درخت حوزه‌های تخصصی

The main concern of this study was to identify Iranian intermediate EFL learners’ problems in cohesion and coherence of writing performance as well as the extent to which they utilized cohesion and coherence in their writing. It is important for EFL and ESL learners the ability to compose a piece of descriptive text. Despite its significance, there is a gap in the literature about how Iranian EFL learners write essays in this genre that this study intends to fill. The research design involved the utilization of mixed research method in addressing the research questions. The study addressed a corpus of 40 intermediate language learners’ descriptive essays, 10 experienced teachers that they were themselves at intermediate level as the questionnaire respondents and four interviewees’ answers from those volunteer experienced teachers. The results of the study revealed lack of cohesion and coherence in the participants’ essays and their writing performance in terms of these two variables was not acceptable. Therefore, the obtained findings, by implication, indicated that they had neither some aspects of cohesive and coherent writing, nor had enough support, practice and feedback on their written text in terms of cohesion and coherence. Some pedagogical implications of this study would be applicable to the language learners’ writing in terms of these two aforementioned variables as well as the results were expected to aid in setting the writing sections of classes for improvement of language learners’ written texts particularly in terms of cohesion and coherence.

The present study intended to address the impact of the socio-economic status (SES) on the Iranian EFL learners’ language achievement and identity processing styles. To attain this goal, 148 students studying General English were designated on the base of purposive sampling from Yasuj University of Medical Sciences (YUMS). At the first step, questions related to social, cultural, and financial background was asked of 20 participants (sample) by an interview. Then, a the researcher constructed a questionnaire from the information attained from the interview, regarding the factors related to the social, cultural, and financial factors (variables) and was distributed among the population (148 students) of the study. The participants’ English University Entrance Exam Score (Achievement test) scores were obtained from the Education Office of Yasuj University of Medical Sciences. Afterward, Berzonsky’s forty item revised version of the identity style inventory (ISI3) (Berzonsky, 1992) assessed the identity style of each participant. Examination of the results indicated that the structural relationship between the variables of identity processing style and language skills was 0.84 and its standard value was equal to 0.345. This value indicated a positive and average relationship between the two structures. That is, with the change of identity processing style, the language skills of the participants have changed.

Teacher supervision plays a pivotal role in the improvement of education system and the way in which teachers and student teachers perceive it. Consequently language teacher supervisors can utilize appropriate supervisory models to keep teachers update and promote them professionally. The present study investigated the role of language teacher supervisors in student teachers and in-service teachers’ professional development in Iran. To have a representative sample, some 210 EFL teachers practicing in the secondary schools and a total of 215EFL student teachers studying English at some Iranian state and Azad universities participated in the study. A 43-item questionnaire regarding EFL teachers’ attitudes about the impact of supervisory practice on their professional development with a format of a 5-point Likert-type was distributed among them. Also, ten percent of the participants were interviewed. Then the frequencies related to each item were calculated and a Chi-Square was used. Subsequently, qualitative data were transcribed. The results indicated that in-service and pre-service teachers have the same perceptions towards the role of their supervisors in their professional development. However, according to the findings it was concluded that the models of language teacher supervision in language teacher education are different from the models practiced in in-service classes where mostly traditional models are common.

Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed.

Assessing learners’ present and real life language needs can contribute to learners’ active participation in learning processes. Assessing learners’ taskbased needs and aligning them with pedagogical tasks are significant in English for medical purpose (EMS) courses. The main objectives of the present study were to assess learners’ needs and to determine whether they are practiced in EMS courses. In this study, pedagogical tasks practiced in EMS courses at universities of medical sciences in Iran were identified and the taskbased language learners practiced by stakeholders in real life situations were assessed. The results showed that some of the pedagogical tasks were not aligned with the real life task-based needs. Moreover, the pedagogical tasks and task-based needs were not aligned in terms of mode, channel, and degree of interaction. The results can be applied by EMS teachers and material developers for meeting the learners’ specific needs.

This paper attempts to investigate and compare the conceptual metaphors of FEAR in Persian and English. FEAR is one of the basic emotions, conceptualization of which shows both similarities and variations in different languages. Investigating features of conceptualization is an essential part of the semantics of emotions. The cross-linguistic analysis of the concept of FEAR is based on the Conceptual Metaphor Theory put forward by Lakoff (1987) and the extensions of this theory provided by Kövecses (2002). We have attempted to compare and contrast FEAR metaphors and elaborate on some cultural and language-specific aspects in the two languages. We adopted a corpus-based method to gather the metaphorical expressions and then to extract the name of the mappings. We compared and contrasted these name of the mappings, and identified the commonalities and differences. Certain source domain concepts such as human, motion verbs, animals, and colors were explained in detail.

