درخت حوزه‌های تخصصی

Cet article présent, nous ne projetons en aucune façon d'établir ou de définir ce qu'est l'art, dont l'œuvre d'art en ontologie. Ce n'est pas notre préoccupation aujourd'hui, et non plus davantage de la plupart des artistes contemporains. À la recherche d'une ontologie bien particulière sur l’œuvre d’art contemporain, Roger Pouivet, le philosophe contemporain français, l'appelle « l'ontologie appliquée ». Il s’agit de considérer l'œuvre en tant que telle, sans se préoccuper des catégories fondamentales qui la possèdent. À ce stade, il paraît nécessaire de parler du changement de paradigme dans le champ d’arts plastiques, qui résulte de l'apparition des œuvres des textes écrits ou oraux.  En ce qui concerne le concept de « Zugganzes » de ’Heidegger, il faut bien comprendre, quoi qu'il en soit, le cumul des éléments nécessaires jusqu’à ce que l’établissement d’un système s’achève. Cela veut dire que pour un processus de créer une œuvre d'art contemporain il explique qu’à la fois chaque élément a son rôle clé, même indispensable, et une mission pour compléter le rôle des autres éléments. Au fur et à mesure de cet article, nous répondrons aux questions de recherche : 1) Comment peut-on mettre en avant un processus de détermination d'une œuvre d'art qui s'enrichit des textes écrits ou oraux, en époque contemporaine ? 2.) Pourquoi et pour quelle raison a-t-on choisi de mettre en lien les deux concepts de « Zugganzes » et de l'hypothèse de « l'ontologie appliquée » dans ce travail de recherche ? Cette recherche essaye de nous montrer que: les œuvres d'art contemporaines qui sont considérées comme des textes visuels enrichissent des textes écrits ou oraux. En effet, cet acte vise à attirer l'attention des spectateurs en tout temps et en tous lieux. À la fin, on comprendra qu’il est possible de créer visuellement des textes symboliques en pratiquant simultanément les textes écrits ou oraux comme des éléments visuels et en profitant de leurs contextes.   

The ability to write from sources or integrated writing is considered an essential competency in academic and professional settings. This study investigated the possible interactions between motivation regulation strategies, integrated writing strategy use, and integrated reading-listening-to-write (RL2W) performance of Iranian EFL learners. A convenient sample of 31 learners from an EFL essay writing course participated in the study. The required data were collected based on the learners' performance in an integrated writing task and their responses to motivation regulation and integrated writing strategies questionnaires. The correlation analysis indicated a positive moderate relationship between motivation regulation strategy use and integrated writing performance of the learners, while integrated writing strategy use showed a low relationship with these constructs. Multiple regression analysis also indicated that among the subscales of motivation regulation strategy use in writing, interest enhancement had a significant contributory power to account for the integrated writing performance of the learners. MANOVA results also pointed to the superiority of high writing proficiency learners in motivation regulation strategy use compared to their less competent counterparts, but there were no significant differences between high and low groups in integrated writing strategy use, which confirmed the importance of quality of strategy use to mere quantity. As a subsidiary aim, the challenges learners encountered in the integrated writing process were identified by analyzing their responses to a reflection question and examination of their written essays. They were identified as linguistic, psycholinguist, and academic skill problems.

Cette étude se concentre sur l’exploitation des recettes de la cuisine iranienne dans la classe de FLE en Iran. Les apports linguistiques, culturels et socio-psychologiques de ces recettes ont été visés d’où notre question sur les modalités de leur exploitation plus efficace dans les cours de langue. Centré sur un corpus spécialisé, Les saveurs de mon pays, l’article a abordé dans la partie analytique tous les points importants à dégager sur les plans précités. L’étude des exemples du corpus sur différentes catégories dans le domaine culinaire nous a persuadées que l’entraînement avec de tels documents mais dans une autre langue permet aux apprenants de s’exprimer sur leur propre art culinaire, partie intégrante de leur culture et leur identité, pour se faire connaître à « l’Autre ». Cet entraînement authentique dans un cadre didactique pourrait être pratiqué à l’oral et à l’écrit via diverses activités adaptées au niveau de nos apprenants.

