درخت حوزه‌های تخصصی

هدف از این کار تحقیقی بررسی افعال با ماهیت معنایی «فریب» در لهجه های گویشوران مناطق مختلف تولا است. بر همین اساس، در این مقاله برآن هستیم تا ضمن تجزیه و تحلیل معانی مختلفی که از این گونه افعال استنباط می شود، شکل و ویژگی های دستوری این گونه افعال را در هنگام کاربرد در گویش های گوناگون مردم این مناطق بررسی نماییم. این گونه افعال غالباً ماهیت معنایی منفی دارند. افعال دارای ماهیت معنایی منفی در گویش ها و لهجه ها کاربرد بیشتری دارند. این گونه افعال از نظر تقسیم بندی در زمره افعالی قرار می گیرند که بیان گر نوع رابطه و رفتار افراد نسبت به محیط اطراف هستند. این افعال از اصلی ترین عناصر فعلی تشکیل دهنده گویش های محلی محسوب می شوند. از این گونه افعال معمولاً به عنوان افعال «انسان محور» یاد می شود. مجموعه افعالی که در این کار پژوهشی بررسی و تحلیل شده اند از نظر تک واژی ریشه های گوناگونی دارند. معمولاً تک واژهای ریشه ای این گونه افعال در معنای مستقیم و اولیه خود بیان گر تأثیرگذاری و یا تأثیرپذیری فیزیکی هستند و تا حدود زیادی از نظر شکل ظاهری و همچنین از نظر ماهیت معنایی فرم واحد و یکسانی دارند که وجود گروه افعال مترادف و زایا می تواند دلیلی بر این یک سان بودن باشد.

The present study has been conducted with the purpose of exploring the relationship between EDBI staff's General English proficiency and their technical English Writing as well as the way each ESBP and GE courses affect their writing skill. The kind of the study is quasi-experimental with pre-test and post-test, being conducted among EDBI staff in Tehran Branches and Headquarters. In data collection two standard tests were used, namely Preliminary English Test (PET) for homogenous subjects, and also the level of their GE progress at the end of the treatment, and Business English Certificates (BEC) test Level B1, to measure their technical writing skill with appropriate validity and reliability. The findings indicate that: 1) there was a correlation between subjects’ general English proficiency and their business writing proficiency; 2) teaching writing of banking texts significantly improved EDBI staff’s General English; 3) teaching writing of banking could significantly improve EDBI staff’s Business English proficiency; 4) teaching writing of banking could significantly improve EDBI staff’s Business English proficiency more than GE proficiency.

The post methods era has witnessed a dramatic change inapproaches to and methods of teaching as well as testing. At the heart of such a change, collaborative learning has received top priority and testing domain has actually gone under scrutiny. This new mode of education has made stakeholders, especially in higher education; reflect on an interactive e-assessment based instruction. Such a cyber-based environment provides immersive and authentic learning, mixed with a type of e-assessment task, no longer functioning like a summative test but it has become learning and teaching tool. The present research study intends to shed some lights on the characteristics of an e-assessment-based App in a descriptive format on one hand, and its viability in an exploratory design on the other, with emphasis on e-assessment at its core for teaching ESAP- English Specially for Academic Purposes- while instruction and assessment of language skills and sub skills are included. The descriptive and exploratory design of the study highlights the mode of interactivity inherent in this App, which provides a chance for learners to explore, make errors and construct meaning/solutions to their problems via hyperlinks in the created App.    

Mispronunciation is still among the frailties of language learners the world over. The present study reports an all-out investigation into pronunciation training for the Persian-speaking EFL learners at the intermediate level of language proficiency. More specifically, the present study investigated (a) the underlying causes of mispronunciation at the level of segmental features, (b) the crucial importance of error analysis prior to developing any materials concerning suprasegmental features, and (c) the effectiveness of materials developed on the basis of the findings in the first two phases of the study. Sixty-Four Persian-speaking intermediate EFL learners were selected as participants for the purposes of this study. Twenty-Four of them assisted in the second and forty of them in the third phase. Since the results obtained in the first two phases were to be used for the preparation of the materials in the final phase, the researchers devised a pretest posttest design to prove or disprove the efficacy of the whole study. Thus, two intermediate classes in one of the language schools in Isfahan were chosen and randomly assigned to experimental and control groups. The first phase of the study confirmed the great impact of Persian language on EFL learners’ English pronunciation (51.82%). The second phase supported the idea that some suprasegmental features such as linking sounds are obstacles to proper pronunciation for Persian-speaking EFL learners. The results obtained from the last phase of the study indicated that pronunciation training with supplementary materials is rewarding albeit the progress might be slow.

The main purpose of this study is to investigate how voice is realized by Iranian EFL learners in persuasive English and Persian text types. This discourse-related notion is a required criterion for writing acceptable English. However, L2 learners from cultures other than English might face problems in realizing it, or even ignore it all through their writing. In this connection, the present study attempted to discover the possible relationship between the intensity of voice and the overall quality of text. Thus, thirty university students were selected as participants. They were asked to write in both English and Persian a persuasive text within the same subject matter. Then, their writings were rated in terms of intensity of voice and the overall quality based on Jacobs’ voice intensity scale and Jacobs’ overall quality scale (1981), respectively. The analysis of their productions indicated that there is a significant relationship between voice intensity and some of its features, and overall quality; while no relationship was found between English and Persian voice intensity. Therefore, voice deserves more attention on the part of writing instructor, as it could enrich the quality of L2 learners’ written productions with more sense of naturalness and smoothness. Moreover, material designers can incorporate English writing materials with various aspects of this critical notion, in addition to other language rhetoric, for learners at appropriate language proficiency level.

