درخت حوزه‌های تخصصی

This paper investigates the conceptual and cognitive motivations behind anger-related Hindi idioms. The study is based on 40 idiomatic expressions on anger curated from diverse sources, including websites, books, and native speakers’ intuition. The study employs the theoretical framework of Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980) for the analysis of these linguistic expressions. For the identification of conceptual metaphors, Metaphor Identification Procedure (MIP) by Pragglejaz Group (2007) was employed After analysis, nine conceptual metaphors and an equal number of conceptual metonymies were found in the chosen idiomatic expressions. Conceptual metaphors such as “ANGER IS FLUID,” “ANGER IS A WILD ANIMAL,” and “ANGER IS A STORM,” as well as conceptual metonymies like “REDDENING OF THE FACE” and “GNASHING OF TEETH,” were identified, among others. The findings reveal that there is a coherent conceptual organization underlying these idioms, predominantly characterized by conceptual metaphor and metonymy. The study can give us insight into the cultural conceptualisation of anger expressions in Hindi which can contribute the broader landscape of emotion research from Cognitive linguistic point of view and also in teaching-learning of Hindi idioms.

Computer technology has provided language testers with opportunity to develop computerized versions of traditional paper-based language tests. New generation of TOEFL and Cambridge IELTS, BULATS, KET, PET are good examples of computer-based language tests. Since this new method of testing introduces new factors into the realm of language assessment (e.g., modes of test delivery, familiarity with computer, etc.), the question may be whether the two modes of computer- and paper-based tests comparably measure the same construct, and hence, the scores obtained from the two modes can be used interchangeably. Accordingly, the present study aimed to investigate the comparability of the paper- and computer-based versions of a writing test. The data for this study were collected from administering the writing section of a Cambridge Preliminary English Test (PET) to eighty Iranian intermediate EFL learners through the two modes of computer- and paper-based testing. Besides, a computer familiarity questionnaire was used to divide participants into two groups of high and low computer familiarity. The results of the independent samples t-test revealed that there was no statistically significant difference between the learners' computer- and paper-based writing scores. The results of the paired samples t-test showed no statistically significant difference between high- and low-computer-familiar groups on computer-based writing. The researchers concluded that the two modes comparably measured the same construct.

The traditional face-to-face language school has been replaced with online schooling by virtue of the COVID-19 outbreak. However, recent studies have significantly covered teachers’ emotional attitudes toward online education. What is not yet clear is their cognitive attitudes toward online language education, particularly during the recent pandemic. To fill the current gap, researchers selected Innovation diffusion theory (IDT) as the main theoretical framework and explored 11 Iranian EFL teachers’ attitudes through semi-unstructured interviews. The findings of the deductive content analysis revealed that teachers had positive attitudes toward compatibility features of online education; however, they had negative attitudes toward complexity stemming from Computer Assisted Language Learning) CALL (illiteracy, power cut, and low internet speed. Furthermore, teachers prioritize traditional language learning over online ones. Among many pedagogical implications, this study suggests that pedagogical experts should run some teacher training programs and workshops for English teachers to escalate their pedagogical and professional needs to teach both receptive and productive skills through online platforms. Additionally, English teachers should escalate their CALL literacy to efficiently manipulate their online classrooms, culminating in integrating more online tools in their language classes and placing a premium on online teaching rather than traditional ones.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.

Due to subjectivity in oral assessment, much concentration has been put on obtaining a satisfactory measure of consistency among raters. However, obtaining consistency might not result in valid decisions. One matter that is at the core of both reliability and validity in oral performance is rater training. Recently, Multifaceted Rasch Measurement (MFRM) has been adopted to address the problem of rater bias and inconsistency; however, no research has incorporated the facets of test takers’ ability, raters’ severity, task difficulty, group expertise, scale criterion category, and test version together in a piece of research along with their two-sided impacts. Moreover, little research has investigated how long rater training effects last. Consequently, this study explored the influence of the training program and feedback by having 20 raters score the oral production, as measured by the CEP (Community English Program) test, produced by 300 test takers in three phases, i.e., before, immediately after and long after the training program. The results indicated that training can lead to higher degrees of interrater reliability and diminished measures of severity/leniency, and biasedness. However, it won't lead the raters into total unanimity, except for making them more self-consistent. Although rater training might result in higher internal consistency among raters, it cannot eradicate individual differences. That is, experienced raters, due to their idiosyncratic characteristics, did not benefit as much as inexperienced ones. This study also showed that the outcome of training might not endure in long run after training; thus, it requires ongoing training letting raters regain consistency.

