درخت حوزه‌های تخصصی

The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogicalimplications have been thoroughly discussed.

Cet article examine l'utilisation de ChatGPT-4, un outil d'IA développé par Open AI, dans l'enseignement du français. Il se concentre sur l'amélioration des quatre compétences linguistiques essentielles (compréhension orale, compréhension écrite, expression écrite et expression orale) et la préparation aux examens de niveau ou aux quiz. En utilisant une méthode descriptive, l'article démontre comment ChatGPT-4 peut être utilisé pour créer des dialogues pour la compréhension orale, générer des exercices de lecture pour la compréhension écrite, fournir des exemples de textes bien rédigés pour l’expression écrite et générer des scénarios de conversation pour l’expression orale. ChatGPT-4 peut être un outil précieux pour l'enseignement du français, offrant des avantages tels que la personnalisation de l'enseignement et l'amélioration des compétences linguistiques des élèves. De plus, ChatGPT-4 peut aider à la préparation des examens de niveau en générant des questions d'examen. Cependant, l'article souligne également la nécessité de recherches supplémentaires pour explorer comment ces technologies peuvent être utilisées de manière efficace et éthique. Malgré le fait que l'application de ChatGPT-4 et d'autres technologies d'IA dans l'enseignement des langues en est encore à un stade initial, ces outils présentent des opportunités prometteuses pour surmonter les obstacles dans le domaine de l'enseignement des langues

Inaam Kachachi et Lydie Salvayre montrent dans leurs œuvres, Si je t'oublie, Bagdad et Pas pleurer, un portrait sincère des répercussions de la guerre à travers deux époques différentes. Elles partagent, plus ou moins, des points de vue communs sur des événements sociaux, politiques et historiques qui ont eu lieu pendant la guerre. L'esprit féminin de Kachachi et de Salvayre domine fortement leurs dimensions romanesques. En fait, les deux écrivaines mettent en scène des femmes libres pour exposer leurs idées, à savoir Zeina, l’héroïne de Kachachi et Montse, la narratrice de Salvayre. La guerre et ses effets sont sans doute les éléments déclencheurs de l’œuvre romanesque de Kachachi et de Salvayre. Kachachi révèle la dissolution de la famille irakienne qui s'est dispersée à cause de la guerre. De son côté, Salvayre montre également la division au sein d'une même famille à cause de la guerre civile. Les deux protagonistes sont ainsi obligés de choisir l'exil et l'immigration comme résultat de ces guerres. En même temps, les deux écrivaines, Kachachi et Salvayre avaient l’intention de raviver les mémoires pour révéler le passé comme un témoignage historique.

This study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers.

The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant

Multilingualism and its tangled relationship with culture have been the center of debate for many years. It still sparkles various conceptual arguments and day by day, more academic research is circulating on this subject. The concept of multilingualism and the arguments around this discourse roots in the language itself. To fully grasp the notion of cultural multilingualism, first, we need to perceive how and where language and culture are interlinked. The study of culture has the originality of studying history itself. The first studies on both language and culture date back to the earliest time human attempted to analyze and perceive history. The globalization of multilingualism has led scientists and experts to analyze multilingualism through a cultural lens. It's only in a few decades that perceiving and understanding multilingualism through cultural perspectives has opened the eyes of experts to new horizons. Concerning this fact, this study has evaluated Never Let Me Go, a 2005 Nobel-winning novel by the Japanese-British novelist and screenwriter, Kazuo Ishiguro according to cultural multilingual values. Additionally, this study questions the concept of cultural multilingualism, together with its significance in shaping one's identity and self as the main key in Ishiguro's novel. Proven by the given facts, the current study illustrates how cultural multilingualism forms the author's writing style and mindset as a multilingual individual.

Kurmanji uses two morphological forms of pronouns and R-expressions: direct and oblique. The direct form of first and second pronouns (local pronouns) is fully specified for person and number. In contrast, direct third-person pronouns and R-expressions are unmarked; however, these arguments still exhibit person and number agreement with verbs and number and gender agreement with Ezafe heads. There are two approaches to deal with direct unmarked arguments. In the asymmetric approach, these arguments are assumed to be fully specified for relevant φ-features, which are deleted at PF (Phonological Form) after agreement, whereas in the symmetric approach, they are merged as underspecified for relevant features and acquire their interpretation via agreement. Given the prevalence of unmarked arguments in Kurmanji, the symmetric approach is more economical and minimalistic, requiring fewer theoretical tools and computations. The present study shows that the key distinction between local pronouns and unmarked arguments lies in the specification of relevant φ-features. Direct unmarked arguments enter the derivation underspecified for these features, establishing a relation of ‘subset control’ in agreement and acquiring their interpretation by spreading features from the agreeing head at the LF (Logical Form) interface. This study also reveals that agreement in Ezafe constructions and pro-drop sentences also involve subset control and agreement is the only possible way to license φ-features, such as gender in inanimate arguments and person in R-expressions.