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From the view point of the classical structural semiotics, the "empirical experience" is considered as a pre-semiotic alien to any signification of the world, and it's based from there, by nature, below the threshold of the analyzable. While structuralist semioticism has given "narrative discourse", that is, what conveys the empirical life to "narrate", and while giving it a "textual" effect, this makes it susceptible to be the subject of the analysis of a semiotician, which justifies the great slogan of Greimas "out of the text point of salvation". On the contrary, we have the opinion that these are two processes of meaning production that the one does not necessarily exclude the other. As a result, we have two sets of views on the world that each have a specific design regime. By giving examples of a variety of domains, and more particularly of literature, the purpose of this series is to demonstrate that the "empirical experience", as well as the "discourse of the narration "both relate to the rejection and semiotic analysis.

Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, young language learners are considerably vulnerable and in need of particular language input to meet their age-appropriate psychological demands. This study is one of the early attempts to detect the appropriate corrective feedback for children’s linguistic (grammar uptake) and personality (willingness to communicate) development. Thirty-seven young language learners ( mean age = 10.32) at two pre-intermediate classes in a non-profit language institute took part in this study. Following intact group design, they were divided into two groups of recasts and explicit feedback. Whereas in the recast group, all or part of an erroneous utterance was reformulated by teacher, correct forms were directly and explicitly provided in the explicit group in the course of a semester ( 19 sessions ´ 50 min=950 mins). A structured willingness to communicate (WTC) scale and two parallel grammaticality judgment tests were administered at pre- and post-intervention conditions; this stage was accompanied by the teacher’s formative observations using an unstructured WTC checklist and a tally chart worksheet. The results of the quantitative phase revealed higher grammar uptake for the recast group. Besides, students in the implicit group showed more WTC in both quantitative and qualitative investigations. These findings indicate that for young learners the use of a less direct way might be more effective in both raising their unconscious L2 knowledge and willingness to participate in classroom activities.

هدف ازاین پژوهش بررسی تاثیردرسکارهای تصمیمی وجورچین بر تقویت توانایی های شنیداری و گفتاری زبان اموزان ایرانی درسطح متوسط بود. بدین منظور از میان 75 زبان آموز دختر ایرانی 60 نفر به عنوان گروه همگون از نظر تئانایی زبانی بر اساس آزمون نلسون انتخاب شدند. جهت سنجش توانایی های شنیداری وگفتاری زبان اموزان قبل وبعد از اموزش ازبخش های شنیداری وگفتاری ازمون PET استفاده شد. به منظور بررسی نقش درسکارهای جورچین وتصمیم گیری برتوانایی های شنیداری وگفتاری، شرکت کنندگان به دوگروه ازمایشی A و B تقسیم شدند. گروه ازمایش A براساس درسکارتصمیم گیری وگروه ازمایش B براساس درس کارجورچین درمعرض اموزش مهارتهای شنیداری و گفتاری به مدت 12 جلسه 45 دقیقه ای قرارگرفتند. به منظور تجزیه و تحلیل اطلاعات، امارتوصیفی واستنباطی محاسبه شد. نتایج نشان داد زبان اموزانی که درس کار شنیداری وگفتاری جورچین را تجربه کرده بودند بهتر از انهایی که براساس درس کار تصمیم گیری اموزش دیده بودند عمل کردند. یافته های این پژوهش ضمن تایید نقش آموزش درسکتر محور، موید نقش متمایز نوع درسکار در تقویت مطلوب مهارت زبانی مورد نظر می باشد.

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.

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.

The importance of demotivation in language learning has been overshadowed in the commonplace research on language learning motivation and even in mainstream psychology (Dörnyei, 2005). The purpose behind conducting this study was to investigate the relationship between students’ demotives for studying in general and English language in particular. Besides, the importance of educational context was investigated through explaining the changes in students’ responses based on the type of university and gender. In Iran, university education is highly important for youngsters and the type of university with their various contexts is determining for their future. There are popular state universities among which one technical university as well as its satellite campus were selected. Besides, a distance-education and a unisexual university were represented in the present sample, overall comprising 194 bachelor students of different majors. Consequently, the factors considered as demotives are ranked, elaborated on and analyzed in order to shed light on the educational context-specific demotives and the pros and cons of current practices of EFL instruction in the universities.

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.

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.