درخت حوزه‌های تخصصی

The goal of this study was to compare the use of conceptual metaphors in English novels written by native and nonnative writers of English. Therefore, two novels were selected: To Kill a Mocking Bird by Harper Lee, a native English writer, and The Kite Runner by Khaled Hosseini, a nonnative English writer. To find the instances of conceptual metaphors in each book, approximately 10% of the pages of each novel was randomly selected and examined line by line based on the framework introduced by Lakoff and Johnson (1980). In the next step, to find the number and type of metaphors used in each book, the identified metaphors were categorized under their underlying concepts and counted. Then, the frequencies of different types of metaphors in each book were tallied and tabulated, and with the use of a chi-square test, the possible differences among the 2 writers’ use of different types of metaphors were found. Results indicated that, in both novels, there were significant differences among the 5 types of metaphors that were identified, namely structural metaphors, ontological metaphors, orientational metaphors, metonymy, and personification. Findings revealed that, in both books, ontological metaphors were the most frequently used type and personification was the least frequently used one. Also, no statistically significant difference was seen between the two writers’ use of the different types of metaphors. Findings are claimed to bear some implications for L2 pedagogy, benefiting teachers, syllabus designers, writers, and L2 learners.

Lesson Study is considered as a way of improving teachers’ professional development in foreign language teacher education courses. Integration of collaboration with focused observation within Lesson Study facilitates teacher professionalization and pedagogical practice. Therefore, this study aimed to explore Iranian EFL teachers’ perceptions of the practical implementation of Lesson Study, and examine novice and experienced EFL teachers’ comments about merging their theoretical knowledge with practice throughout the application of Lesson Study. To this end, four novice and three experienced language teachers, both female and male were selected as the participants of this study. Data collection was done through triangulation of teachers’ reflective notes, an unstructured interview, observation, and field notes. The findings indicated that EFL teachers have positive views toward Lesson Study as a means of professional development. Additionally, the novice and experienced EFL teachers have different attitudes regarding lesson planning, reflective teaching, and collaborating with other colleagues. The findings of this study can have implications for EFL teachers and teacher educators to promote ongoing learning in their profession through reflective teaching and collaboration.

Language transfer refers to the application of previous language knowledge to the target language learning. Using questionnaires, this paper investigates the lexical transferring behaviors of 230 Dongxiang-Chinese bilingual and monolingual students who are in the early stage of learning English vocabulary. The results display that Chinese predominates the transference, while bilinguals’ Dongxiang Language is described as a barrier during the process of English learning. To show the individual-level differences, several learner-based factors: age, linguistic background, social background, cognitive level, emotion, and learning attitude are also confirmed, which appear to promote or inhibit this transferring behavior. The experiment data suggest that there are two different types of the factors mentioned above, which depend on whether they are affected by context-based factors---learner-based factors and learner-context-based factors. The paper also concludes with suggestions to teachers and policymakers in Dongxiang area for the modification of current teaching methods based on the quantitative analysis of surveys.

Cet article a pour objectif d’étudier les aspects fantastiques des contes de Théophile Gautier, écrivain du XIX -ème siècle, dans lesquels le temps a une grande importance. Le fantastique de Gautier provoque l'incertitude, la peur et le suspens chez le lecteur. L'auteur dévoile sa peur devant l'écoulement du temps et la mort. Le temps va alors exercer une puissante influence sur l'imagination de ce dernier. Nous essaierons de voir si Gautier montre-t-il son angoisse devant le passage du temps ? et comment a-t-il pu maîtriser la fuite du temps. Pour étudier le monde imaginaire de Gautier, nous présentons la méthode critique de Gilbert Durand dans son ouvrage, Les Structures anthropologiques de l'imaginaire, Introduction à l'archétypologie générale, paru pour la première fois en 1960. Ce dernier présente sa démarche dans le domaine de la critique d'imaginaire. Nous avons le projet de montrer un monde d'images matérialisées qui tourne autour d'un axe : celui de la peur face à l'écoulement du temps. Nous allons montrer que Théophile Gautier trouve un lien avec le temps dans ses contes et il aspire à la vie éternelle et enfin il parvient à dominer le temps à travers les visages du temps.