The present study assessed test-taking strategies awareness, test anxiety, and test performance relationships among Iranian ESP students. The sample was comprised of 60 students majoring in Bachelor of Science Civil Engineering who were enrolled in an ESP course. All participants completed the Oxford Quick Placement Test (OQPT) as a requirement for ensuring homogeneity regarding language ability. Participants also completed Barati's (2005) test-taking strategies questionnaire and a standard test anxiety scale, and test performance was assessed by ESP course examinations. Pearson correlation analysis produced three general findings: First, there was significant positive correlation between test-taking strategies awareness and test performance, such that students with higher strategy awareness had better test scores. Second, test anxiety was significantly and negatively correlated with test performance. Third, an inverse correlation existed between test-taking strategies awareness and test anxiety, suggesting that students employing more strategies experienced less anxiety. These findings highlight the interdependent functioning of strategy awareness and anxiety control in performance. The results suggest that ESP instruction needs to integrate training in the use of test-taking strategies and anxiety reduction in order to assist students most effectively. The study contributes to our understanding of factors influencing language test performance in ESP settings.

This study aimed to examine the cross-lingual recognition of French and English words and their pseudo-homophones to verify the presence of Grapheme-Phoneme Conversion (GPC) for the word recognition of foreign language learners. Considering the study's purposes, 100 Iranian advanced English and French learners were chosen and recruited for the study through the convenience sampling procedure. The participants' homogeneity and proficiency level were checked with the aid of an English proficiency test (McMillan Placement Test (MPT)) and a French proficiency test (Test d'Évaluation de Français (TEF)) before the examination phase. To investigate the participants' reaction times for recognizing the real words, illegal nonwords, and legal nonwords (pseudo-homophones), a computerized test was designed that sought the participants' judgments about the presented linguistic construct on the screen. The employed words were chosen according to their morphological complexity, frequency, and length from the learners' course books. Data analysis revealed that pseudo-homophones were more challenging for both English and French learners to recognize; this was shown by their higher reaction time needed for recognizing pseudo-homophones compared with the real words and the illegal nonwords. Although the occurrence of GPC for both groups was attested, it was significantly stronger for the French learners. These findings suggest that word recognition is inherently a phonological process (not an orthographic one) among foreign language learners. 

This research explores translation dynamics through the innovative lens of chaos theory, focusing on how the butterfly effect manifests in linguistic transfer. By challenging traditional linear translation models, the study demonstrates how seemingly minor initial conditions can generate profound, cascading interpretive consequences across textual landscapes. Adopting a complexity science perspective, among others, the research examines translations of Rumi’s Masnavi and Camus’s L’Étranger to highlight translation’s inherently nonlinear and adaptive nature. The theoretical framework integrates insights from complexity science, poststructuralist theory, and translation studies, offering a sophisticated analytical approach that moves beyond reductive binary conceptualizations. Using purposive theoretical sampling, the study traces how subtle translation choices recursively shape semantic and cultural interpretations. By emphasizing translation’s sensitivity to initial conditions, the research contributes to emerging scholarship that views translation as a complex, dynamic system characterized by intricate interactive processes. Methodologically, the study employs qualitative case analyses to reveal the profound complexity of translation.

Based on Shulman's (1986) concept of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK) emerged and became a helpful framework for comprehending the objectives of using technology in pre-service teacher training programs. The purpose of the present study was to evaluate Iranian pre-service EFL teachers’ (PSEFLTs) perceptions towards their TPACK regarding their gender and academic year of study. To this aim, 254 Iranian PSEFLTs across various academic years of study filled out a 39-item EFL TPACK questionnaire developed by Baser et al. (2016). The questionnaire included seven categories: Content Knowledge (CK), Pedagogical Knowledge (PK), Technology Knowledge (TK), PCK, Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK). Based on the collected data, which were subjected to the Kolmogorov-Smirnov test, descriptive statistics, t-tests, one-way ANOVA, and post-hoc analysis, it was found that PSEFLTs generally held mildly favorable perceptions towards their TPACK. Notably, the lowest mean score was observed for the TK component, while the component with the highest mean score was the CK component. In terms of the gender effect, statistically significant differences were found in the TK and TPCK dimensions, where males outscored females in both TK and TPCK and females outscored males in CK. Furthermore, an examination of the relationship between participants' TPACK and their academic years of study manifested a statistically significant difference primarily between freshmen and seniors. The results are expected to encourage curriculum planners to develop PSEFLTs’ training programs by integrating technology courses into the ELT curriculum.

Neuroimaging has a substantial pedagogical advantage when applied to language learners who are experiencing cognitive procedures during educational settings. Among such learners are L2 learners who may encounter new experiences that neuroimaging may be able to clarify. The purpose of this study is to investigate whether neuroimaging tools are capable of revealing more information about the experience of L2 learners. A systematic review of the literature on the use of neuroimaging in the context of L2 learning is presented in the study. According to a comprehensive search of numerous known databases, 19 articles met the criteria for extensive analysis. The results of the analysis indicate that neuroimaging tools can be used to reveal brain function during L2 learning. Furthermore, it may enable us to uncover brain function during the learning of L2 skills and its neural responses to them. Researchers have also mentioned the challenges in the implementation of neuroimaging tools in L2 procedures. In addition to presenting the testimonies found in the literature, it is emphasized that neuroimaging in L2 learning remains relatively unknown.

