درخت حوزه‌های تخصصی

علیرغم اینکه که مطالعات چشمگیری در زمینه تجزیه و تحلیل صدا و حضور نویسنده در نگارش های استدلالی انجام گردیده، هنوز در خصوص تأثیر آموزش بر این حضور تحقیقات کافی صورت نپذیرفته است. بنابراین ، مطالعه حاضر به بررسی تأثیر آموزش مبتنی بر مدل مارتین و وایت و الگوی تعاملی هایلند در شکل گیری صدا و حضور نویسنده و تعامل بین نویسنده و خواننده پرداخته است. برای این منظور، یک گروه کنترل و دو گروه تحقیق در مطالعه شرکت کردند. گروه های تحقیق در مورد عناصر تشکیل دهنده موضع نویسنده و تعامل با خواننده بر اساس دو مدل متفاوت آموزش داده شدند. تغییرات در استفاده از عناصر بین گروههای تحقیق و کنترل پس از آموزش بررسی گردید. زبان آموزانی که از تأثیر صدا و حضور نویسنده بر اساس مدل مارتین و وایت آگاه گردیدند، از موضع گیری تعاملی و تدافعی بیشتری در نگارش آیلتس استفاده کردند و تعامل قابل تو جهی با خواننده داشتند. نتایج حاصل از این تحقیق می تواند به مربیان کمک کند تا آگاهی زبان آموزان را از چگونگی حضور نویسنده در نوشتار بطور موثری ارتقا داده تا نوشتار های تعاملی متقاعده کننده ای را ارائه دهند.

The present research was an endeavor to examine and compare the effects of digitally self-regulated and guided discovery learning instructions on Iranian EFL learners’ vocabulary acquisition. To this end, by conducting the Oxford Placement Test, 60 out of 140 Iranian EFL male and female learners from three language institutes in Isfahan, Iran, were randomly selected, and divided into three equal groups (i.e. two experimental groups and one control group). Prior to the instructions, a vocabulary pretest, designed and validated by the researchers, was conducted. Then, the experimental groups received two types of instruction, separately. The first experimental group was taught via digitally self-regulated learning (SRL) instruction based on Santangelo, Harris, and Graham’s (2008) six-stage model. The second experimental group was instructed via guided discovery learning instruction based on Brown and Campione’s (2011) stages. In contrast, the control group received the traditional method of teaching vocabulary such as word lists, dictionary use, and word translation. After conducting eight-session instructions, a posttest was administered. The data were analyzed via ANOVAs and post hoc analysis using the Tukey test. The findings of the study revealed that both digitally self-regulated and guided discovery promoted Iranian EFL learners’ vocabulary acquisition. Additionally, the findings indicated that digitally self-regulated instruction was more effective than guided discovery instruction regarding vocabulary acquisition. Eventually, the theoretical and pedagogical implications regarding language learners, teachers, and curriculum designs are also provided.

Since language is an integral part of a culture, inspecting linguistic expressions can unveil the hidden cultural memes of a society, conceptualized as cultuling (culture in language) analysis. The present study examined the cultuling of ‘making accreditation with English’ used by Persian native speakers from the upper, middle, and lower social classes. To this end, 623 pieces of natural utterances, embracing this cultuling, were extracted from people's conversations in public and private places and from Iranian movies. Then, 279 utterances were analyzed from linguistic, cultural, and psychological perspectives based on the cultuling analysis (CLA) model. Additionally, more data were acquired through semi-structured interviews with 198 participants aged 19 to 54. The results of the study revealed that Iranians use English for various purposes in their conversations, including accreditation, power, education, superior identity, and higher social class in public/ private and formal/ informal contexts. Moreover, the analysis of Iranians’ different reactions to hearing English words in conversations manifested their hidden cultural patterns, including indirectness, power distance, uncertainty avoidance, high context, collectivism, low trust, and overstating

Global EFL coursebooks are used in numerous educational contexts throughout the world based on the assumption that they are the optimal source of English educational input. Their widespread use calls for a systematic analysis of these coursebooks using a framework that can reveal their defining characteristics. One such framework is the knowledge process framework, which is based on the multiliteracies pedagogy. The present study deployed this framework in an attempt to analyze seven widely taught coursebooks in the Iranian context. The findings revealed that knowledge processes of "analyzing functionally" and "applying appropriately" were more frequent in the analyzed coursebooks and the other knowledge processes were present in lower numbers. Based on the findings of the study, EFL teachers in the Iranian context are encouraged to include more activities with the knowledge processes of "analyzing critically" and "applying creatively" to address the absence of these knowledge processes while teaching the global coursebooks.

Language education, among most other aspects of life, has been affected by the ever-advancing technology. To be most efficient, educators need to know the affordances technology brings to the teaching and learning process. Augmented Reality is a recent technology that can be accessed through the Internet and mobile phones and brings several advantages to the language classroom. This mixed-methods study aims to examine the effect of Augmented Reality on adult language learners’ attitudes and motivation. To this end, data were obtained through a questionnaire administered to 40 adult EFL learners in Iran of different ages and educational levels who participated in a pre-test post-test design, followed by a semi-structured interview. Results confirmed that adult learners, disregarding their age and educational background, benefit from AR in the sense that it enhances their attitudes and motivation towards learning the language. The themes revealed in the interviews clarified that this enhancement is because AR is exciting to learners since it gets them engaged in the learning process and attracts them through gamification. Results of the current study have implications for language specialists and teachers to design and incorporate AR-infused materials in teaching to increase learners’ motivation, and consequently, their learning.

The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.

There are two different trends for the study of metadiscourse, including interactive and reflexive. The reflexive model suggested by (Mauranen, 1993) and (Ädel, 2010) cares about reflexivity in language. As reflexivity plays a pivotal role in spoken genres, this study aimed to study the frequency and functions of reflexive metadiscourse markers in academic interviews. Hence, this study focused on a corpus of three academic interviews carried out in English native academic context that was taken from “The Michigan Corpus of Academe Spoken English” (MICASE). The corpus was analyzed using the model by Ädel that includes four functional categories of metalinguistic comments, discourse organization, speech act labels, and references to the audiences . The results showed that about one-quarter of the personal pronouns were metadiscourse. Besides, among the personal pronouns that perform metadiscourse function, singular first-person pronoun was the most frequent while plural first-person pronoun was very rare. It was also found that among the four functions, the interviewees and interviewers paid more attention to metalinguistic comments and references to the audience . The results of this study could add to the knowledge of those participating in interviews in general and in the academic context in particular.

In order for a classical foreign-language drama to be performed in the target country, a suitable translation is required so that the audiences understand the physical version of the play. This research indicates that the translation of a drama on pages differs from the translation of that drama on stage. This study was conducted to examine the differences between the translation on page and stage of Macbeth, the result of which can help improve the quality of the translation on the stage of a play. In this study, the researcher compares the translated text of Macbeth's play with its translation on stage. This comparison is based on Kowzans' (1968) framework that introduced 13 theatrical systems with 5 subcategories namely; Spoken Text, Body Expression, Stage Appearance, External Appearance of Actor(s), and Inarticulate Sound. The frequency of each of the categories was calculated and it was found that the spoken text category has the largest number of differences between the translation on pages and stage by 42% percent since the spoken text deals with the translated text more than other categories. The results of this study will be beneficial for strengthening the actor's relationship with the text, and translators' quality of translation.