درخت حوزه‌های تخصصی

In this article, the low back vowel // in word-final positions in Eghlidian dialect, one of Persian dialects, is studied. This vowel is represented phonetically as [], [] and [] in different phonetic environments. Therefore many words were collected via interviewing ten native speakers so that these different alternant forms can be accounted for appropriately. Since one of the authors of this article is a native speaker of the dialect, the verity of the data is confirmed. In writing this article, the collected data were classified in terms of different alternations of the vowel //, then related contexts were analyzed. Analysis of data showed that, firstly, in individual words, the final vowel // is pronounced as [o] when it is preceded by a non-glottal consonant; however, it is pronounced as [] when preceded by a glottal consonant and, secondly, in continuous speech, as a result of an assimilation, the final position vowel // is pronounced as [o] and [], respectively according to the graveness and acuteness of its preceding consonant.

This article reports on the findings of a study that investigated the impact of manipulating task performance conditions on listening task performance by learners of English as a foreign language (EFL). The study was designed to explore the effects of changing complexity dimensions on listening task performance and to achieve two aims: to see how listening comprehension task performance was affected and to investigate possible overlaps between EFL learners’ perceptions of task difficulty and hypothesized task complexity. A purposive sample of 54 first-year EFL learners randomly assigned to two parallel conversation classes in an English department of a major public university participated in the study and performed listening tasks in a language lab. The instruments used for data collection were seven tasks taken from a TOEFL Test Preparation Kit, each followed by listening comprehension questions and an item on the participants’ personal perception of the difficulty of the task. During counter-balanced administrations, the tasks were manipulated for one of the four dimensions of task difficulty (adequacy, immediacy, perspective, and prior knowledge). The resulting data included the participants’ perception of difficulty as well as their performance scores under less complex and more complex conditions. One-sample T-test and correlation analyses of the data revealed that for all of the four complexity dimensions, the hypothesized less complex task condition led to better learner performance. The correlation between learner-assigned difficulty score for the task at hand and theoretical task complexity level was significant only for the immediacy dimension (r=-0.67, p<.05). The results offer support for task complexity frameworks, raise doubts about learners’ perceptions of tasks, and imply possibilities for task manipulation in language learning contexts.

مقاله حاضر در نظر دارد که تاثیرﺁموزش درون متنی کلمات فرانسه را بر روی دانشجویان سال دوم و سوم لیسانس زبان فرانسه دانشگاه اصفهان بررسی کند. این مقاله سعی در بررسی دلایل برخی از عدم موفقیتها در به خاطر سپاری کلمات در متن و یا در خارج از ﺁن را دارد.هدف اصلی، در اینجا، هدایت دانشجویان به طرف شناخت علائم زبانی و معانی کلمات توسط تمرینات جایگزینی کلمات در متن (قبل و بعد از جلسات ﺁموزش لغات) و به همراه ارزشیابی های اولیه و پایانی است. به این ترتیب ﺁموزش اصطلاحات فرانسه ضروری به نظر می رسد تا از مشکلات فرهنگی مانند تداخل زبان مادری و زبان هدف ٬ ابهامات و مشکلات درک مطلب احترازشود. نتایج حاصله لزوم تربیت آموزگاران توانا و قادر به ایجاد تطبیق با موقعیت آموزش را ﺁشکار می سازد.

The major role of self-directed learning (SDL) in a successful learning at distance education has been confirmed by various studies. Although learners pass General English courses before studying any ESP courses at distance education of Iran, they usually lack the preliminary skills for independent language learning. The current study aimed to explore the effect of self-directed training (SDT) on ESP learners’ self-directed learning readiness (SDLR). Eighty-six B.A students (19 male and 67 female) studying English for Economy and Management at Tabriz Payam-e-Noor University participated in this study. A demographic questionnaire and Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) were implemented to select the participants of the control and experimental groups. The experimental group was provided with SDT in three different stages a) an introduction to SDL, b) SDT workshop, and c) SDT pamphlet. Then, a post-test of SDLRS was given to the two groups. ANCOVA was applied to analyze the data. The results revealed that SDT could enhance ESP learners’ SDLR. The findings imply that an appropriate training is needed to improve learners’ SDLR. Higher levels of SDLR can contribute to a successful ESP learning at Payam-e-Noor University in Iran.

