درخت حوزه‌های تخصصی

The demand for learning English as a foreign language has significantly heightened the need to recruit efficient teachers. Related literature confirms the lack of studies on teacher characteristics that can affect their job satisfaction. This study aimed to study the relationship between Iranian EFL teachers’ professional development, job satisfaction, and reflective thinking. One-hundred and fifty-nine teachers from different universities, language institutes, and schools wer e requested to answer the professional development questionnaire, the Minnesota satisfaction questionnaire, and reflective thinking scale as the main data collection instruments. These questionnaires were given in three different ways: in person, email, and social networks. Structural Equation Modeling was used to examine the hypothesized model of associations. This model was confirmed following the application of the modification indices proposed by the software (Normal chi-square = 3.4; RMSEA =.03; RMR =.02; GFI =.94; AGFI =.91; NFI =.94; CFI =.94; IFI =.94). The findings showed that there were significant internal correlations between all the latent variables and their sub-scales. Furthermore, findings of multiple regression analysis revealed that professional development and reflective thinking positively predicted job satisfaction, with professional development exerting more predictive power compared to reflective thinking. Pedagogical implications of the results have been discussed.

In any teacher education practicum program in the Philippines, teaching demonstration is the most challenging undertaking of the student teachers during the internship program. This phenomenological study design explored the teaching demonstration experiences of student teachers reflected in their teaching journals. Data were 22 teaching journals taken from the internship portfolios produced by the Bachelor of Secondary Education (BSEd)-English graduates from a state university in the Philippines. Content analysis was used to analyze the data. Eight generated themes from the teaching journals that could provide suggestions for future student teachers and other members of the discourse community concerning the teaching demonstration were drawn, which are 1. ‘The Look’ of a Student Teacher, 2. Teaching with Enthusiasm, 3. The Voice of a Student Teacher in the ESL Classroom, 4. Lesson Planning Advice, 5. Subject Matter Familiarity, 6. Instructional Materials Efficiency, 7. Tips for Classroom Management, and 8. Improving the Questioning Skill. A focus group interview with the participants, which was also analyzed using content analysis, with some of the BSEd-English graduates was also utilized to further discuss the findings. The paper concludes with pedagogical implications for the Teacher Education Institution (TEI) and the concerned members of the discourse community.

Teacher written feedback (TWF) has received growing attention from researchers and teachers. Although TWF arguably targets multiple dimensions of students’ writing, research to date has largely focused on the relationship between written corrective feedback and language development. More research is needed to understand TWF more holistically and as a two-way social process (Storch, 2018). As such, it is important to understand students’ perspectives on TWF in different instructional contexts. The present study explores Vietnamese EFL students’ perceptions of TWF practices and their preferences for TWF. Data was collected from 97 English-major students in a Vietnamese tertiary setting by means of a questionnaire and follow-up interviews. The findings show that while TWF tended to weigh more on the linguistic end of the form-meaning continuum, students preferred TWF to target both form and global issues of content/idea development and writing style. However, students were divided in their preferences for comprehensive/selective feedback and for direct/indirect feedback. Although students were aware of the necessity of revising their writing upon reception of feedback, they reported different post-feedback actions. Above all, students’ preferences and expectations were underpinned by their own beliefs about the values of TWF that encompass both cognitive/non-cognitive and affective dimensions. The study offers important pedagogical implications for planning written feedback in writing instruction.