The present study surveyed the potential role of podcasting and blogging in improving Iraqi intermediate EFL learners’ motivation. To this aim, 45 learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling. The participants were then randomly assigned to one of the three groups (podcasting vlogging, and control). Successive to administering the motivation scale as pretest, the researchers initiated the intervention, which lasted for 14 sessions and seven weeks, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. They were asked to provide their opinions on how podcasting and vlogging can improve their motivation. The data collected for the quantitative phase were analyzed using one-way ANOVA and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups exhibited higher degrees of motivation in comparison to the control group following the treatments. Moreover, the findings suggested that there was no statistically significant difference between the groups that engaged in podcasting and vlogging. The qualitative analysis indicated that the participants had positive attitudes about using podcasting and vlogging to improve their motivation. The findings are thought to have fruitful implications for teachers, learners and other educational stakeholders at the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.

In spite of numerous studies on the effect of AIAT on foreign language learning, few have examined its impact on university students’ academic writing proficiency over an extended period. This study, therefore, investigated the effect of Google Translate (GT) on the writing proficiency of English as a Foreign Language (EFL) university students. It examined fluency, lexical density, accuracy, and syntactic complexity across four versions of students’ writings: the pretest, writing with the aid of GT, the posttest, and a retention test conducted two to four months after the treatment. The findings indicated that syntactic complexity, accuracy, and fluency improved when students used GT for writing; however, these measures showed a significant decline in the posttest and retention test without GT. This decrease was more pronounced in lexical density and less so in syntactic complexity. Despite this decline, all factors assessed in the retention test still showed improvement compared to the pretest, indicating the positive effect of GT on students’ foreign language writing performance.

Language teachers are professionally expected to serve as educational innovators, change agents, and particularly teacher-researchers. Teacher-researcher identity and its negotiation have received much attention from international scholars. In Vietnam, substantial research has been conducted to examine this concept and its influential factors among tertiary lecturers. Nevertheless, a research gap remains in understanding factors affecting teacher-researcher identity negotiation from other teacher demographics, particularly from an insider’s perspective. Therefore, this autobiographical introspective narrative inquiry addressed this gap by shedding light on the contextual influences on my teacher-researcher identity negotiated during the process of completing a Master’s graduation thesis. Guided by Bronfenbrenner’s Ecological Systems Theory of Human Development as the theoretical framework, the study gathered data from my autobiographical writings and semi-structured interviews with two purposefully-selected outsiders. The collected data were deductively analyzed through thematic analysis. Results revealed that contextual influences (personal, academic, institutional, and socio-cultural contributors) on my teacher-researcher identity negotiation were nested into an ecological system of four concentrated layers, including the micro-, meso-, exo-, and macro-systems, respectively. These findings further showed how the socio-academic condition of the Mekong Delta region affectionately nurtured my growing maturity as a qualitative teacher-researcher. Beyond its scholarly contribution, this study is also a testament to how one’s roots can illuminate the path toward becoming a teacher-researcher, offering inspiration for others walking a similar journey.

This research is aimed to capture EFL teachers’ use of technology in Task-Based Language Teaching (TBLT) by focusing on the variety and intensity of tasks in teaching reading. Driven by the survey research, the data were collected from 71 teachers of English as a Foreign Language (EFL) in Indonesia and analyzed descriptively. The findings show that the EFL teachers perceived that the use of technology in TBLT in teaching reading is important and it can enhance students' language learning experiences. Technology offers engaging materials and activities that aid reading comprehension. Furthermore, EFL teachers' use of various tasks and resources may indicate a need for continuing professional development to improve digital literacy skills and pedagogical strategies of English teachers in EFL context. Although the findings of this survey give an insight into the data of English teachers’ use of technology in TBLT in terms of variety and intensity in teaching reading, this survey has its limitations with regard to the numbers of participants. This research highlights the dynamic relationship among technology, TBLT, and reading instruction in the EFL context, and suggests the need for continued research and exploration of best practices in this area. The current study succeeded in adding new empirical studies related to the variety and intensity in pre-reading, whilst-reading and post-reading activities of EFL teachers enacting teaching reading with the use of TBLT.

The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.