Dans la présente contribution, nous mettons l’accent sur les représentations que se font les enseignants de l’intégration de la langue de référence et son impact sur la compétence rédactionnelle des élèves. Pour mener cette étude, nous sommes partis de la question suivante : quel est l’impact des représentations et de LR sur la compétence rédactionnelle des élèves ? Pour répondre à cette question, nous mettons en œuvre un sujet et une consigne de production écrite adressés à deux classes de pratiques linguistiques différentes – monolingue et plurilingue –, dont les enseignants se font des représentations différentes. Nous avons abouti aux résultats montrant que les représentations positives et le recours à la langue de référence améliorent les productions écrites des apprenants, et que l’usage de la langue de référence facilite l’accès à la compréhension dans le sens où l’enseignant recourt à des procédés métalinguistiques, en passant de la langue de référence à la langue française pour expliciter certains types d’énoncés.

Cet article se penche sur les difficultés des traducteurs à rendre le terme « mal », notamment quand il apparaît dans quelques titres importants comme les  Fleurs du Mal  de Baudelaire. La polysémie de ce mot, la divergence d’interprétation aussi bien que la difficulté à trouver l’équivalent exact ou adéquat dans la langue cible, en l’occurrence, le persan, expliquent sans doute les choix différents, voire parfois fort éloignés l’un des autres des traducteurs qui se sont attelés à cette tâche. Nous verrons donc que la traduction de ce mot ne va pas tellement de soi et que les traducteurs optent pour des solutions différentes qui ne sont pas toutes, on le convient, pertinentes. Le traducteur littéraire est un grand lecteur qui ne peut pas ignorer la critique littéraire et les analyses profondes dont font l’objet l’œuvre qu’il traduit. Le mal baudelairien est en grande partie lié à la mélancolie et le traducteur ne peut en faire l’économie. On s’apercevra que dans le cas des  Fleurs du mal , l’absence d’une lecture moderne et plurielle du recueil poétique baudelairien ainsi que l’incurie des traducteurs, font que ces derniers passent à côté de l’une des significations essentielles du titre de ce recueil, signification reconnue et soulignée par la nouvelle critique littéraire, et même suggérée par le poète lui-même.

L'éthocritique  est ici proposée comme  l’étude de tout corpus  littéraire en tant que superposition d’un récit culturel et d'un ou plusieurs récits naturels, fragment(s) ou élément( s) de ce(s) récit(s). Elle est un questionnement autour des retombées des récits naturels sur les textes littéraires et une approche litté raire des causalités, des fonctions, des consistances et des statuts de ses objets. La démarche de l’écrivain ,  sa posi tion  et sa posture , vis-à-vis du premier environnement narratif que nous appelons « nature », sont des paramètres essentiels dans la défin ition des substances et des dimensions de son œuvre. C'est ainsi que notre approche aborde les différentes couches et  les différentes consistances  des  éléments  du récit . Le lecteur reste, inévitablement, attentif à toute distorsion du récit naturel  latent, en filigrane du récit culturel.  Pour l’essentiel, il  s’agit d’un article qui a pour objectif d’imaginer une nouvelle  approche littéraire sous le nom de  «  éthocritique  » .

Among the latest efficient approaches in language teaching, Task-based Language Teaching has turned up to be the main approach in a way that it is currently recognized as the leading teaching approach in language instruction (Ji & Pham, 2017). Using the proper tasks based on the proficiency level of the learners can facilitate the process of language learning. The present study aimed at investigating the effect of open and closed tasks on improving Iranian EFL learners’ oral performance at intermediate and advanced levels. This study is a quasi-experimental research with pretest and posttest design. The participants of the study included 55 female EFL learners at Jahadeh Daneshgahi language institute in Tabriz city, who were selected through cluster random sampling method. The data were collected through 10 open tasks and 10 closed tasks along with an oral pretest and an oral posttest checklist that examined grammar, pronunciation, vocabulary, breakdown-response, interaction, and speech flow of learners’ oral performance. The tasks were selected from the Four Corner series (Richards & Bohlke, 2012). The data were analyzed by a two-way MANCOVA test and ANCOVA. The obtained results indicated that open and closed tasks can improve EFL learners’ oral performance and there is no significant difference between open and closed tasks in developing learners’ oral performance in both levels. Besides, at the advanced level, the amount of oral performance development is greater than the intermediate level. The outcomes of this study can be useful for EFL teachers and learners regarding using the optimal kind of tasks in improving oral performance.

پژوهش حاضر به بررسی خطاهای فارسی زبانانی که انگلیسی زبان خارجی آنها است در تولید عبارات موصولی زبان انگلیسی پرداخته است. باوجود آنکه در زبان انگلیسی، استفاده از ساخت پرسشی در اغلب عبارات موصولی بدون هسته مجاز نیست، فارسی زبانان به وفور از این ساختار در جملات انگلیسی خود استفاده میکنند. طی این پژوهش، ریشه های احتمالی این خطا شناسایی و تحلیل شدند و نهایتا فرضیه نشانداری تمایزبخش که قدرت بیشتری در توضیح این خطا داشت به عنوان چارچوب نظری این پژوهش انتخاب شد. پیکره شفاهی و کتبی این پژوهش طی دو سال از منابع متعدد و از 137 مشارک خانم و آقا به دست آمد. داده ها از گویه هایی که به طور طبیعی، نه با هدف این پژوهش، بیان شده بودند جمع آوری شد و شامل 126 عبارت موصولی خطادار بود که 85 عبارت (67.46%) بدون هسته معمولی، 25 عبارت (19.84%) هسته دار و 16 عبارت (12.69%) بدون هسته آزاد بودند. بررسی دقیق تر داده ها منجر به شناسایی تمایز نظام مند بین خطاها در دو نوع عبارت موصولی اصلی (بدون هسته در جایگاه فاعل یا مفعول) و دو نوع عبارت موصولی فرعی (بدون هسته در جایگاه فاعل و دارای فعل بودن ) گردید. این وسعت کارکرد عبارات موصولی در زبان انگلیسی نسبت به فارسی، می تواند موجب نشانداری این ساختار برای فارسی زبانان شود. به نظر می رسد این نوع نشانداری که ناظر بر گستره کاربرد جملات پرسشی و خبری در جایگاه عبارات موصولی بدون هسته است بیش از نشانداری از حیث تفاوت در تعداد واژگانی که در فارسی و انگلیسی برای یک کارکرد واحد وجود دارد، می تواند علت بروز این نوع خطا را توضیح دهد. پژوهش حاضر، بر ضرورت بررسی زبانشناسانه سایر ابعاد خطاهای نظام مند مشابه، همکاری متخصصان زبانشناسی و آموزش زبان دوم/خارجی در شناسایی و رفع مشکلات یادگیری، و پژوهش های بیشتر برای ارایه راه حل های آموزشی برای چنین مشکلاتی تاکید می نماید.

Traditional literature teaching is usually a passive process as students normally perform the role of listeners. This research proposes to alter the students’ role to active learners by assisting them to produce and stage an English children’s drama. This study is student-centered and attempts to adopt workshop and drama practice to enhance students’ participation in the classroom. Different from traditional teaching methods, constructivist pedagogy enables learners to recognize and strengthen their self-learning abilities. Often discussed in constructivist pedagogy, Lev Vygotsky’s works are especially related to this research. Even though the application of Vygotsky’s theory to teaching is beneficial to students, relevant studies are scarce in higher education. This paper then proposes to apply Vygotsky’s idea of zone of proximal development and scaffolding approach to cultivate students’ ability to produce an English children’s drama. Through the support of capable others, the learners achieve a deeper understanding of drama/literature and through the scaffold approach, students steadily leave the need of assistance behind, are able to work independently and autonomously, and become more capable than their previous selves.

Conducting qualitative research in applied linguistics seems to have some challenges. Hence, this study aimed to investigate the challenges of applied linguists across different research abilities to conduct qualitative studies. To that end, the biographical narratives, authored by 13 applied linguists, were collected. Then, the narratives were analyzed through qualitative data analysis principles, including organizing and familiarizing, coding and reducing, and interpreting and presenting (Ary et al., 2014). The findings showed that applied linguists face four challenges: methodological issues, technical issues, ethical issues, and qualitative research dissemination while doing qualitative research. The findings also indicated similarities and differences among applied linguists' challenges across different research abilities. It can be concluded that teaching qualitative research is more than mere lecturing about qualitative concepts. Thus, there should be practice-based instruction on qualitative research for applied linguistics students. Moreover, there should be a community for addressing pedagogical dialogs among applied linguists about doing qualitative research.