This study investigated rhetorical functions and their associated linguistic realizations in English review article abstracts. The analysis was based on a corpus of 100 English review article abstracts from linguistics and applied linguistics disciplines and followed a corpus-driven discourse analytic top-down approach. MAXQDA and WordSmith were used to code the moves and analyze their associated sub-corpora, respectively. The results of calculating range and frequency distributions showed that English conceptual review article abstracts use a rhetorical structure, different from that of research paper abstracts. This rhetorical organization is realized through a different set of moves, namely 1) establishing the territory or area of study, 2) identifying the problem, 3) introducing the present research, 4) organizing the paper, and 5) concluding or reflecting. Moreover, each move was realized through a distinct set of sub-moves. In terms of range, the moves dealing with purpose and structure were the most widely present moves; in terms of frequency distribution, the move dealing with structure was the most frequent. Furthermore, the highly frequent use of plural self-mentions indicates that in review article abstracts the emphasis is on research as a group activity inclusive of the researcher(s) and objects of study. In addition, the presence of ‘establishing the territory’, together with ‘identifying the problem’ can be seen as an attempt to sell the research. Finally, the prevalent use of the five moves showed that most review article abstracts are indicative-informative in function

L’utilisation efficace des techniques narratives ont abouti à la création des œuvres réussies dans le domaine de la littérature énigmatique. Parmi les grands écrivains de ce domaine, Tahar Ben Jelloun a une place incontestable. Cet article, d’une manière descriptive-analytique, cherche à identifier l’influence de l’utilisation des techniques narratives dans un roman intitulé l’Enfant de sable de cet écrivain afin de déchiffrer le roman en s’appuyant sur des théories de Gérard Genette. À cet égard, après la présentation et l’explication de la théorie narrative de Genette d’après trois niveaux instance, mode et temps, le roman mentionné a été profondément analysé. Il s’est entièrement éloigné de la narration linéaire des faits qu’ils ont été racontés avec la rapidité et l’ellipse ; la majorité des scènes s’illustre en résumé et la fréquence itérative est fréquente. Et en raison de la présence de plusieurs narrateurs, il y a de différents points de vue qui augmentent l’attraction du roman. Tout au long du roman, l’anachronie, la polyphonie, la polymodalité, l’anisochronie, la diachronie et la poly-personnalité, sont apparentes.

L’histoire de la poésie négro-africaine moderne, telle que tracée depuis la Négritude, était fixée sur des clichés idéologiques et esthétiques connus et ressassés depuis longtemps par les auteurs comme par la critique. Les thèmes de la liberté, de la dénonciation du racisme, des spoliations diverses, de la quête d’identité entre autres, rencontraient généralement ce besoin de ressourcement dans les traditions orales négro-africaines. D’une façon ou d’une autre, cette esthétique orale s’est presqu’imposée au fil du temps à ces auteurs, mais aussi aux épigones qui vont leurs succéder. Contre toute attente cependant, il va subsister des styles, des formes de discours et des fonds idéologiques qui semblent s’en démarquer et que nous découvrons de plus en plus comme un courant spécifique traversant certes plusieurs stades historiques, mais qui restent homogènes dans leur construction du fait poétique. L’exemple d’ Au tréfonds de mon âme d’Okaré Kouadio est si typique, qu’il nous permettra d’aborder les liens fondateurs et leurs principes d’écriture qui, visiblement, les démarquent des modèles poétiques connus dans l’environnement poétique négro-africain.

Dans les méthodologies qui précédaient la perspective actionnelle, en particulier l’approche communicative, il n’y avait que quatre compétences : la compréhension orale/écrite et la production orale/écrite. C’est à partir de la perspective actionnelle et plus particulièrement de la rédaction du CECRL en 2001 que la compétence de la production orale se divise en deux parties : celle de la production orale « en interaction » et celle de la production orale « en continu ». Dans cet article notre problématique principale est de savoir comment appliquer les stratégies d’apprentissage métacognitives afin d’améliorer la compétence de la production orale en continu chez les apprenants iraniens. Pour pouvoir appliquer les stratégies métacognitives au moment de la production orale en continu, nous avons enseigné pendant une séquence didactique de deux mois (3 heures par semaine) aux 15 apprenants au niveau A2 les stratégies métacognitives et nous leur avons proposé différentes tâches et activités qui exigeaient chacune la mobilisation des stratégies métacognitives. Les résultats de cette étude montrent que l'enseignement et la pratique de stratégies métacognitives peuvent aider à renforcer cette compétence des apprenants du FLE lors de la production orale en continu.