Recent years have witnessed extensive research on motivation in second/foreign language (L2) contexts. Attempts have been made to develop motivation-based techniques and methods to boost learners’ learning outcomes in L2 programs. Yet, studies that have targeted L2 learners’ perceptions about the effectiveness of such programs in online classes remain scarce. This study addressed this gap and delved into L2 learners’ perceptions of two motivation-oriented instructions, namely the ARCS-based (Attention, Relevance, Confidence, and Satisfaction) and L2MSS vision-inspired (Second Language Motivational Self System) instructions, in an online English course. To this end, 41 learners of English were assigned to two groups. One group was instructed based on the ARCS motivation framework, and the other was instructed based on the L2MSS framework. Then, 10 volunteer participants from each group participated in focus group interviews. Thematic analysis of the data revealed 19 subthemes and 7 main themes, including 4 themes of attention-related pedagogy, relevance-oriented content, confidence-building elements, and sense of contentment/discontentment regarding the ARCS group, and 3 themes of ideal self-orientations, ought-to self-orientations, and situated learning/teaching experiences regarding the L2MSS group. The engaging content and appealing learning environment in the ARCS group and the future perspective enhancement and goal setting in the L2MSS group were motivating factors, creating positive perceptions of the two programs. The findings suggest utilizing attention-catching and vision-building strategies to motivate learners and enhance their L2 learning outcomes in online classes.

In the context of the rapid dissemination of information, scaffolding the readability of online content is critical. This study introduces the brainling model as a novel approach to measuring readability, which heeds readers’ cognition, senses, emotions, and cultural background in conjunction with language. To achieve the aims, two texts covering a general topic were selected, both possessing the same readability level according to the Flesch Reading Ease scale. However, one of the texts was modified in accordance with the brainling components (i.e., cogling, emoling, sensoling, and cultuling). Following each reading text, five multiple-choice comprehension questions, a 10- item Likert scale for readability, and a scale for the text’s difficulty level scale were designed. The Google Form was used to collect responses from 209 individuals with intermediate language proficiency at an educational institution in Oman. After verifying the reliability and validity of the questions and scales, significantly higher mean scores were observed for the readability scale components of clarity and engagement in the brainling-based modified text, compared to the unmodified text. Moreover, the results obtained from the text difficulty scale, readers rated the brainling-based text as easier to comprehend. Furthermore, based on the reading comprehension test, participants achieved higher scores when reading the brainling-based text. These findings demonstrate that modifying a text based on the brainling model, which integrates both brain and linguistic structures, significantly enhances clarity, engagement, text difficulty, and reading comprehension scores. Adopting the brainling approach can be a solution for fostering mutual understanding and collaboration among culturally diverse members and alleviating challenges such as misunderstanding, that may hinder goal achievement. 

Anti-racism novels, portraying racism in all areas of wealth and income, education, health care, civil rights, life in North America and apartheid in South Africa, can create awareness toward different kinds of oppression that people suffered during different periods. The purpose of this study is to present a thematic analysis of Persian translations of Morrison’s Beloved (1987) from English between 1978 and 2005/ 1357 and 1384 by Gulrukh Sa’īdnīyā, Sānāz Sihatī, and Shīrīndukht Daghīghīān applying the theory of the structure of feeling by Williams (1983). In order to do this study, sentimental scenes of Beloved, examining the destructive legacy of slavery, which were translated during the period under study were examined. Persian translations of these scenes were identified, and the representations of the feelings in the identified scenes were analyzed based on the theory of the structure of feeling by Williams (1983). Based on the findings, it can be concluded that the three translators seemed to be able to transfer the representations of the identified sentimental scenes, such as fury and resentment into Persian. Furthermore, the findings suggest that translation of anti-racism novels plays a significant role in transferring representation of feelings of oppressed people into other nations.