این مقاله بر دانش فراکلامی متمرکز است، نامی که به اجزایی در متن داده می شود که معنا را منتقل می کنند نه آن دسته از اِلمان هایی که اساساً ارجاعی هستند. در این مقاله به پیش زمینه تئوری مطالعات فراکلامی اشاره می شود و بطور خلاصه طبقه بندی نشانه های فراکلامی بررسی شده و در آخر چهار دلیل برای اهمیت و جذابیت دانش فراکلامی ارائه می گردد: 1) این تحقیق نشان می دهد که زبان تا چه اندازه به صورت پیچیده ای نظام بند است. 2) در این مطالعه سوال های جالبی در ارتباط با اصول اخلاقی و استفاده زبان مطرح می شود. 3) این تحقیق، هم چنین به تفاوت های استفاده ی نشانه های فراکلامی در بافت های مشابه در زبان های متفاوت اشاره می کند. 4) و دراین مطالعه دلایلی فراهم خواهد شد که چرا دانش فراکلامی مستحق جایگاه ویژه ای در آموزش زبان دوم می باشد.

این تحقیق به بررسی تاثیر پیچیدگی زبان و اندازه گروه بر ساخت دانش در دو بحث آن لاین می پردازد. ساخت دانش از طریق مدل تجزیه ارتباطات Gunawardena و دیگران (۱۹۹۷) سنجیده شد. پیچیدگی زبان از طریق تقسیم تعداد کلمات خاص بر کل کلمات به دست آمده و به تغییر لغوی اشاره دارد. نتیجه این تحقیق نشان می دهد که ساخت دانش و اندازه گروه به طور چشمگیر و البته به شکلی منفی با هم مرتبط اند که بیان کننده این موضوع است که هر چه اندازه ی گروه کوچک تر باشد میزان ساخت دانش بالاتر می رود. نتایج همچنین نشان می دهد که ساخت دانش و پیچدیگی زبان به طور چشمگیر و مثبتی با هم مرتبط اند که مشخص کننده این موضوع است که هرچه تغیرات لغوی بالا تر باشد ساخت دانش نیز بالاتر می رود. به علاوه، این تحقیق ثابت کرد که پیچیدگی زبان بیانگر ساخت دانش در بحث های آن لاین است. کارهای متفاوتی می تواند صورت بگیرد تا پیچیدگی زبان در بحث های آن لاین افزایش یابد برای مثال: دادن تکلیف های خواندنی و نوشتنی به شرکت کنندگان. اندازه ی گروه ها نیز باید محدود شده تا از خستگی و کم کاری دانش آموزان در بحث های آن لاین جلوگیری شود.

Literature is the aesthetic manifestation of language. It is ‘as old as human language and as new as tomorrow’s sunrise.’ This paper explores the interrelationships between language and literature from 600 AD to the present day. The grammar of present-day English is closely related to that of Old English with the same tense formation and word orders. The verse unit is a single line and its organizing device is ‘alliteration’. The range of Chaucer’s English did much to establish English as a national language. The writers of the Elizabethan period reshaped the literary language by borrowing foreign words and by coining new expressions and figures of speech. Shakespeare’s language and modern English have enough in common so that historians consider that they both belong to the same stage in the history of English. Milton attempted to reinvent the English language through his Paradise Lost. The writers of the seventeenth century developed a prose style that could bear the weight of the most serious and complex ideas. Then, the writers of the eighteenth century devoted themselves to developing out a formal, polished, and “correct” style of expression. Wordsworth and Coleridge intended to purify and renew the literary language and make it closer to the everyday speech of the ordinary people. Modernism tried to articulate a representation of the world and the way of seeing it through complexities of mind using the spoken rather than the formal language.

A growing body of research has indicated that students of ESL/EFL are reticent and unwilling to be engaged in oral activities in English lessons. Communicative language ability includes speaking ability, so vocabulary knowledge plays an integral role in speaking a language. However, there have been few studies examining the degree to which vocabulary knowledge affects speaking ability. The present study aimed to explore the degree of reticence in Iranian EFL learners and to find out the roles that productive vocabulary knowledge and gender may play in their reticence. To accomplish this, 56 male and female English language learners participated in the study. Unwillingness-to-Communicate Scale and Vocabulary-Size Test of Controlled Productive Ability were used. To analyze the data, descriptive statistics, Pearson Product-moment Correlation and an independent t-test were used. Results of the study revealed a relatively low level of reticence among Iranian EFL learners. However, it seems that learners mostly avoid communication rather than have a negative attitude toward class participation. In addition, it was found that the learners’ vocabulary knowledge had a significant relationship with their reticence; while, no significant difference was found between Iranian male and female learners in terms of reticence.