درخت حوزه‌های تخصصی

In Construction Morphology (CM), a compound is treated as a construction at the word level with a systematic correlation between its form and meaning, in the sense that any change in the form is accompanied by a change in the meaning. Compound words as one type of complex words are coined by compounding patterns or templates which are called abstract schemas in CM. These abstract constructional schemas generalize over sets of existing compound words and specify how new compound words can be created. The schemas dominate the compounds so that these words inherit all predictable morphological and semantic properties from these schemas. In fact, this is mainly the constructional schema which determines the properties for every compound word not individual constituents of a compound word. Therefore, the form and meaning of a compound, as a whole, are affected by formal and semantic/syntactic properties of the construction itself. Also, the dominance of schemas and subschema as over the compound words reinforces the idea of hierarchical lexicon. In addition, CM adopts a paradigmatic approach to word formation; that is, the creation of new compound words is caused by the extension of a systematic form-meaning relationship in a set of existing compound words to new cases resulting in new compound words. Regarding these properties of CM, This paper aims to study one type of Persian compounds, that is, compound nouns in the framework of Construction Morphology. From this perspective, two types of compound nouns including endocentric and exocentric compound nouns are treated in a rather similar way because the compound noun construction as a holistic schema plays the main role in specifying the syntactic features, head(if any) and semantic content of compound nouns, not their constituents. According to findings of this study, the analysis of Persian compound nouns based on this model increases the degree of generality in compound noun formation and develops the concept of holisticity in the form and meaning of compound nouns as well as it highlights the paradigmatic relationship in Persian compound noun formation templates.

این تحقیق به بررسی کمی و کارکردی اشاره به خود در پایان نامه های کارشناسی ارشد در علوم نرم می پردازد. یکی از اهداف مهم این تخقیق یافتن کارکرد اشاره به خود در در پایان نامه های کارشناسی ارشد در علوم نرم بود. بدین منظور، بیست پایان نامه کارشناسی ارشد در علوم نرم ، در چهار رشته ی دانشگاهی به طور تصادفی از کتابخانه های چهار دانشگاه طراز اول انتخاب شدند. در هر رشته دانشگاهی، پنج مورد در بازه ی زمانی هفت سال (2014-2007) انتخاب شدند. این تحقیق، صرفا بخش مباحثه پایان نامه ها را مورد بررسی قرار داد. بررسی کمی این نوشته جات نشان داد که فراوانی انواع مختلف عناصر اشاره به خود، در علوم نرم کاملا متفاوت می باشد. میان این عناصر، ضمیر ""من"" با فراوانی 49 ، پر کاربردترین ضمیر اول شخص بود. همچنین این عناصر اشاره به خود، به طور کارکردی، براساس طبقه بندی نقش ضمایر شخصی در کلام Tang and John(1999)، مورد تجزیه وتحلیل قرار گرفتند. یافته های تحقیق حاضر، از بعد کارکردی نشان داد که پر کاربردترین نقش کلامی عناصر اشاره به خود در این نوشته جاتRecounter of research process وکمکاربردترین Originator بود.

Test method facet is one of the factors which can have an influence on the test takers’ performance. The purpose of the current study was to investigate the effects of two different response types, multiple-choice cloze and multiple-choice test, on the pre-intermediate and intermediate test takers’ reading comprehension performance. To this end, 40 pre-intermediate and intermediate learners participated in the study. To counterbalance the practice effect, the participants of the study at both pre-intermediate and intermediate levels were randomly assigned into two groups. For each level, there were two types of tests and two test administrations. Within each level, the two groups took these two tests in a different order. For all participants of the study there were two scores based on multiple- choice cloze and multiple-choice tests. Two Paired sample t tests were separately run to compare the pre-intermediate and intermediate test takers’ performance on multiple-choice cloze and multiple-choice tests. Two independent samples t tests were run to compare the pre-intermediate and intermediate test takers on these two tests. There was no significant difference between the pre-intermediate test takers’ performance on these two types of tests. There was a significant difference between intermediate test takers’ performance on the tests. There was no significant difference between the pre-intermediate and intermediate test takers’ performance on the multiple-choice cloze tests. The intermediate test takers outperformed the pre-intermediate test takers only on the multiple-choice tests. Based on these results it can be concluded that test methods can have an influence on the test takers’ performance, especially at higher proficiency levels and learners may need to have reached a certain level of proficiency to be able to understand the text.

Intercultural communication takes place when individuals influenced by different cultural communities negotiate shared meanings in interaction. As every country has its own cultural value system; consequently, nonverbal communication is different from country to country. Therefore, having knowledge about the similarities and differences of nonverbal communication in different cultures increases the possibility of being understood and reduces the risk of being misunderstood and misinterpreted by people from different cultural backgrounds. The current paper aims to investigate and compare the interpretations of nonverbal messages between the findings of Pease and Pease (2004), two prominent figures in the field of nonverbal communication in Western societies and the Iranian students of English and non-English major as an example of an Eastern society. In this study, 32 body gestures were selected from among 170 pictures used by Pease and Pease (2004) and the Iranian students’ interpretations of those body gestures were investigated. The results showed that the interpretations were significantly different across Western and Iranian students; however, there was no significant difference between English and non-English major students’ interpretations.

To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.