درخت حوزه‌های تخصصی

Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed.

The article deals with Belarusian and English deictic markers and their role in verbal communication of native speakers in line with the pragmatic approach to language as a theory of speech influence for achieving communicators’ goals. Being a universal lingua-pragmatic category, deixis not only forms the propositional frame of an utterance with the indication to the place, time and communicators, but also marks their goals in communication as a strategic process aimed at achieving participants’ aims (macro-intentions) through the strategies of confrontation, negative politeness, and cooperation. The strategy is implemented through one or a number of tactics, which possess a dynamic character and make the strategy flexible. Speech tactics are predetermined by local aims (micro-intentions), and represent one of the tasks carried out consistently within a certain strategic line.

This study, on the one hand, investigated whether or not strategies like Lexical Inferencing (LI) and Morphological Instruction (MI) can significantly affect English as a Foreign Language (EFL)learners’ reading comprehension, and on the other hand, it examined their effects on the learners’ vocabulary retention over time. For this purpose, 60 homogeneous EFLlearners were randomly assigned to two experimental and one control group each one consisting of 20 participants. After the pre-test, participants of the first experimental group received lexical inferencing strategy training for six 45-minute sessions. The second experimental group was also provided with morphological instruction for six 45-minute sessions and as for the control group, the participants followed their regular reading comprehension course without any specific strategy training. After the treatment, two post- tests with a short time interval were administered to the three groups and the obtained data were fed to different statistical tests to spot the probable differences among the three groups' first post- test performance as a measure of their learning differences and the second post-test performance as a measure of the learners’ vocabulary retention differences over time. Results of the paired t-tests for comparison of the within group differences showed that lexical inferencing instruction had statistically significant effect on EFL learners' reading comprehension development. On the other hand, it was found that morphological instruction had no statistically significant effect on EFL learners' reading comprehension development. The ANOVA analyses revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners' reading comprehension development. Furthermore, no significant difference was found between the effects of lexical inferencing and morphological instruction on EFL learners' reading comprehension development over time.

Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video- and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaning-oriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers’ awareness of the role of repair organization in facilitating learning opportunities and for teachers’ professional development.

Reading strategies are seen as supportive means to help learners process and comprehend English texts effectively. The present research probed to posit a discipline-specific model of reading strategies for Iranian TEFL postgraduate students. The motive behind developing a local model of reading strategy is twofold: first, a variety of postgraduate students admitted for M.A and Ph.D. programs, either may not have received their first degrees in TEFL or they are TEFL graduates who lag behind disciplinary-knowledge in terms of reading. Consequently, Twenty- eight postgraduate students majoring in English Language Teaching from Shiraz University, Isfahan University, Yazd University and Islamic Azad university of Bandar-Abbas wherein M.A and Ph.D. programs in TEFL are offered were asked to brainstorm their ideas as to how they approach technical materials in English. Conducting a 3-session semi-structured interview with 22 participants and focus-group interviews with six participants, the researchers then transcribed and codified the data according to Corbin and Strauss (2014) systematic steps of open, axial and selective coding for grounded theory. The findings revealed a six factor model encompassing 32 categories. The factors include: a) previewing the content, b) recognition of the salient and pronounced features, C) emphasis and clarification upon the significant features, d) consulting auxiliary sources, e) ruminating and reflecting upon the text, and f) reviewing the gist of materials. As a matter of fact, the proposed model can help postgraduate students move away from teacher authority and develop reading autonomy.

This study explored possible reasons why IELTS candidates usually score low in writing by investigating the effects of two different test designs and scoring criteria on Iranian IELTS candidates’ obtained grades in IELTS and World Englishes (WEs) essay writing tests. To this end, first, a WEs essay writing test was preliminarily designed. Then, 17 Iranian IELTS candidates wrote two essays on the same topic, one under the IELTS test condition and one under the WEs test condition. Each of the 34 obtained essays was scored six times, three times based on IELTS scoring criteria, each time by a different rater, and then, three times based on WEs scoring criteria. The results of repeated-measures ANOVA showed that test design and scoring criteria had significant effects on essay grades. The study concludes that some of the reasons why IELTS candidates usually score low in writing may be rooted in the test design and scoring criteria of the IELTS essay writing test, not necessarily in IELTS candidates’ weaknesses in writing. The implications of the study focus on the importance and relevance of the results to IELTS candidates, international students, and the future of assessing writing in World Englishes contexts.

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. At the same time, input-oriented tasks turned out to be more effective than output-oriented tasks on only vocabulary comprehension. In vocabulary recall, input-oriented tasks were more effective when they were form-focused, while output-oriented tasks were more effective when they were meaning-focused. The results of this study can have implications for teachers, learners, and curriculum designers.

حوزه فناوری های رایانه ای، زبان ویژه خود را می سازد. امروزه این حوزه هم به شکل سیستمی غنی از واژگان تخصصی و هم به شکل اصطلاحات حرفه ای نمود پیدا کرده است. در این مقاله به تاریخچه استفاده از اصطلاح «زبان حرفه ای» (Сленг) که از دهه هشتاد سده بیستم در روسیه رواج گسترده ای یافته، پرداخته شده است. در حوزه رایانه، مجموعه اصطلاحات حرفه ای بخش چندلایه ای از واژگان را تشکیل می دهند که می توان آن ها را با استفاده از شیوه تعیین ساختار حوزه معنایی ارائه نمود. ۲۷۸ واحد واژگانی از اصطلاحات حرفه ای در حوزه رایانه که با روش نمونه برداری مستمر از فرهنگ لغت «اصطلاحات حرفه ای جوانان: فرهنگ تفسیری» ت. گ. نیکیتینا استخراج شده اند، در پنج گروه موضوعی توزیع شده اند: ۱- برنامه ها و عملکردها؛ ۲- سیستم ها، سمبل ها و نشانه ها؛ ۳- اعمال و فرمان ها؛ ۴- قطعات و تجهیزات؛ ۵- انسان. در مقاله با استفاده از داده های درصدی، حوزه معنایی واژگان رایانه ای را تعیین می نماییم. گروه چهارم که تجهیزات رایانه را توصیف می کند در جایگاه اول، و اعمال و فرمان ها (گروه سه) که بخش مهمی برای کاربران به شمار می آیند، در جایگاه دوم قرار می گیرند. گروه اول در جایگاه سوم قرار می گیرد و درصد قابل توجهی را به خود اختصاص می دهد؛ زیرا هدایت عمل را تشریح می کند. گروه دوم که سهمی حدود ۹ درصدی در حوزه معنایی واژگان رایانه ای دارد و بی شک از اجزای مهم سیستم مورد اشاره به شمار می آید، جایگاه چهارم را به خود اختصاص می دهد. در جایگاه آخر، گروه «انسان» که این سیستم را به کار می اندازد، قرار می گیرد. به این ترتیب، به کمک ساختار حوزه معنایی، ویژگی های خاص مجموعه واژگانی اصطلاحات حرفه ای حوزه رایانه تعیین می گردد.