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زبان شناسی

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ادبیات اقتصاد تاریخ تربیت بدنی جغرافیا حقوق روانشناسی زبان شناسی علم اطلاعات و دانش‌شناسی علوم اجتماعی علوم اسلامی علوم انسانی علوم تربیتی علوم سیاسی فلسفه و منطق مدیریت مطالعات زنان هنر و معماری
زبان شناسی چیست؟ زبان شناسی کاربردی زبان شناسی نظری سیر تحول زبان شناسی (تاریخچه) علوم مرتبط میان رشته ای ها نقد و بررسی کتاب
ترتیب بر اساس: جدیدترینپربازدیدترین
فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱۰٬۴۲۱ تا ۱۰٬۴۴۰ مورد از کل ۱۱٬۰۹۰ مورد.
۱۰۴۲۱.

Two Collaborative Feedback Models in EFL Writing Instruction: Do They Make a Difference?(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۱, No. ۳, fall ۲۰۰۸ 134 - 163

کلیدواژه‌ها: collaborative learning Group Teaching Oral/Written Feedback Peer/Teacher Feedback

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Research in L1 writing has found numerous benefits of employing collaborative learning in the classroom. The research findings on group work provide clear evidence that engaging learners in group activities increases opportunities for students to engage in the negotiation of meaning, which further leads to better acquisition. The present study, implementing two different collaborative feedback models, based on various sources and modes of feedback, examines the effect of each on the students’ writing quality. Sixty Iranian students, majoring in English Translation, were assigned into three homogeneous groups based on their obtained scores on Oxford Placement Test (OPT) and sample paragraph writing. They covered five topics in a sequence of ten written texts − before and after receiving feedback − over a 15-week semester. The results revealed that students incorporated both the teacher’s and peers’ oral/written comments in the process of draft editing, and that they benefited from the two collaborative feedback models almost equally. The interview results also confirmed co-operative learning as an effective teaching strategy that could be used to enhance achievement and socialization among students and to improve attitudes towards learning and working in groups, especially in EFL settings.
۱۰۴۲۲.

L'Efficacité de l'Apprentissage en ligne des Langues étrangères dans l'ère Post-COVID-19 dans les établissements d'enseignement supérieur(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ فروردین و اردیبهشت ۱۴۰۳ شماره ۱ (پیاپی ۷۹) 339 - 357

کلیدواژه‌ها: E-Learning Pandémie post-COVID-19. Étudiants COVID

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Pendant le COVID-19, les universités et les établissements d'enseignement supérieur ont été appelés à dispenser un enseignement en ligne en raison de la pandémie. Le nouvel environnement d'enseignement a créé une nouvelle méthode d'enseignement qui a inspiré la plupart des pays à adopter l'enseignement en ligne même après la pandémie. L'Université de Yarmouk, parmi d'autres en Jordanie, a établi ses classes post-COVID-19 entièrement en ligne ou hybride (partiellement en ligne). L'étude actuelle vise à révéler l'efficacité de l'apprentissage en ligne des langues étrangères après la pandémie de COVID-19 du point de vue d'étudiants universitaires choisis au hasard dans différentes universités. Pour mener à bien la présente recherche, nous avons élaboré un questionnaire et l'avons envoyé à des étudiants universitaires de différentes universités jordaniennes.  Les réponses ont été recueillies et analysées dans le programme SPSS. Les résultats de l'étude ont montré que l'interaction par le biais de l'e-learning a obtenu une moyenne de (3,09), avec un pourcentage de (62%). De plus, la capacité des étudiants à accéder aux ressources d'apprentissage en ligne a obtenu une moyenne de (3,06) et un pourcentage de (61,3%), tandis que l'efficacité de l'enseignement par l'apprentissage en ligne a obtenu une   moyenne   de (3,04)   et   un   pourcentage   de (61%).  La   recherche   a   abouti   à   plusieurs recommandations, notamment la nécessité pour l’administration universitaire de se concentrer davantage sur les besoins des étudiants en langues étrangères en matière d'e-learning à l'avenir et de développer des systèmes bien connus tels que le système modèle.
۱۰۴۲۳.

University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۶, No. ۱۳, fall ۲۰۱۳ 84 - 104

کلیدواژه‌ها: motivation Iranian EFL learners Demotivating Factors in Learning EFL General English Proficiency

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Demotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a) inadequate facilities, b) reduced self-confidence, c) class characteristics, d) lack of purpose to study English, e) teaching methods, f) teachers and teaching styles, and g) negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency.
۱۰۴۲۴.

