درخت حوزه‌های تخصصی

This study aimed to investigate the grammatical complexity based on Biber, Gray, Staples, and Egbert’s (2020) linguistic description in research articles published in Iranian local journals and international journals. The corpus of the study included 40 Applied Linguistics research articles, 20 published in Iranian local journals and 20 in international journals in 2019-2020. The research articles were selected through purposive sampling from two Iranian journals, namely Journal of Research in Applied Linguistics and Journal of Teaching Language Skills, and two international journals, including Journal of English for Specific Purposes and System Journal. The research articles were analyzed in terms of three dimensions of grammatical complexity, including the structural types, syntactic functions, and specific structural/syntactic features. Moreover, for intra-rater consistency, the researcher re-analyzed the corpus after one month to see whether the same results were found. According to the results, in terms of the first dimension, i.e., the structural types, the frequencies of structures indicating higher grammatical complexity (non-finite dependent clauses and dependent phrases) outnumbered the frequency of structures showing lower grammatical complexity (finite dependent clauses) in both local and international journals. Concerning the second dimension, i.e., syntactic function within the structural type, the frequencies of more complex syntactic functions were higher than those of simple functions in both sets of research articles. Concerning the third dimension, i.e., specific structural/syntactic features, both groups of writers preferred to use more complex specific structural/syntactic features than simple ones.

Flipped classroom establishes a framework for personalized education tailored to students’ individual needs by incorporating simple technologies of audio/video recordings into instruction. Considering the challenges General English (GE) students and instructors face such as time limitation, students’ low motivation and diverse learning preferences, there seems to be an urgent need for studies on flipped learning. The aim of the present study was to investigate the effect of flipped classrooms on Iranian EFL learners’ learning outcome in a GE course. As such, fifty students of engineering majors in two intact classes participated in the study and were assigned to a control (n=25) and an experimental (n=25) group. The experimental group received instruction in line with the principles of flipped learning while the control group was taught using the conventional method. The participants’ level of learning outcome was measured before and after the treatment by an achievement test consisting of two parts: grammar and vocabulary. The data were analyzed by Multivariate Analysis of Variance (MANOVA). The results revealed a significant difference between the two groups’ performance on the achievement post-test in general and in its two sections (grammar and vocabulary) in favor of the experimental group. Further analysis showed that the effect size for the intervention was large (ηp 2=.19>.14) for general learning outcome; however, as for the components of the achievement test, the effect size was found to be large for vocabulary section (ηp 2=.16>.14) and middle for the grammar section (ηp 2=.134<.14), respectively. Possible interpretations of the findings are discussed and certain implications and applications for GE instructors and materials developers are suggested.      

Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real - life interaction . This paper reports on a quasi - experimental study aiming at assessing the impact of conversation analysis- ( CA ) informed language - in -( natural )- talk log assignments on the development of Thai EFL learners ’ conversation skills . Eighty - eight second - year undergraduates at a university in southern Thailand took part in the study . As part of a monitored self - study task, the participants completed ten language - in - talk log assignments with self - selective use of audiovisuals available online . The quantitative data was collected using pre - and post - test role - plays . The qualitative data was assessed through completed log assignments, close analysis of the role - plays, and written interview for data triangulation . The findings suggested that the log assignment intervention significantly enhance participants ’ conversation abilities, including turn construction, turn delivery , and the sequential organization of turn - taking . The qualitative results also show that via CA - informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real - life interaction . This paper recommends that language - in - talk log assignments be incorporated into existing EFL conversation lessons .

Metaphor is practised in all languages worldwide. Over the last two decades, investigation on metaphor has relied on some perspectives, such as lexical-constructional, critical, conceptual, axiological, cognitive theory or underlined aspects, as well as semantic and cultural pragmatic as the least of all. This qualitative study focused on how semantic component and cultural pragmatic were used to study the meaning and function of Balinese women metaphor. The purposive sampling method was to collect data from various sources and triangulated it into key informants. The results showed two classifications of Balinese women's metaphors, namely physical perspective as a concrete metaphor that depicts their body parts and personality perspective as an abstract, which emphasizes their ideal role. The pragmatic cultural interpretation involved the cognitive process of declarative analogy that referred to the similarity of values. Meanwhile, the personality perspective metaphor produced higher emotive values than the physical one. Hence, this type of metaphor is used by the Balinese people to advice women.

This study is conducted to reveal the types of mood, speech function realizations, and the persuasion strategies applied to Donald Trump’s clauses in his three remarks regarding the issue of COVID-19. Discourse analysis is applied to analyze the data. The applied mood types and speech function realizations are then correlated with Cialdini's principles of persuasion to see the persuasion principles applied in the three remarks. The results show that the President's three remarks are dominated by declarative mood with three most frequently used speech functions: statements of fact, statements of opinion, and statements of the assertion. In terms of Cialdini's persuasion principles, the speaker uses all of the six principles in his three remarks, except the principle of preference employed only in the third remark. The other five principles, namely authority, consistency, social-evidence, reciprocity, and rareness/scarcity, are contained in the three remarks with their persuasive purposes. In Cialdini's persuasion principles, the clauses used by President Trump reveals the strategies of taking advantage of his powerful authority in his remarks, showing his consistency while delivering the remarks, expressing his best efforts for his inhabitants, and showing successful evidence in overcoming the pandemic compared with other countries’ endeavors.

This study explores the experiences of two high school students learning English in rural Vietnam through the lens of ecological systems theory. It also aims to gain in-depth insights into learners’ constructions of motivation within the nexus of personal and ecological elements. Data gathering spanned approximately ۱۸ months and was based primarily on interviews, observations, and written and visual reflections. The analytical procedures drew on deductive category application in which pre-formulated theoretical constructs were used for content analysis. Findings show that given the constraints of rural context, the learning experiences of the two participants were vividly unfolded through their dynamic role in perceiving and evaluating language resources, support and learning opportunities, and their ongoing interaction with elements within and across ecosystems. Such processes contributed to shaping the ways in which these learners constructed their L۲ motivation against the challenges in their lifeworld. The study reiterates the importance of examining motivation in context, incorporating both personal and ecological aspects underpinning language learning at both micro and macro levels. It calls for dialogues, discussions and negotiation among various educational stakeholders in creating language environments and opportunities for learners in rural settings . متن کامل [PDF 811 kb] (107 دریافت) نوع مقاله: مقاله تحقیق | موضوع مقاله: روان شناسی زبان انتشار: 1400/11/1 ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما: ارسال پیام به نویسنده مسئول بازنشر اطلاعات این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.