درخت حوزه‌های تخصصی

"بررسی اجمالی تاریخچه روشهای آموزش زبان نشان میدهد که در ابتدا روشهای سمعی و بصری با استفاده از زبانشناسی کاربردی نقش زبان گفتاری را پررنگ تر کردند. سپس روش های نوین آموزش زبان تمرین های نوشتاری مناسب تری به زبان آموزان ارایه کرد. اما در این روش ها به آموزش زبان یعنی املا اهمیتی داده نشد. در جامعه کنونی با توجه به اهمیت ارتباطات الکترونیکی زبان نوشتاری از جایگاه ویژه ای برخوردار است و نقش اجتماعی - فرهنگی آن باید در تدوین روش ها لحاظ گردد. مقاله حاضر بر آن است که نقایص آموزش املا در روش های مختلف را نشان دهد تا مدرسین با تمرین های مناسب این کمبود را جبران نمایند بدین ترتیب دانشجو قوائد کد نوشتاری را می آموزد و قادر به نوشتن و خواندن پیام های گوناگون (پیام کوتاه - نامه الکترونیکی) خواهد شد.

This study examined the differences among high، mid and low ambiguity tolerance groups in their reading comprehension ability and their metacognitive awareness of reading strategies. To this end، 123 first-year college students majoring in Engineering with an age range of 19-25 were stratified into three groups of high، mid and low ambiguity tolerance to participate in the study. They took part in the Nelson test of proficiency and a reading comprehension test and also filled out two questionnaires: the Metacognitive Awareness of Reading Strategies Inventory، and the Tolerance of Ambiguity Scale. The results showed significant differences between Low and High groups. That is، high ambiguity tolerance students scored higher on reading comprehension test، displayed higher metacognitive awareness of reading strategies، and showed higher perceived use of Global and Problem-Solving metacognitive reading strategies. However، no significant differences were found between the middle group and the other two groups in these variables. Also، no significant difference was found in the use of Supportive strategies among these three groups. The findings are interpreted to have implications for syllabus designers and EFL teachers.

Among factors that might manipulate translators’ mind while producing a text is the notion of ideology transmission through text or talk. Adopting Critical Discourse Analysis (CDA) with particular emphasis on the framework of Van Dijk (1999)، the present investigation is an attempt to shed light on the relationship between language and ideology involved in translation in general، and more specifically، to uncover the underlying ideological assumptions invisible in the texts، both source text (ST) and target text (TT)، and consequently ascertain whether or not translators’ ideologies are imposed in their translations. The corpus consists of the full text of two different Persian translations of the book Media Control by Noam Chomsky، written in English. In a qualitative phase، a detailed contrastive/comparative study at the micro-level in terms of fore/back-grounding mechanisms including explanation of lexical items and dominant grammatical metaphors (passive vs. active، nominalization vs. denominalization، addition vs. omission، and modalization) was conducted to examine، describe and subsequently interpret the patterns in the English source text and its Persian translated versions. In order to make the research data interpretations as objective as possible، having computed frequencies of ideologically significant instances، and percentages، Chi-square formula was applied to find out any difference between proportions of information extracted from the target text concerning their fore/back-grounding and their positions against the source text as well as to test the research null hypothesis، which was consequently rejected. The findings reveal that there are significant changes made by the two translators، either intentionally or unintentionally، in their selection of lexical items and syntactic structures in comparison to those in the source text. The findings of the study also show that many distortions or transformations between the original and the two translated versions were not only arbitrary، but also ideologically encoded in the texts، with specific purposes and functions

The significance of error analysis for the learner، the teacher and the researcher is now widely recognized. Earlier studies of error analysis concentrated on intersystematic comparison of the “native language” and the “target language” and drew the required data largely from intuitions and impressionistic observations. This study was conducted on the basis of the following observations: (1) to restrict to the study of one area viz articles. (2) to avoid comparison in terms of the systems of native and target language. In this study the major areas of difficulties that students face in the target language، i.e. the occurrence of articles in different syntactic features was examined and an attempt was made to establish a hierarchy of difficulties 40 undergraduates faced in the use of articles. For testing the correct retrieval، a slightly modified version of Leacok’s essay ‘My Financial Career’ was prepared. It included sufficient examples of almost all the important uses of articles. The test was given to the subjects in the form of a running text. The responses of the subjects were analysed in terms of noun or noun phrases preceded by articles، noun or noun-phrases preceded by no article، and grammatical categories other than noun or noun-phrases proceeded by no article. The findings revealed that most of the errors the students committed were due to the nature as well as the grammatical complexity of the articles in English، i.e. L1 independent which cannot be explained in terms of transfer from the native language. It was also found that students’ competence using anaphoric reference is far greater than using cataphoric reference. The findings are interpreted to have pedagogical implications for syllabus designers and EFL teachers.