درخت حوزه‌های تخصصی

در فرایند آموزش زبان فرانسه، یکی از اساسی ترین مهارت هایی که می باید فراگرفته شود، مهارت خواندن است. توسعه و گسترش استراتژی های خواندن و فراگیری برقراری ارتباط نوشتاری از اهداف این مهم می باشد. آموزش مهارت خواندن در ایران در بیشتر مواقع به گونه ای است که در خدمت دیگر مهارت ها به کار گرفته می شود. بنابراین، زبان آموزان چنین مهارتی را به درستی فرا نمی گیرند. در این مقاله به ترسیم استراتژی های اثربخش در ارتقا مهارت خواندن زبان فرانسه به عنوان زبان خارجی می پردازیم. کسب مهارت خواندن از سوی زبان آموزان موجب استقلال آنها در دریافت مفاهیم متن می شود.

Most studies within the area of genre analysis, particularly those conducted in Iran, have exclusively used text analysis. While such investigations have led to important understandings of generic features of texts, it can be argued that incorporating interview data for triangulation can lead to better understanding of generic features of texts. Along this line, this paper reports the results of a qualitative study of Persian RA abstracts written by native speakers of Persian. Taking a macro and a micro structure framework, this article will look into the ‘moves’ and ‘author identity’ in such RA abstracts. Two patterns are often associated with English academic prose: Introduction-Methods-Results-Discussion and CARS (Create-a-research-space) (Lores, 2004). This, however, did not seem to be the case in most RA abstracts under study. The other feature of Persian RA abstracts to be explored is the absence of first person pronoun. One preliminary hypothesis would be to attribute this to a carry-over of positivistic traditions (Hyland, 2001), though qualitative interviews pointed to a close link between lack of reference to self and modesty as a cultural norm among the participants under study.

This study was intended first to categorize the L2 learners in terms of their learning style preferences and second to investigate if their learning preferences are related to lexical inferencing. Moreover, strategies used for lexical inferencing and text related issues of text density and parts of speech were studied to determine their moderating effects and the best predictors of lexical inferencing. To this end, a posttest group design with 142 students studying engineering was adopted for the study. Perceptual style preferences questionnaire was administered to identify the students’ major learning styles, followed by strategy training for deriving the meaning of unknown words. Finally, lexical inferencing texts were given to the students to study and extract the meaning of unknown words and concurrently determine the type of strategy used for lexical inferencing. The results indicated that a great proportion of students belonged to the kinesthetic category of styles while the predominant treatments in the class were audio-visually structured. The analysis also revealed that tactile, kinesthetic, and group categories of style preferences are meaningfully related. Moreover, it was found that learning style preferences lead to statistically different lexical ineferncing. As for the strategies, the ‘syntactic knowledge analysis’ showed the highest correlation with ‘auditory learners’. Lexical density and parts of speech were also shown to moderate the effect of perceptual style preferences on lexical ability. On the whole, strategy and perceptual style preferences were found to be the two best predictors of successful lexical inferencing.