Today technology is an integral part of professional translation; and it is generally assumed that translators’ attitudes toward translation technology tools influence their interaction with technology (Bundgaard, 2017). Therefore, the present two-phase study seeks to shed some light on what translation technology tools are and how professional translators feel toward them. The research method used is exploratory in nature, as it tends to discuss issues on which little research has been done and relies on secondary research for its data. The data required for answering the first question have been mined utilizing document analysis from language service providers’ (LSPs) websites, while the data for working out the answer to the second question have been obtained from ProZ.com Quick Polls. Based on our findings, translation technology tools fall into eight broad categories, of which the most commonly used are translation memory (TM) or computer-assisted translation (CAT) tools. In addition, it was found that most translators either do not have a love-hate relationship with technology or love it. This research is envisaged to form the basis of more detailed and conclusive studies.

Motivation for learning a new language is both self and time-oriented. The language learner’s motivation experiences gradual fluctuation over time and the view of oneself is different on each timescale of the study. Interaction among different timescales throughout the Second Language Development (SLD) is a novel area of investigation (de Bot, 2015). In order to probe this interactive nature, the present study tried to examine the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. To this end, a group of university students were surveyed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The results revealed different manifestations of components of L2 Motivational Self System (L2MSS) over different timescales of the study. Apart from this evolutionary manifestation of L2MSS components, ANNOVA results revealed significant difference between scores of each individual component among all three timescales. In sum, results of the study confirmed temporal and visionary variation in participants’ motivation. Finally, some implications were driven from the findings of the study.

Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes education as a means for social control, not separated from social and cultural influences. This study sought to examine the impediments overshadowing the practicality of critical language pedagogy (CLP) and to explore English as a foreign language (EFL) teachers' attitudes toward the dynamicity of transformative L2 materials preparation (TLMP) model. To undertake the study, the model was used in an M.A. language teaching methodology course with 40 prospective teachers. They were asked to write reflective journals (RJs) on several topics, followed by two class-assessments and two self-assessments, all focusing on the course procedure as well as learners' progress in attaining the intended outcomes of the course. Notably, they were requested to report their personal beliefs towards the dynamicity and functional efficacy of the proposed model and the extent to which it contributed to promoting their critical thinking skills and intellectual development. Qualitative data analysis included an in-depth content analysis of written data derived from RJs. The results attested that the participants positively appraised the practicality of the model.

در این پژوهش به بررسی تاثیر فناوری های جدید اطلاع رسانی و ارتباطی در آموزش بر بهبود توانش های دستوری و آگاهی فراشناختی در دستور نزد معلمان آینده زبان فرانسه در دانشکده تعلیم و تربیت دانشگاه تانتا، پرداخته می شود. به نظر می رسد که استفاده از فناوری های اطلاع رسانی و ارتباطی در آموزش نه تنها عملکرد دستوری زبان آموزان بلکه آگاهی فراشناختی آنها را نیز می-تواند بهبود بخشد. آگاهی فراشناختی تاثیر زیادی بر فراگیری زبان فرانسه دارد. تحقیقات زیادی مانند عبدالغنی (2009 و 2010) نشان دادند که زمانیکه فراگیران به عملکردهایشان آگاه باشند چگونه مرتکب این یا آن خطا می شوند و چگونه آنها می توانند با استفاده از فناوری های اطلاع رسانی و ارتباطی در آموزش، عملکرد زبانی شان را بهبود بخشند. از منابع مجازی بر خط مانند Franc-parler.org (پایگاه جهانی معلمان زبان فرانسه به عنوان زبان خارجی) و غیره استفاده شد تا تاثیر آنها بر آموزش دستور و رشد آگاهی فراشناختی در دستور نزد معلمان آینده زبان فرانسه در مصر بررسی شود.

این مطالعه جهت بررسی کاربرد راهبردهای فراشناختی در مهارت صحبت کردن انجام گرفته و به طور خاص سعی در بررسی این موضوع دارد که در تمرینات یک سویه و دو سویه صحبت کردن چه راهبردهای فراشناختی به کار گرفته می شود. به همین منظور 60 دانش آموز سطح بزرگسال (زن) به طور تصادفی و از طریق آزمون یکسان سازی OPT انتخاب شدند و به دو گروه کنترل و آزمایش تقسیم شدند. برای بررسی به کارگیری راهبردهای فراشناختی از پرسشنامه فراشناختی (اکسفورد، 1990) استفاده شده است. گروه کنترل تمرینات یک سویه و دو سویه را به شیوه مرسوم انجام دادند و گروه آزمایش پس از دریافت راهبردهای فراشناختی به انجام تمرینات پرداختند. بعد از مرحله پس آزمون و مقایسه ANCOVA مشخص شد که مقدار میانگین مقایسه ای بین دو گروه تفاوت قابل توجهی داشته است. نتایج نشان می دهد که گروه آزمایش بهتر از گروه کنترل عمل کردند. از طریق آمار توصیفی و آزمون خی دو این نتیجه به دست آمده است که استفاده از راهبردهای فراشناختی در تمرینات یک سویه و دو سویه صحبت کردن متفاوت بوده و در هرکدام یک سری از این راهبردها به کار گرفته شده است.