An Exploration of Sources of Foreign Language Teacher Motivation in Iran(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۴, No. ۹, fall ۲۰۱۱ 24 - 46

کلیدواژه‌ها: Teacher motivation extrinsic Intrinsic altruistic subject matter motivation

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This study aimed to investigate sources of motivation of English language teachers in Iranian public and private language schools. To this end, a Language Teacher Motivation Source (LTMS) questionnaire was developed on the basis of the related literature. The LTMS examined four sources of motivation, i. e., extrinsic (economic, social, emotional, educational), intrinsic, altruistic, and subject matter motivation. Having been piloted and validated, the LTMS was administered to 200 male and female EFL teachers who had been classified in terms of their gender, age, marital status, academic degrees, job status, and their years of language teaching experiences. The results of parametric statistical analyses showed a hierarchy of language teacher sources of motivation that were not similar among different groups of language teachers in terms of their teaching experiences and level of education. This study suggests that authorities pay close attention to the sources of language teacher motivation to improve the quality of English language teaching and learning.
۱۰۴۲۵.

Explicit vs. Contrastive-based Instruction of Formulaic Expressions in Developing EFL Learners’ Reading Ability(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۵, No. ۱۰, Spring ۲۰۱۲ 1 - 35

کلیدواژه‌ها: Explicit Instruction Formulaic Expressions CA-based Instruction reading ability

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As an integrative component of textual structure, formulaic expressions (FEs) play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-based approach to FEs instruction could entail various achievements among EFL learners’ reading ability. To this end, three groups of Iranian EFL learners, identified as homogeneous based on Nelson Proficiency Test, were classified into one control and two experimental (i.e. explicit and CA-based instruction) ones. They were exposed to conventional, explicit and CA-based instructions of a set of selected FEs developed into and presented in the form of an instructional handout. Their Knowledge of reading was also tested based on a researcher-made diagnostic test prior to the experiment. Both quantitative and qualitative paradigms were employed to measure both the achievements and the extent of contrast between Persian and English languages in terms of FEs. The former analysis revealed significance difference among the groups in terms of instruction type effectiveness; both explicit and CA-based instruction groups outperformed the control group; on the contrary, no statistically significant difference was revealed between the experimental groups. Additionally, the latter paradigm revealed differences and mismatches between Persian and English FEs in terms of semantic, syntactic and pragmatic parameters. The findings could be insightful for EFL instructors, learners, textbook writers, and syllabus designers to take into account issues like these in their pedagogical programs.
۱۰۴۲۶.

Natural or Directional: Criticizing the Persian Translation of Melville’s Moby Dick Using Pym’s Different Concepts of Translation(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۷, No. ۱, ۲۰۲۵ 35 - 52

کلیدواژه‌ها: Directional equivalence Natural equivalence Trancism Trajections

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Criticism of a translation evaluates its quality, accuracy, and effectiveness in communicating with the target readers. To ensure objectivity, such criticism requires a defined model. Pym’s (2007) model is based on two main concepts: directional equivalence and natural equivalence. Directional equivalence highlights the difference between the translation and the original, which is easily recognizable. In contrast, natural equivalence pertains to what different languages and cultures inherently produce within their own systems to convey a message, function, or referent. These two concepts make Pym’s model effective for broad evaluations of translations. This study applied Pym’s framework to objectively criticize the Persian translation of Melville’s (2021) Moby Dick to investigate the type of equivalence—directional or natural—the Persian translator employed. To do so, a comparison was made between the original and its translation to examine the translation techniques adopted by the translator at the micro-level, leading to the determination of his overall strategy at the macro-level based on Malone’s (1988) taxonomy of translation techniques, including matching, zigzagging, recrescence, repackaging, and reordering. The findings revealed that the translator employed all of Malone’s techniques but leaned toward those that prioritized naturalness over directionality. This approach enabled the production of a translation that maintained a close relationship between the source and target languages, ensuring effective communication with Persian readers. The findings of the current study offer pedagogical implications that may be beneficial for translation students, novice critics, and translation teachers.
۱۰۴۲۷.

The Effect of Content and Language Integrated Project (CLIP) Instruction through Co-Teaching on Electrical Engineering Students’ Vocabulary Knowledge for Professional Purposes(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۶, No. ۱, March ۲۰۲۳ 150-173

کلیدواژه‌ها: Content and Language Integrated Learning (CLIL) co-teaching Professional Purposes vocabulary knowledge

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The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: administering the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.
۱۰۴۲۸.