Translating humorous expressions in novels, especially those containing culture-bound concepts, has always caused insurmountable hurdles for translators in delineating SL characters in TL contexts. In recognition of this, the current research aimed to first study the constraints of translating humor in Iran‘s War Literature, as a representative of highly-culture bound texts, and second to examine the extent that the strategies used by the translator in translating humors affected character delineation in their English translations. To this end, the humorous expressions in four novels on Iran‘s War Literature were identified and their constraints of their translations were categorized on the basis of Attardo‘s (2002) adaption of the General Theory of Verbal Humor for translation. As for the first research question, the findings indicated that Script Opposition can be the most problematic factor in translating humor. As for the second research question, it was revealed that the translator translated 91.17% of the humorous expressions literally, which can cause the characters sound strange and bizarre in the target language translations. It is argued that literalist translation can be used as a means of gathering information about the would-be colonized since it provides colonizers with accurate and reliable information, free from distorting names or any other cultural attributes.

Acquiring adequate vocabulary in a foreign language is very important but often difficult. Considering the importance of learner’s vocabulary learning and retention, the present study aimed at examining the impact of playing word games on young Iranian EFL learners’ vocabulary learning and retention at Irandoostan language Institute in Tabriz. To that end, 50 female learners at the age range of 8-12 were selected and assigned into an experimental (n=25) and a control (n=25) group. The design of the study was quasi-experimental with pretest, immediate posttest and delayed posttest. The content of the tests were based on the students’ course books and consisted of 20 items. The researcher utilized the word games in order to teach the selected vocabulary items during the course which lasted for a month and a half. The games were played each session for about 15 minutes. The experimental group was engaged in playing word games as a treatment and the control group received usual instruction. After the treatment, the participants in both groups took the post-test and after two weeks the learners were asked to take the test once more. This time their scores were assigned as the retention post-test scores. The mean scores of two groups were compared three times through the independent samples t-test. The results of the data analysis revealed that playing word games were effective in helping learners to improve their vocabulary learning and retention.

This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.

ارزیابی دانش دستوری یکی از موارد تقریبا مغفول در تحقیقات رشته ی آموزش زبان با سوالات بی پاسخ فراوانی می باشد (پورپورا، 2004). مروری بر سازه دستوردر ادییات تحقیق بیانگر آن است که مدل های دستور زبان به صورت مکفی به ابعاد این دانش نپرداخته اند. تحقیق حاضر با استفاده از پیشنهادات اخیر در مورد ماهیت توسعه دانش دستوری اقدام به تهیه ی چارچوبی شامل ابعاد پیچیدگی، گستره، و قوت برای یافتن بهترین پیش بین وضعیت دانش دستوری فراگیران زبان انگلیسی به عنوان زبان دوم کرده است. به این منظور، سند اولیه مشخصات آزمون دانش دستوری تهیه و توسط گروهی متشکل از هفت کارشناسی که در زمینه بررسی سند آزمون تربیت شده بودند مورد بازبینی قرار گرفت. سند مشخصات اصلاح و آزموی مبتنی بر آن به 158 فراگیر انگلیسی با سطوح مختلف توانش داده شد. سوالات با استفاده از نظریه کلاسیک آزمون و مدل راش تحلیل گردید. نتایج رگراسیون گام به گام حاکی از آن است که بهترین مدل پیش بین دانش دستوری فراگیران با توانایی پایین تر شامل گستره و قوت است در حالیکه برای فراگیران با توانایی بالاتر بهترین مدل پیش بین قوت و پیچیدگی است. این یافته دال بر آن است که سند مشخصات آزمون دانش دستوری می تواند شامل ترکیبی از صورتهای سوال مختلف برای اندازه گیری ابعاد مختلف این دانش باشد.

مقاله حاضر به بررسی ترجمه افعال روسی با پیشوند от- و معادل آن ها در زبان تاجیکی می پردازد. پیشوند от- در زبان روسی معاصر از جمله پیشوندهایی است که معانی متعددی دارد. مثال های مورد استفاده در این مقاله، مستخرج از فرهنگ روسی-تاجیکی و همچنین دو اثر لف تالستوی: آنّا کارنینا (ترجمه Рањим Њошим) و جنگ و صلح (ترجمه Њабиб Ањрорї)، می باشد. معادل های افعال روسی با پیشوند от- در زبان تاجیکی بیش از همه ساختارهای ساده و مرکب هستند. در ترجمه های بررسی شده، ساختارهای زیر مشاهده گردید: قید + فعل، قید فعلی مرکب گذشته + فعل، عدد+ فعل، عدد+ قید فعلی مرکب، عدد+ قید + فعل، عدد + اسم + فعل، قید فعلی گذشته + فعل، قید нагз+ فعل. پژوهش حاضر ثابت می کند بررسی افعال پیشونددار روسی یکی از مسائل روز و مهم زبان شناسی معاصر و بیان روش های ترجمه و انتقال آن ها به زبان تاجیکی به هنگام فراگیری زبان روسی در کلاس های تاجیک زبانان لازم و ضروری است.