درخت حوزه‌های تخصصی

English pronunciation is one of the most important and complicated parts of foreign language teaching and learning. Due to its complexity, pronunciation has been overlooked in English language teaching. Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. This study investigated the factors influenced Iranian EFL learners’ English pronunciation learning. To this end, fifty Iranian EFL learners participated voluntarily in this study. A quantitative method was used as the design of this study. The researchers used a survey questionnaire as the instrument of this study. The collected data were analyzed via using frequency and percentage. The findings of this research indicated that factors such as pronunciation instruction, attitude, motivation, and error correction respectively were the most important factors that had the greatest effects on Iranian learners’ pronunciation improvement. It was also concluded that when teaching pronunciation into their classes, EFL teachers and learners should be equipped with these factors that can considerably increase their success in the correct teaching and learning of English pronunciation.

امروزه داشتن رویکرد ارتباطی-معنایی و یا به عبارت دیگر ارجحیت معنا به فرم و ساختار در زمینه زبان امری اجتناب ناپذیر در تهیه و تدوین دستور زبان های معنامحور می باشد. به نظر می رسد که تنها راه از بین بردن شکاف ناخوشایند در بین تمرین های دستور زبانی و یا به طور کلی تمارین مربوط به ساختار کلی زبان و فعالیتهای ارتباطی اتخاذ حرکتی روش مند می باشد که از معنا به سوی فرم و ساختار در حرکت است. برای رسیدن به این هدف آموزشی کوشیده ایم تا در این مقاله به معرفی دلایلِ لزوم آموزش گرامر معنا محور و همین طور روشهای آموزش آن بپردازیم. این پیشنهادات هر چند که ممکن است پایه ای نظری داشته باشند ولی در کاربرد آموزشی دستور زبان معنایی در دانشگاهای ایران مرحله ای اساسی و مهم به شمار می آیند. آشنایی مدرسین ایرانی زبان فرانسه با مفاهیم رویکرد مفهومی-کارکردی باید به شکلی کلی در نظر گرفته شود تا آنها بتوانند به نوبه ی خود این نقطه نظر آموزشی را در مورد ساختارهای زبانی بلافاصله پس از شروع کلاسهای آموزش زبان خود اتخاذ کرده و آن را به کار بندند. به عبارت دیگر، از نظر نگارندگان این مقاله آشنایی با معانی گرامری و یادگیری آنها در شروع آموزش هر زبان خارجی امری اجتناب ناپذیر است چرا که در صورت به کار نبستن رویکرد معنا محور در مورد گرامر یا همان دستور زبان در آغاز یادگیری آن زبان، زبان آموز از به کار بردن ترکیباتی که برایش نامفهوم هستند اجتناب خواهد کرد.

Second language writing instruction has been greatly influenced by the growing importance of technology and the recent shift of paradigm from a cognitive to a social orientation in second language acquisition (Lantolf & Thorne, 2006). Therefore, the applications of computer-assisted language learning and activity theory have been suggested as a promising framework for writing studies. The present study aimed to investigate the perception of Iranian EFL learners of the efficacy and affordance of activity theory integrated with computer-assisted language learning in writing improvement. To this end, sixty-seven sophomores majoring in English translation were selected as the participants of this study. The writing instruction was geared to an e-learning platform based on the six elements of activity theory--subject, object, mediating artifacts, rules, community, and division of labor--appropriate for the writing course. The students were assigned to write nine expository paragraphs on six different developmental patterns and share various relevant materials on the platform during the treatment. Their assignments were carefully monitored and evaluated by the instructor. Upon the completion of the treatment, the students completed a closed-ended questionnaire and an open-ended questionnaire and took part in a semi-structured focus group interview to express their perception. The results showed that the students held favorable perception toward the use of computer-assisted language learning within the activity theory framework. The findings of the study also revealed that there was a significant difference among the students' perception concerning the four mediating elements of activity theory.