درخت حوزه‌های تخصصی

This study is to determine how bilingualism could influence the list of Persian basic color terms and their order. Using a monolingual Persian and a bilingual Kurd sample students, and a color list task, it is assumed that bilingualism could change the ordering of the non-basic color terms in the second language, but not the basic ones. Another assumption is that, the old usual methods for obtaining mean position and saliency, based on Sutrop (2001) would not determine the BCTs in Persian. The data suggest that Persian has 6 BCTs; Qermez, Âbi, Sabz, Zard, Siyâh, and Sefid. The BCTs are retrieved by monolinguals much faster than bilinguals. Mean Position and frequency in school and university students had differences in number supporting the hypothesis that staying for more than two years in a bilingual environment and L2 use frequency are the two effective factors in BCTs order.

متن هر سندی با توجه به هدفی که از آن انتظار می رود، متشکل از جملاتی است که از نظر اصول گفتار به منزله ابزاری هستند که برای نیل به یک هدف خاص از آن ها استفاده می شود. در این مقاله ویژگی های ارتباطی جملاتی مورد تجزیه و تحلیل قرارمی گیرد که در آن ها از فعل «درخواست کردن» استفاده شده است. جملات نمونه از بین آن دسته از متون حقوقی انتخاب شده است که تشکیل دهنده مجموعه قوانین منطقه ای هستند. بر همین اساس، در این کار تحقیقی بخش نامه ها و مقررات به عنوان نمونه متون اداری، اظهارنامه ها و اقرارنامه ها، درخواست ها، سفارش نامه ها، استعلام ها، معرفی نامه ها، آگهی ها، یادداشت های اداری و مانند این ها به عنوان نمونه متونی که بار اطلاع رسانی دارند، برای تجزیه و تحلیل انتخاب شده اند. برای توصیف دقیق و کامل نحوه شکل گیری زنجیره گفتار در چارچوب هدف تعیین شده در این مقاله، عواملی که به نحوی در شکل گیری جملات انگیزشی دخیل و مؤثر هستند نیز بررسی شده است. از نظر عوامل محیطی، جملاتی انتخاب شده اند که در موقعیت گفتار رسمی به کار می روند. از نظر مشروط بودن، آن دسته از جملاتی انتخاب شده اند که جنبه خلاقانه دارند. مهم ترین نکته ای که در انتخاب نمونه متن ها لحاظ شده است، آزادی عمل مخاطب یا گیرنده، تأثیرگذاری و سطح متون است؛ زیرا این ویژگی ها با توجه به هدف یک سند ممکن است در اسناد گوناگون با همدیگر تفاوت داشته و تعیین کننده سطح استاندارد بودن یک متن باشند.

The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this claim, 64 Iranian intermediate EFL learners were selected based on their performance on the Preliminary English Test (PET). The participants were randomly assigned to two equal groups. Each group completed different vocabulary learning tasks that varied in the amount of involvement they induced. The tasks were jigsaw task (Group A) and information gap task (Group B). During the ten treatment sessions, recall and retention of the 100 unfamiliar target words were tested through immediate and delayed posttest. Data were analyzed using repeated measure ANOVA. The results indicated that learners benefited more from jigsaw task with higher involvement load. This study supported the Involvement Load Hypothesis, suggesting that higher involvement induced by the task resulted in more effective recall; however, no significant difference was observed between the two tasks in the retention of the unknown words.

Although scientific forum has obliged its members to hide their presence particularly while they are discussing research outcomes to avoid personal biases, a recent trend is encouraging writers to demonstrate their identity as the author of the text through the use of first person pronouns in order to take responsibility for the content. Therefore, the present study focuses on intermediate and advanced EFL learners‘ adoption of first person pronouns so as to manifest their identity in argumentative and narrative writings. A total of 30 EFL intermediate and advanced students attending an IELTS preparation course were requested to write essays on narrative and argumentative topics. The comparison between their uses of self-mention pronouns revealed that there was not a significant difference between the use of first person pronouns which are adopted by advanced and intermediate learners in the use of pronouns in both modes of writing (argumentative and narrative essays). Moreover, by tallying first person pronouns, it is shown that advanced learners have exploited first person pronouns less than intermediate learners within narrative writings. In addition, it was found that learners used more first person pronouns in narrative writings than in argumentative ones. Findings imply that since argumentative writing requires logical reasoning, learners prefer to be cautious about the adoption of first person pronouns and revealing their presence to show their credible self. English language teachers are suggested to make language learners aware of the uses of self-mention pronouns while practicing different writing modes. Since the overuse of the personal pronouns as well as the absolute absence of the mentioned pronouns is not recommended in writing, explicit instruction concerning the use of self-mention in witting is recommended.

The relationship between language and culture has become a rich source of inquiry in the context of English language teaching. Learning materials can depict cultural content in different cultural senses, namely aesthetic, sociological, semantic, and pragmatic. The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global ( American English File) and localized ( The ILI English Series) ELT textbooks which are widely used in Iran. The framework adopted to analyze the cultural contents of the materials was Adaskou, Britten, and Fahsi (1990) to explore how culture in aesthetic and sociological senses is realized in the series. The findings demonstrated that more emphasis was put on the sociological sense and that this aspect of the culture dominated the aesthetic sense in the cultural contents of the two series. The cultural and culture-free contents represented in the two global and localized series were found to be entirely different in frequency and sense realization. Most of the contents in the localized series were culture-free, while the culture-free contents in the global series were reasonably less than the sociological and aesthetic senses. Additionally, the findings revealed that compared with the worldwide series, the localized textbook was less representative of cultural features in sociological and aesthetic senses. The results imply that ELT materials should be inclusive enough regarding the sociological and aesthetic senses of culture to help learners get engaged in the development of their cultural understanding.