درخت حوزه‌های تخصصی

Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned with exploring variations in the use of these word sequences across different registers and disciplines, very few have addressed the use of some particular groups of lexical bundles within some genres of academy. To address generic variations, this research focused on anticipatory it bundles as a particular structural group of bundles. More specifically, this study chose to investigate range, frequency, and function of these word clusters in applied linguistics research articles and postgraduate writing. Through the use of two big corpora of research articles and postgraduate theses, two text analysis programs, and a functional taxonomy of it bundles, this study found that it bundles were used relatively frequently in both published and postgraduate writing. Functional analysis showed that anticipatory it lexical bundles served a wide variety of functions in both genres investigated. This study also revealed that some anticipatory it lexical bundles commonly used by students in their postgraduate writing did not count as bundles in research articles, both in terms of variety and frequency. As for implications, the study calls for the incorporation of such clusters in L2 and/or EAP (English for Academic Purposes).

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.

باورهای معلمان در طول زندگیشان تحت تأثیرعوامل مختلف شکل می گیرد. بنابراین،آگاهی از افکار و عقاید معلمان در خصوص زندگی وشرایط کاریشان کمک شایانی به درک صحیح ما از تعریف واقعی معلمان در یک محیط فرهنگی و اجتماعی بخصوص می کند. هدف این مطالعه موردی، بررسی زندگی شخصی و کاری شش معلم زبان انگلیسی در مدارس دولتی و مؤسسات خصوصی زبان به منظورارائه تصویر صحیحی از باورها و تجربیات معلمان بر فرآیند یادگیری زبان دومشان، تجربیات تدریس، انتظارات و شرایط کنونی آنها، و تلاشهایشان برای ایجاد نوآوری در روش هایتدریس شانمی باشد. بدین منظور هدف، مصاحبه ها و مشاهدات مکرر به مدت یک سال برای جمع آوری اطلاعات لازم انجام شده و سپس توسط شیوه مقوله بندی معنایی تجزیه و تحلیل شدند. نتایج حاکی از آن بود که بیشتر معلمان چه در مدارس دولتی ویا مؤسسات خصوصی زبان از شرایط کاری و زندگی خود راضی نبودند. همچنین آنها با عوامل ناامید و دلسردکننده بسیاری، همچون نداشتن امنیت شغلی، شغل دائمی، تعادل میان کار و زندگی، بیمه و در عین حال، داشتن حجم کاری بالا، حقوق کم، محیط کاری پر استرس، شغل یکنواختو راکد، محیط کاری خسته کننده، محدودیت در نوآوری، مشکلات در ادامه تحصیل،و دوره های آموزشی غیرعلمی، ناشی شده از سیاست های داخلی و خارجی مسئولان، روبرو بودند. امید است با بها دادن به صحبت های معلمان زبان انگلیسی، موقعیت و وضعیت حقیقی آنها در جامعه کنونی آشکار گشته و به دنبال آن شاهد برطرف شدن برخی از نیازها و انتظاراتشان باشیم.

Listening plays a significant role in daily communication and educational processes. In spite of its importance, listening has long been the neglected skill in second and foreign language acquisition, research, teaching, and assessment. However, on account of the entire challenges EFL learners encounter in classrooms due to the listening complexity, some pre-listening activities as supports in the procedure of teaching listening are proposed by experts in the field. This research investigated 80 male and female learners in 2 groups of 40, who were selected randomly, to determine whether pre-listening activities have a significant effect on listening comprehension of English texts. It also investigated whether there was a significant difference between male and female learners on pre-listening activities in terms of their effects on the comprehension of English texts. To do this, subjects first took a TOFEL test, which served as a pre-test, to make it possible to have homogeneous learners in a control group and an experimental group. In the experimental group, some pre-listening tasks, through which the learners received general prior information about the content of the listening texts, were performed. Then, they listened to and answered some multiple-choice comprehension questions which asked for the specific information in the listening texts. However, the control group’s listening comprehension tasks were destitute of pre-listening activities. The results of the analysis of the data obtained at the end of the experiment revealed that the experimental group performed significantly better than the control group. It also showed that females outperformed the male group. In other words, the treatments appeared to have a significant effect on the performance of the experimental group (and especially female learners therein) in listening comprehension.

مقاله حاضر به طور کلی به برررسی نحوه ابراز زبان شناختی اساتید و دانشجویان ایرانی مقاطع کارشناسی و کارشناسی ارشد رشته زبان انگلیسی و به طور اخص به نحوه ایجاد و تداوم جایگاه و قدرت اجتماعی دربین آنان باتوجه به عوامل اجتماعی و فرهنگی می پردازد. برای انجام این مطالعه 84 متن رایانامه که اساتید و دانشجویان در سال تحصیلی 92-93 تبادل کرده اند از طریق گرامر نقش گرایانه هلیدی و اجزای تحلیل انتقادی گفتمان مورد تجزیه و تحلیل قرار گرفته است. نتایج نشان می دهد اگرچه دو گروه مذکور از رایانامه به طرق متفاوتی برای ایجاد و تداوم ارتباطات اجتماعی خود بهره می برند اما هر دو برای انتقال معانی مورد نظر خود عمدتا متکی به فرآیندهای مادی و ذهنی هستند. آنان همچنین گفتمان و اعمال از قبل تعریف شده توسط عوامل اجتماعی – فرهنگی و مذهبی که در کلاسهای سنتی به کار می برند را به محیط اینترنت نیز انتقال می دهند(برنستین, 1971) و از این طریق جایگاه و قدرت اجتماعی خود را شکل می دهند. یافته های این مقاله می تواند به روشن شدن نقش عوامل اجتماعی – فرهنگی و دیگر عوامل موثر در فرآیند ارتباط رایانه ای منجر شود. دیدگاه انتقادی این مطالعه میتواند تاثیر عمیقی بر روی دانشجویان و اساتید آنها در رابطه با تعامل در محیط اینترنت داشته باشد و به اساتید راههای مشخصی برای شناخت و ارزش نهادن به زبان استفاده شده توسط دانشجویان ارائه دهد.

This experimental study attempts to see whether incorporating supplemental podcasts into the blended module of second language (L2) vocabulary teaching and learning leads to better learning outcomes in comparison with other common teaching and learning methods as self-study and conventional. To that end, undergraduate students from Ahvaz Jundishapur University of Medical Sciences were summoned up via an announcement to take part in the study. Volunteers were homogenized via Vocabulary Levels Test (VLT) and were then randomly divided into three groups to learn English vocabulary items via three different scenarios during 32 sessions. The collected data from the participants’ answers to the attitude questionnaire and interview as well as the data from assessing their performance throughout the course were analyzed both descriptively and inferentially. The analysis of the data revealed that the podcast-mediated blended L2 learning scenario appeared as the most successful scenario in L2 vocabulary learning. Consequently, it could be concluded that providing miscellaneous practicing opportunities for students would facilitate learning process and contribute to learning improvement.