The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۵, Spring & summer ۲۰۲۵ 267 - 282

کلیدواژه‌ها: Iranian EFL learners interlanguage pragmatics corrective feedback Invitation Acceptance Invitation Declination

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This study investigates the effect of corrective feedback on Iranian English as a Foreign Language (EFL) learners’ interlanguage pragmatic (ILP) development in the context of invitation acceptance and declination. Three intact experimental groups were selected via convenience sampling from an English institute in Tehran: a recast group (N = 13), a metalinguistic group (N = 17), and a clarification request group (N = 12). Prior to the treatment, the groups participated in a dialogic extended discourse pretest. The dialogues for invitation acceptance and declination were drawn from Top Notch, American English File, English Result, and Four Corners. Learners’ performance was assessed using two checklists—one for pragmalinguistic and the other for sociopragmatic knowledge—based on a five-item Likert scale ranging from inappropriate to most appropriate. Treatment sessions were conducted three times per week, each lasting 60 minutes, over a period of one month. The findings reveal that corrective feedback significantly enhanced ILP development. Notably, the metalinguistic group outperformed the recast and clarification request groups. Consequently, metalinguistic corrective feedback proved more effective than recast and clarification feedback in fostering Iranian EFL learners’ ILP development concerning invitation acceptance and declination.
۱۰۴۲۹.

The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۷, No. ۱۴, Spring ۲۰۱۴ 102 - 119

کلیدواژه‌ها: Reading Comprehension Background music Silent Reading Mozart Effect

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This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.
۱۰۴۳۰.

Lexical and Grammatical Collocations in Writing Production of EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۵, No. ۱۰, Spring ۲۰۱۲ 61 - 86

کلیدواژه‌ها: lexical collocation grammatical collocation Lexical Approach L1 L2

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Lewis (1993) recognized significance of word combinations including collocations by presenting lexical approach. Because of the crucial role of collocation in vocabulary acquisition, this research set out to evaluate the rate of collocations in Iranian EFL learners' writing production across L1 and L2. In addition, L1 interference with L2 collocational use in the learner' writing samples was studied. To achieve this goal, 200 Persian EFL learners at BA level were selected. These participants were taking paragraph writing and essay writing courses in two successive semesters. As for the data analysis, mid-term, final exam, and also the assignments of L2 learners were evaluated. Because of the nominal nature of the data, chi-square test was utilized for data analysis. Then, the rate of lexical and grammatical collocations was calculated. Results showed that the lexical collocations outnumbered the grammatical collocations. Different categories of lexical collocations were also compared with regard to their frequencies in EFL writing production. The rate of the verb-noun and adjective-noun collocations appeared to be the highest and noun-verb collocations the lowest. The results also showed that L1 had both positive and negative effect on the occurrence of both grammatical and lexical collocations.
۱۰۴۳۱.

The Relationship between Translators’ Education and the Use of Politeness in Translating Euphemistic Words(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۶, No. ۲, September ۲۰۲۳ 103-121

کلیدواژه‌ها: Age Education Euphemism Gender Translation

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In a world with globalization and communication development as its main features, arriving at a common understanding and correct transition of meaning is an unavoidable necessity. Here the responsibility and duty of the people who hold the task of translation is of great importance and one of the issues that should be considered in translation is using euphemism. The current research seeks to find the relationship between translators’ gender, education, and age and their use of euphemisms in translation. The study consists of four hypotheses, this is descriptive research and a questionnaire is used to find the relationship between translators’ gender, education, age, and their use of euphemisms in translation. It has been distributed among the research population which consists of translators who are members of the Iran Translation Association. The results show that euphemism exists at a suitable level in the translation of the translators who are members of the Iran Translation Association. Moreover, the translators’ gender affects their use of euphemisms in translation. There is a direct relationship between translators’ age and their use of euphemisms in translation. Finally, the translators’ level of education does not influence their use of euphemisms in translation.
۱۰۴۳۲.

The Impact of Mixed Planning on the Accuracy of Iranian Learners’ Oral Performance(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۱, No. ۳, fall ۲۰۰۸ 177 - 203

کلیدواژه‌ها: Accuracy pre-task planning on-line planning Pre/On-Line Planning oral performance

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This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the research hypothesis, a quasi experimental design was used with three levels of planning (pre-task planning (PTP), on-line task planning (OLP), pre/on-line task planning (POLP). The participants in the study included 60 pre-intermediate TEFL sophomores at Islamic Azad University-Tabriz Branch who were selected out of a population of 200 TEFL sophomores on the basis of their scores on a proficiency test and an oral pre-test. One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition. However, there was no significant effect on accuracy as a result of PTP and OLP planning. The independent samples t-test analysis revealed significant accuracy gains in the POLP groups whereas the same improvements were not observed in the PTP and OLP planners.
۱۰۴۳۳.

Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۵, Spring & summer ۲۰۲۵ 195 - 208

کلیدواژه‌ها: regulatory focus L2 Grit Writing Enjoyment

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Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions. Methods: A total of 85 undergraduate English majors (54 women, mean age = 20 years) from two comprehensive universities in Iran took part in the research. In order to assess the participants' promotion and prevention focuses, L2 grit, and English writing enjoyment, three questionnaires were used. The data collected was analyzed using IBM SPSS (26.0) software. Results: The correlational analysis revealed that regulatory focus, L2 grit, and L2 writing enjoyment are interconnected. Specifically, promotion focus positively correlated with L2 writing enjoyment and L2 grit. Additionally, L2 grit (Perseverance of Effort) showed a meaningful connection with L2 writing enjoyment. On the other hand, prevention focus demonstrated significant negative correlations with L2 writing enjoyment and L2 grit. Lastly, there was no significant relationship found between L2 Grit (consistency of interest) and L2 Writing Enjoyment. Conclusions: The study's results demonstrate the crucial findings regarding the interplay between different dimensions of grit, emotion and personal best goals.
۱۰۴۳۴.

Foreign Language Anxiety and the EFL Learners’ Intention to Continue their English Language Learning(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۷, No. ۱۵, fall ۲۰۱۴ 42 - 51

کلیدواژه‌ها: Age Gender foreign language anxiety Intention to continue English studies

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Anxiety undoubtedly plays an influential role in the experience of foreign language learning. This affective factor has attracted lots of researchers and has been the subject pool of scholarly research worldwide. However, research on the effect of demographic variables on foreign language anxiety (FLA) and the effect of FLA on the learners’ intention to continue their English language education is still limited. Therefore, to bridge this gap, the present study intended to explore the role of gender and age in EFL learners’ FLA level. In addition, the potential effect of learners’ FLA in their decision whether to continue their English studies was tested. To this end, a sample of 295 university EFL learners completed FLA questionnaire and a demographic form. The findings showed that there was no significant correlation between the age of the learners and their FLA level. FLA differences with respect to gender did not reach the statistical significance either. However, it was found that FLA could significantly affect the learners’ willingness to continue their English language education. The findings were discussed and implications were made.
۱۰۴۳۵.

The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK): An EFL Case Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۳, No. ۶, Spring ۲۰۱۰ 162 - 187

کلیدواژه‌ها: professional development Collegial Teaching pedagogical knowledge Collegial Professional Development Peer-Based Learning

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Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models) in a General Business English course in SAPco (An automotive part supplier in Iran). To this end, the researcher has mainly tried to concentrate on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training) courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.
۱۰۴۳۶.

The Impact of Contextual Clue Selection on Inference(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۳, No. ۶, Spring ۲۰۱۰ 19 - 39

کلیدواژه‌ها: listening comprehension inférence Contextual Clue Mental Knowledge

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Linguistic information can be conveyed in the form of speech and written text, but it is the content of the message that is ultimately essential for higher-level processes in language comprehension, such as making inferences and associations between text information and knowledge about the world. Linguistically, inference is the shovel that allows receivers to dig meaning out from the text with selecting different embedded contextual clues. Naturally, people with different world experiences infer similar contextual situations differently. Lack of contextual knowledge of the target language can present an obstacle to comprehension (Anderson & Lynch, 2003). This paper tries to investigate how true contextual clue selection from the text can influence listener’s inference. In the present study 60 male and female teenagers (13-19) and 60 male and female young adults (20-26) were selected randomly based on Oxford Placement Test (OPT). During the study two fiction and two non-fiction passages were read to the participants in the experimental and control groups respectively and they were given scores according to Lexile’s Score (LS)[1] based on their correct inference and logical thinking ability. In general the results show that participants’ clue selection based on their personal schematic references and background knowledge differ between teenagers and young adults and influence inference and listening comprehension. [1]- This is a framework for reading and listening which matches the appropriate score to each text based on degree of difficulty of text and each text was given a Lexile score from zero to four.
۱۰۴۳۷.

