درخت حوزه‌های تخصصی

Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students.

The conflict between form and meaning is not a new phenomenon, especially in the translation of sacred texts . The Quran's fusion of style and content, as well as the unparalleled quality of its structure, have made its translation an arduous task for translators. The aim of this descriptive study was to investigate the adjustments to form and meaning in three translations of Az Zariyat surah (by Arberry, Pickthall, and Shakir). The English and Arabic versions of this surah were contrasted based on the semantic and structural adjustments applied by Nida and Taber in the translation of the Bible. The results revealed that more than three-quarters of the adjustments were concerned with semantic adjustments, with lexical expansions being the most common. Furthermore, structural adjustments and reductions were made to a lesser extent compared to other modifications. Translators mostly chose to stick to the source text, describing only ambiguous or abstract words in the source text and avoiding significant reductions. This behavior can be explained by the sensitivity of the Quranic verses and the translators' willingness to remain faithful to the original text . The adjustment framework introduced in the present study may offer promising avenues for tackling the dilemmas in the way of rendering the style and content of the Quranic verses.

This study examined the effects of EFL teachers' behavior on intermediate L2 learners’ WTC in English. To this end, a proficiency test was administered to 150 female learners, and 98 intermediate learners aged 16 to 26 were recruited as the participants. Subsequently, a WTC questionnaire was distributed among them to measure their level of WTC. Moreover, interviews were carried out with 30 volunteers who agreed to participate in this phase of the study. The results of the analysis of the WTC questionnaire showed that the WTC level of the learners could be rated as above-average. Besides, the results of the interviews revealed that different kinds of teachers’ behavior affected learners’ WTC both positively and negatively: teachers’ sense of humor and rapport could positively affect learners’ WTC; on the other hand, teachers’ methods of error correction while learners’ speaking and teachers’ lack of support could negatively affect learners’ WTC. Additionally, according to learners’ perspectives, there were a number of ways through which a language teacher could increase the learners’ WTC in English such as encouraging learners to read extra-curricular topics and highlighting learners’ strengths instead of their weaknesses. Several implications were proffered at the end of the study to heighten the awareness of L2 teachers, teacher-trainers, and language institute managers regarding the issue under investigation.

As a dominant genre of academic writing, research papers can be considered as the locus of reproduction concerning asymmetrical power relations and dominance. Through a purposive sampling consisting of the analysis and evaluation of an argument, the purpose of this study was to divulge the power and ideology latent in the discussion section of the research articles to raise second language learners’ awareness of the epistemological foundations and methodological goals and values of the ideologies behind the texts as social structures. By using a practical reasoning framework as an evaluative tool to analyze a text presented in the discussion part of arguments published in research articles, the analysis revealed that the scientific viewpoints exhibit themselves as the premises of these arguments. These world views maintain the dominance of the papers on global academic and social discourses. Understanding the ideological purpose of the article genre is crucial for promoting democratic and equitable education. This assertion highlights the importance of recognizing this function.

Recently, co-teaching has been employed as an instructional technique to accelerate and facilitate second or foreign language learning process. This study was set up to investigate the effectiveness of co-teaching on EFL students' writing ability and also to probe into their attitudes towards co-teaching. Two male Iranian EFL teachers with the same language experience and academic degree represented the writing co-teachers. Furthermore, two available classes of 20 students were utilized. Oxford Placement Test was first used to ensure the homogeneity of the participants in terms of language proficiency. Second, a writing pretest was run to assess the participants’ writing ability prior to the implantation of co-teaching. Third, the experimental group went through an eight-week instructional period with the two writing instructors while the control group was taught with a single teacher. Fourth, a writing posttest was administered to see how different the two groups were regarding their written performances. Finally, a semi-structured interview was also conducted to delve into the students’ overall attitudes towards the effectiveness of co-teaching. Regarding the qualitative phase, the researchers conducted the interviews and then transcribed them. Independent samples t-test results indicated that the experimental group outperformed their counterparts in the control group with regard to their written performances and participants in the experimental group held positive attitudes toward co-teaching. It behooves the stakeholders to delve into the potential pluses and minuses of co-instruction and determine how effective it can be for their intended audience under various pedagogic settings.

This study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances