درخت حوزه‌های تخصصی

The study of lexical bundles, among types of text analysis, is gaining importance over the others in the last century. The present study employed a frequency-based analysis approach to the use of lexical bundles. The discussion section of 60 political science articles, with corpora around 253,063 words were investigated in three aspects of structure, form, and function of lexical bundles. The present study selected its data pool out of scholarly articles from qualified journals in the field of political sciences. One part of the data pool was made up of 30 articles written by American native speakers. The second half of the data comprised the 30 articles written by Iranian scholars in political sciences. The findings showed that native and Persian-speaking writers employed the same forms of lexical bundles, and there were significant differences concerning the nativeness and functions. Bearing in mind the findings of the present study, material developers would think of the possibility of the addition of lexical clusters into the materials. It can similarly be valuable for the development of the second language writing strategies, for those who need to write in academic contexts especially political contexts.

The application of critical pedagogy in educational contexts has received adequate research attention over the last decades. The main focus of this strand of research has, however, been on raising awareness of the educators. Nevertheless, little is known about the consequences of the violation of critical pedagogy principles from EFL teacher trainers’ perspectives. To begin to address this gap in research, a qualitative (phenomenological) study was carried out to explore the main consequences of violating critical pedagogy in the higher education system of Iran. The participants were 15 faculty members of TEFL and English Literature at 10 Iranian state universities. The data were collected through in-depth semi-structured face-to-face interviews and analyzed according to Radnor’s (2001) model. The results indicated that the main consequences of the violation of critical pedagogy were educational (related to teaching, learning, and testing), psychological, social, and ideological. Therefore, it was concluded that educators must follow the principles of CP in order to avoid the negative consequences and foster the learning and teaching processes more effectively.

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 different reading-based tasks on vocabulary acquisition and retention. Investigating learners' beliefs about the use and effect of the tasks they performed has been another concern of this study. To this end, 120 female and male English undergraduates, attending Reading Comprehension 4 at the Islamic Azad University of Najaf Abad took part in the experiment. There were 4 intact classes that received 4 different tasks randomly. The first class completed an input-oriented task (multiple-choice questions or MCQ) with an ILI of 2. The second class completed an output-oriented task (sentence making or SM) with an ILI of 3. The third class completed an input-oriented task (multiple choice cloze test or MCT) with an ILI of 2, and the fourth group completed an output-oriented task (blank-filling or BF) with the same involvement load as that of the second class. The results showed that all tasks were conductive in vocabulary learning and retention. However the SM task was found to be the most effective of all. The task effectiveness which was asked through an interview with some of the participants, chosen randomly from each group, was in line with the above mentioned results. In other words, participants agreed that reading-related tasks could facilitate L2 vocabulary acquisition and retention. Concerning their opinions about task type, they found SM easier and more conductive to vocabulary learning and retention. The findings of this research could attract EFL and ESL teachers' attention to utilize the same task types in their classes in the form of class activities and could provide EFL and ESL students with an effective way of vocabulary learning and retention.                                         

The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Blended Learning group received traditional teaching methods of writing plus learning through the web. Participants of the Classroom Learning group, however, were taught based on the traditional teaching methods of writing and received the materials, instructions, and feedback merely through traditional methods. In order to collect the data, participants’ first piece of writing was regarded as the pretest and their last one was the posttest. The results of the independent-samples t-tests showed that participants of the Blended Learning group significantly outperformed the ones in the Classroom Learning group in their writing performances. In conclusion, the results of the study revealed that employing a blended teaching method can create a more desirable condition to enhance the EFL learners’ writing performance and that doing research in this field can be a promising area for those interested. 

4 مجله مطالعات زبان فرانسه، سال پنجم، شماره 8، بهار و تابستان 1392 گذار از زبانشناسی توصیفی به زبانشناسی کاربردی در کشور ساحل عاج: تحلیل و راهکارها پییر آدو کواکو کوادیو دانشگاه فلیکس هوفاعه بوانی، آبیجان -کوکودی، ساحل عاج padoukk@yahoo.fr 1392/5/ 1391 تاریخ پذیرش: 23 /10/ تاریخ دریافت: 28 این مقاله در نظر دارد تحلیلی انتقادی از کاربستهای زبانشناسی کاربردی در ساحل عاج ارایه کند. در آفریقا، علیرغم تعداد فراوان موسسات پژوهشی زبانشناسی و با وجود تعداد قابل توجه کارهای توصیفی در زبانشناسی آفریقایی/فرانسوی، نتایج مورد انتظار همچنان حاصل نشدهاند. همانطور که با وجود گسترش زبان فرانسه و کاهش حضور زبانهای محلی که البته به اندازه کافی مورد مطالعه قرار گرفتهاند، همچنان شاهد نزول سطح زبان فرانسه در میان زبانآموزان هستیم. به نظر میرسد که پژوهشهای صورت گرفته در حوزه زبانشناسی صرفا به توصیف پرداختهاند. و میدانیم که هر پژوهشی که به کار جامعه نیاید، از اساس بیهوده است. پژوهشهای زبانشناسی در ساحل عاج نیز از این قاعده مستثنی نیست. چراکه ما در این حوزه شاهد توصیفهای زبانشناختی هستیم که کاربست و سودمندی واقعی برای جامعههای هدف ندارد. در مقاله حاضر، ما ابتدا شرحی از آنچه زبانشناسی کاربردی در ساحل عاج در نظر گرفته میشود، ارایه میکنیم و سپس با پرداخت به دلایل آنچه بحران در زبانشناسی کاربردی نامیده میشود، پیشنهاداتی برای دست یافتن به نتایج مطلوب ارایه میکنیم. واژگان کلیدی: زبانشناسی کاربردی، ساحل عاج، تحلیل، پیشنهاد