synchronous and asynchronous modules of SMNs for 4 months, respectively. Students’ attitudes towards the CMC-based courses were also sought. Split-plot ANOVA results indicated that both experimental groups developed significant ILP ability to comprehend and interpret L2 implicatures after the instruction; however, by comparison, the ACMC group improved more considerably. It is concluded that, first, comprehending L2 implicatures is not impervious to computer-mediated instruction and, second, different CMC affordances may result in differential ILP developmental effects in teaching L2 pragmatics. The findings can help L2 teachers decide how to use CMC affordances and SMN modules to raise L2 learners’ pragmatic awareness

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. At the same time, input-oriented tasks turned out to be more effective than output-oriented tasks on only vocabulary comprehension. In vocabulary recall, input-oriented tasks were more effective when they were form-focused, while output-oriented tasks were more effective when they were meaning-focused. The results of this study can have implications for teachers, learners, and curriculum designers.

The present study was carried out to investigate the effect of short stories on students’ reading comprehension, vocabulary power and attitude towards the skill and the new instructional materials. The participants of the study were 120 grade 9 students of Dilla Secondary and preparatory school. In order to gather data for the study, pre- and posttest of reading comprehension, pre and post test for vocabulary power and questionnaire were used. The students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The study followed a quasi experimental design, i.e. pretest/posttest control group experimental design. The study employed statistical techniques to analyze the data obtained from reading comprehension tests and vocabulary tests. To this effect, a 2-tailed independent samples t-test and repeated measures t-test were used respectively to examine if the reading tests and vocabulary tests mean differences between and within groups were statistically significant. The findings revealed that teaching reading skills through short stories is more effective than teaching through the passages prepared at the Ministry, and has a positive impact on students’ academic achievement in reading and vocabulary power.

The present study aimed at investigating the relationship between three main characteristics of teachers; namely, perfectionism, leadership and empowerment, amongst Iranian English and math teachers. To do so, two groups of teachers were selected to participate in this study. One consisted of 177 math teachers and the other comprised 200 English teachers. All were teaching in Khorasan Razavi province, both in high schools and institutes. In order to collect the necessary data, three instruments (i.e. the Almost Perfect Scale–revised Questionnaire, School Participant Empowerment Questionnaire, and Leadership Practice Inventory) were employed. Having analyzed the data, the researchers found that the correlation among all the three variables were statistically significant for both math and English teachers. However, there was a statistically significant difference between math and English teachers regarding their leadership and empowerment, while no statistically significant difference was found between math and English teachers concerning their perfectionism.

این تحقیق به بررسی کمی و کارکردی اشاره به خود در پایان نامه های کارشناسی ارشد در علوم نرم می پردازد. یکی از اهداف مهم این تخقیق یافتن کارکرد اشاره به خود در در پایان نامه های کارشناسی ارشد در علوم نرم بود. بدین منظور، بیست پایان نامه کارشناسی ارشد در علوم نرم ، در چهار رشته ی دانشگاهی به طور تصادفی از کتابخانه های چهار دانشگاه طراز اول انتخاب شدند. در هر رشته دانشگاهی، پنج مورد در بازه ی زمانی هفت سال (2014-2007) انتخاب شدند. این تحقیق، صرفا بخش مباحثه پایان نامه ها را مورد بررسی قرار داد. بررسی کمی این نوشته جات نشان داد که فراوانی انواع مختلف عناصر اشاره به خود، در علوم نرم کاملا متفاوت می باشد. میان این عناصر، ضمیر ""من"" با فراوانی 49 ، پر کاربردترین ضمیر اول شخص بود. همچنین این عناصر اشاره به خود، به طور کارکردی، براساس طبقه بندی نقش ضمایر شخصی در کلام Tang and John(1999)، مورد تجزیه وتحلیل قرار گرفتند. یافته های تحقیق حاضر، از بعد کارکردی نشان داد که پر کاربردترین نقش کلامی عناصر اشاره به خود در این نوشته جاتRecounter of research process وکمکاربردترین Originator بود.

این مطالعه به بررسی روابط بین انگیزه ها، نگرش ها و فعالیت های آموزشی خانگی والدین ایرانی به سوی دوزبانگی (فارسی وانگلیسی) می پردازد. به همین منظور،از ۶۸ والدین زبان آموز جوان، خواسته شد که به پرسشنامه ای پاسخ دهند. لازم بذکر میباشد که هدف پرسشنامه مذکوربررسی نگرش ها، انگیزش، و فعالیت های آموزشی خانگی والدین به سوی دوزبانگی می باشد. نتایج ضریب همبستگی پیرسون و تحلیل رگرسیون خطی داده ها نشان داد که والدین نگرش مثبت کلی، انگیزه یکپارچه٬ و روشهای رسمی درفعالیت های آموزشی خانگی به کار می گیرند.علاوه بر این٬ یا فته ها نشان دادند که همبستگی مثبت معناداری بین نگرش ها، انگیزش و فعالیت های آموزشی خانگی والدین وجود دارد. ولیکن٬ تحلیل رگرسیون خطی داده ها نسبت به متغیر های مربوطه نشان داد که فقط متغیر انگیزه بر پراکنش فعالیت های آموزشی خانگی تأثیر چشمگیری دارد. پیامدهای بدست آمده ازنتایج برای معلمان٬ سیاست گذاران، و توسعه دهندگان برنامه درسی بهمراه برخی پیشنهادات در این مطالعه فراهم شده است.

هدف از انجام این تحقیق بررسی رابطه کاربرد استراتژیهاییادگیری لغات و خودگردانی بین زبان آموزان ایرانیزبان انگلیسی به عنوان زبان خارجی با توجه به جنسیت بود. بدین منظور از تعداد 82 (39 مرد و43 زن) دانشجوی سال دوم و سوم رشته آموزش زبان انگلیسی که حداقل 45 واحد درسی را دردانشگاه آزاد تبریز، ایران گذرانده بودند، خواسته شد تا با پر کردن پرسشنامه خودگردانی و پرسشنامه استراتژیهاییادگیری لغات در این مطالعه شرکت کنند. پس از کنار گذاشتن پرسشنامه های ناقص، 70 پرسشنامه قابل قبول در تحلیل آماری مورد استفاده قرار گرفت. تجزیه و تحلیل همبستگی، رابطه مثبت و معناداری را بین کاربرد استراتژیهای یادگیری لغات زبان آموزان زبان انگلیسی بعنوان زبان خارجی و خودگردانی آنان، هم برای مردان و هم برای زنان نشان داد. این یافته ها میتواند برخی از مضامین آموزشی را برای آموزگاران در بر داشته باشد.