درخت حوزه‌های تخصصی

This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement.

The first step in the optimization of research is to analyze and review the conducted research to gain a comprehensive overview. Therefore, this study was set to delve into the contributions made to Iranian Applied Linguistics Journals approved by the Ministry of Science, Research, and Technology from 2008 to 2019. To analyze the data, frequency analyses were run on 1419 publications. The findings indicated that TEFL-related topics received the most coverage (88%) compared to the other prevalent majors: Linguistics, Translation, and Literature. The study revealed that male contributions (63.7%) far outweighed those of females (34.4%). Furthermore, it came to light that co-authorship (59.95%) was more appreciated among contributors to Iranian applied linguistics journals. Moreover, Islamic Azad University collectively (25.34%) followed by University of Shiraz (11.3%) and University of Isfahan (10.25%) had the highest number of publications. Assistant (32.12%) and associate professors (21.86%) had the highest number of publications. It was also found that the US contributors (28.75%) followed by Australian and Malaysian contributors (13.75%) made the highest number of foreign contributions to the Iranian EFL journals.  Finally, it was revealed that writing-related topics was the most frequently-explored topic (n=164). Corpus-related studies (n=132) and teacher education (n=118) came second and third respectively. The study provides practitioners and researchers with relevant and missing information about the most frequently-explored topics, the most prolific authors, the most productive universities, and the number of foreign contributions.

This study aimed at investigating the effect of instructional YouTube videos on Iranian male and female EFL learners' listening comprehension. It was conducted with 60 male and female intermediate male and female EFL learners. The Oxford Quick Placement Test (OQPT) was used to measure the participants’ language proficiency to make sure about homogeneity of the participants. The participants were assigned into two experimental groups and two control groups based on their gender. Then, the experimental groups received instructional YouTube clips, but the control group received the same material without YouTube clips. A pre-test post-test quasi-experimental design was adopted for the purpose of doing this research study. The findings represented that the experimental groups had a significantly higher performance than the control groups and there was no significant difference between male and female learners. The findings of the study offer some practical implications for EFL teachers, learners, curriculum planners, and teaching methodology.

This study was aimed at investigating the effect of collaborative assessment, as compared to that of static assessment, on the EFL learners’ reading comprehension, metacognitive strategies, and critical thinking. In this mixed-methods research design study, 62 intermediate EFL learners out of a population of 79 English language learners, were randomly selected and divided into two groups of experimental and control with 31 participants in each group. They were both female and male, who were administered a meta-cognitive strategy and critical thinking questionnaire and a reading comprehension test at the pretest and posttest stage of the study. Furthermore, semi-structured interviews were conducted with 15 participants and six sessions of the course were picked for observation. A multivariate ANOVA (MANOVA) test was run and the obtained results revealed that the students in the experimental group showed statistically significant gains on the reading comprehension and metacognitive strategy as compared with the participants in the control group but did not show any significant difference on their critical thinking. Similarly, the analysis of the interviews and classroom observations provided important themes which revealed that the students found collaborative assessment a very fruitful and practical way of promoting their reading skills and strategies mainly metacognitive strategies.

This experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with the age range of 8 to 11 years and 90 to 110 IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for 10 weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments.  To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties.    

This study was an attempt to explore the process of professional identity construction of 49 male and female pre-service English language teachers of Isfahan Farhangian university Through a Vygotskian sociocultural lens. Since the construction of identity can be considered both personally and socially (Beachup & Thomas, 2009; Beijaard et al., 2004), this study took a social constructivism and Vygotskian sociocultural approach as its theoretical basis. This mixed method study was conducted through reflective journals, semi-structured interviews, and a five items Likert-type questionnaire. The data were analyzed using SPSS ver.19 and ANOVA for comparing the means of the quantitative data. Thematic analysis was used for analyzing the qualitative data. The results showed that the construction of student-teachers’ professional identity is a dynamic and unstable process which is affected by different factors such as personal and sociocultural factors, self-image, learning environment, and practicum experiences and mentor teachers. The results of the current study can be used by educational policy makers, teacher educators, and evaluators for making better decisions about teachers to make educational progress.

این مقاله به بررسی تکواژ اشتقاقی در پسوندهای خاص در زبان های فارسی و روسی می پردازد. شواهد مثال از کتاب «ذخیره خوارزمشاهی» اثر معروف سید اسماعیل جرجانی برگرفته شده است. نویسنده این دانشنامه پزشکی به رغم ورود اصطلاحات فراوان زبان عربی به زبان فارسی، به منظور حفظ و صیانت زبان فارسی با اجتناب از کاربرد کلمات و اصطلاحات عربی و لاتین، اثر خود را به زبان مادری یعنی زبان فارسی نگاشته است. نویسندگان این مقاله تلاش کرده اند تا با روش های گوناگون، پسوندها را در این دو زبان مطالعه و بررسی کنند. با توجه به دستاوردهای پژوهش حاضر می توان گفت که سازنده ترین شیوه برای ساخت اسم و صفت، استفاده از پسوند است. در این مقاله ابتدا پرکاربردترین پسوندهای زایا و غیرزایا فارسی استفاده شده در کتاب ذخیره خوارزمشاهی و سپس معادل آن ها در زبان روسی مشخص شده و شباهت های معنایی آن ها بیان گردیده است. همچنین به این نکته اشاره شده که تلفظ بعضی از پسوندهای فارسی در گذر زمان از روزگار پیشین تا دوره معاصر تغییر یافته است. بعضی از پسوندها به عنوان کلمات جداگانه دارای معنا بوده اند، اما در حال حاضر آن معنا را از دست داده و به پسوند اشتقاقی تبدیل شده اند.