درخت حوزه‌های تخصصی

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction

The present study investigated the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. To this end, a sample of 151 Iranian female students from a public pre-university school in Islam Shahr was selected. They were assigned to six groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, two post-tests in multiple choice and fill-in-the-blanks formats were administered to assess the participants’ vocabulary comprehension and production. Two independent One-Way ANOVA procedures were used to analyze the obtained data. The results showed that the differences among the effects of the above-mentioned techniques were statistically significant in both vocabulary comprehension and production. These findings can have implications for learners, teachers, and materials’ developers.

Pratiquer un enseignement utile et durable et maîtriser efficacement une langue étrangère est le désir de tous les enseignants et apprenants de langue étrangère. Cet article vise à examiner l’efficacité de l’activité en groupe dans le processus de l’enseignement/apprentissage du FLE chez les apprenants iraniens. Notre hypothèse principal repose sur le fait que, grâce à l’activité en groupe, les apprenants iraniens peuvent mieux parvenir aux capacités telles que l’autonomie actionnelle, la pensée de l’auto-évaluation, l’autocorrection, l’autocritique, l’évaluation des critiques des autres par rapport à eux-mêmes; de même ils peuvent profiter des critiques des autres sur la base de l’interaction avec leurs coéquipiers. Ainsi, Ce travail de recherche mettra l’accent sur les avantages et les inconvénients de l’activité en groupe. Les résultats acquis par l’étude du terrain nous amène à constater que le recours à des activités interactives maximisait la participation des apprenants, renforçait la motivation, développait la pensée critique. Ainsi, l’activité en groupe intégrait les situations du monde réel et immédiat au contenu et encourageait les apprenants à approfondir les connaissances enseignées.

The aim of intercultural translation is to communicate. Communication is acted via verbal as well as visual means. The interaction of verbal and visual means of communication makes a set of complex situations which demand special attention in translation. One context in which the interaction of visual and verbal elements gets vital importance is children’s picture books. Color is an integral part of children's books and a visual mode of communication. For the translator, to interpret symbolic colors, cultural knowledge of the source and the target cultures is required. To see how the cultural meaning of colors can be transferred and how the interrelationship of words and colors can be achieved, Nida and De Waard’s (1986) Adaptation Theory was utilized in this study. The theory was applied to eight children’s colored picture books aimed for school-aged children. Six of the books were originally written in English and translated into Persian and two of them were the other way round. The analysis of the data showed that the required features of the above-stated theory was rarely followed by translators and illustrators, and, except in one case, color symbolism was not considered by them. Findings of the study indicate that since visuals are inseparable elements of translating children's picture books, translators/illustrators should be dressed with enough information of visual-cultural aspects of translation in general, and of color symbolism in particular.

The present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. The participants of the study were 50 English major freshman students of Dilla University. These Students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The control group was taught listening skills by the conventional approach while experimental group was given explicit listening strategy instruction. The study followed pretest-posttest control group experimental design. The main instruments used to collect data were IELTS listening tests and Strategy Inventory for Language Learners (SILL) which was adapted to listening skills strategy inventory. The study employed statistical techniques to analyze the data obtained from listening tests and Listening Strategy Inventory for Listening. To this effect, independent-samples t test and repeated measures t test were used to examine whether the listening tests/inventory mean differences between and within groups were statistically significant. The findings revealed that listening strategy instruction was more effective and had a positive impact on students’ academic achievement in listening than the conventional approach. Moreover, it was found that the instruction improved the participants’ strategy use.