Meta-Cognitive Strategy Use in Reading Comprehension among Iranian EFL Learners of Varying Levels of Proficiency(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۱, No. ۳, fall ۲۰۰۸ 91 - 108

کلیدواژه‌ها: motivation Reading Comprehension High Proficient Readers Low Proficient Readers Meta-Cognitive Strategies

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تعداد بازدید : ۱۰۹ تعداد دانلود : ۷۶
This study explored the use of meta-cognitive strategies (MCS) in reading comprehension among Iranian EFL learners with varying levels of proficiency (i.e. high proficient vs. low proficient). Furthermore, there was an attempt to investigate the impact of motivation on language learners’ MCS use. The proposed hypotheses predicted: 1) there is no significant difference between the high proficient EFL learners’ use of MCS compared to their low proficient peers, and 2) there is no relationship between the two groups’ MCS use and their motivation. One hundred participants, aged 16-24, were selected from the intermediate and advanced EFL learners in Jihad Daneshgahi Institute of Kermanshah. The data was collected through: a) a modified version of the FCE reading paper, b) a modified version of the PET reading paper, c) Taraban's (2006) MCS Questionnaire, and d) an adapted form of Gardner's (1985) motivation questionnaire, and was submitted to a series of independent samples t-test and co-relational analysis. The results indicated: 1) a significant difference between the two groups in terms of the use of meta-cognitive strategies, favoring the highly proficient readers, and 2) a significant relationship between the use of meta-cognitive strategies and motivation of the participants.
۱۰۴۳۸.

The Importance of Materials Design in ESP and EST(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۱, No. ۳, fall ۲۰۰۸ 39 - 61

کلیدواژه‌ها: ESP Materials Design ESP Textbooks for Architecture Students

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۸ تعداد دانلود : ۵۷
University students in Iran need English to reinforce their specialist knowledge in order to meet their academic needs and not to be isolated from technological advances. The architecture students at the university level in Iran are no exception. Bearing this in mind, the present research intends to address itself to the following questions: 1) what are the problems in materials design in ESP courses in general and architecture students in particular? And 2) what are possible solutions to the problems identified? In an effort to pave the road for preparing a textbook for architecture students in Iran, we have analyzed the textbook presently used by architecture students at Islamic Azad University, Tabriz branch. To do this, we prepared two questionnaires to be answered by both the students and teachers about the content of the textbook under discussion. On the basis of their responses and also the researchers' comments on the issue, we have tried to discuss the shortcomings therein, and to give possible solutions.
۱۰۴۳۹.

The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۲, No. ۵, fall ۲۰۰۹ 130 - 159

کلیدواژه‌ها: Language Learning Strategies language proficiency Self-assessment Self-Perceived Proficiency

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۹ تعداد دانلود : ۷۶
The present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective.
۱۰۴۴۰.

بررسی آموزش نوای گفتار از طریق تمرین های شناختی و فراشناختی در آموزش زبان فرانسه به زبان آموزان ایرانی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۴ پاییز ۱۴۰۳ شماره ۳ 415 - 427

کلیدواژه‌ها: نوای گفتار تمرین های شناختی تمرین های فراشناختی آموزش زبان فرانسوی تکیه گذاری لحن گفتار مهارت های شنیداری و گفتاری

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۸ تعداد دانلود : ۱۲۳
این پژوهش به بررسی تأثیر تمرین های شناختی و فراشناختی بر یادگیری نوای گفتار(عروض) در زبان آموزان ایرانی زبان فرانسوی پرداخته است. با استفاده از یک طرح پیش آزمون و پس آزمون با گروه کنترل، ۶۰ زبان آموز سال دوم و سوم دوره کارشناسی دانشگاه شهید چمران اهواز به دو گروه آزمایشی و کنترل تقسیم شدند. گروه آزمایشی به مدت ۸ جلسه تمرین های شناختی و فراشناختی دریافت کرد، در حالی که گروه کنترل از روش های معمول استفاده کردند. نتایج نشان داد که گروه آزمایشی بهبود قابل توجهی در نمرات شنیداری و گفتاری خود داشته است. علاوه بر این، تحلیل های کیفی نشان داد که دانشجویان گروه آزمایشی تجربه یادگیری مثبت تری داشتند و توانستند الگوهای نوای گفتار را بهتر درک و تولید کنند. این یافته ها حاکی از آن است که تمرین های شناختی و فراشناختی می توانند به طور قابل توجهی مهارت های شنیداری و گفتاری زبان آموزان را تقویت کنند. مطالعه به اهمیت ادغام راهبردهای شناختی در آموزش زبان برای بهبود تسلط بر نوای گفتار تأکید می کند. نتایج این پژوهش می تواند برای مدرسان و طراحان برنامه های درسی زبان مفید باشد و نشان می دهد که استفاده از تمرین های مبتنی بر شناخت در برنامه های آموزشی زبان می تواند به نتایج یادگیری موثرتری منجر شود. با بهبود درک و تولید نوای گفتار، زبان آموزان می توانند به مهارت های زبانی بهتری دست یابند که برای ارتباط موثر به زبان خارجی ضروری است.

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