درخت حوزه‌های تخصصی

This study investigates the impact of teachers’ rapport on classroom interactions and students’ participation in class activities, comparing experienced and novice EFL teachers. Rapport, defined as a positive, harmonious relationship between teacher and students, is often cited as critical for effective communication and a supportive learning environment. Despite the extensive literature emphasizing the importance of rapport in enhancing student engagement, motivation, and classroom dynamics, limited research has explored the role of teaching experience in moderating these effects. The study involved 40 EFL teachers (20 experienced and 20 novice) from Safir Language Academy in Tehran, with data collected through classroom observations. An independent t-test was used to analyze the differences in classroom interaction and student participation between the two groups. The findings indicate no significant difference between experienced and novice teachers in terms of the impact of rapport on classroom interactions and student participation. The study’s results challenge previous research, suggesting that the level of teacher rapport, regardless of experience, does not significantly influence classroom dynamics or student engagement. These findings imply that other factors may play a more substantial role in shaping classroom interactions and participation, warranting further investigation into the complexities of teacher-student relationships and their effects on learning outcomes.

As a possible and influential factor in academic success, student growth mindset has recently received attention. However, the number of the studies concerning the effects of growth mindset on language skills in the context of Iran is not considerable and no study has specifically examined the influence of growth mindset on Iranian EFL learners’ vocabulary development. To fill this gap, this study was conducted in order to investigate if the intervention has any significant effects on Iranian EFL learners’ vocabulary development compared to those who do not receive such intervention. A quasi-experimental design in the form of pre- and posttest was used in this study. To homogenize the participants in terms of their proficiency, OQPT was used. Subsequently, out of 78 learners, sixty Iranian intermediate language learners were randomly assigned into two groups of control group receiving conventional vocabulary training and experimental group receiving a growth mindset intervention besides the conventional method for vocabulary learning. Vocabulary knowledge of the students was tested with the help of a vocabulary knowledge test that was specifically prepared and developed by researchers. To investigate if using growth mindset intervention had positive effects on learning English vocabulary by the learners in each control and experimental groups, two sets of paired-samples t-test were conducted. Afterwards, to explore which method had been more effective, the mean scores of the posttests of the control and experimental groups were compared by executing an independent two-sample t-test. The results revealed that implementing growth mindset intervention had positive effects on vocabulary development of EFL learners. Accordingly, this study has pedagogical implications for EFL teachers and students, as well as material designers.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.

The interplay of Iranian EFL learners’ tolerance of ambiguity and their performance encountering unknown vocabularies in reading comprehension while considering their L2 reading anxiety was investigated in this study. A sample of 70 intermediate-level EFL learners from a language institute in Shiraz, Iran participated in the study. The Second Language Tolerance of Ambiguity Scale (SLTAS) and the Foreign Language Reading Anxiety Scale (FLRAS) were used to measure participants’ ambiguity tolerance and L2 reading anxiety, respectively. To assess students’ performance in dealing with new words in reading comprehension, two vocabulary tests and two reading tests were given to them. The data were analyzed by both SPSS and PLS 4 software using Pearson correlation and structural equation modeling (SEM). The findings revealed significant relationships between ambiguity tolerance and reading comprehension performance encountering unknown vocabularies, between L2 reading anxiety and reading comprehension performance encountering unknown vocabularies, and between ambiguity tolerance and L2 reading anxiety. Additionally, L2 reading anxiety was found to play a significant mediating role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. Moreover, the study provides evidence that reading anxiety does not play a moderating and significant role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. The study suggests that ambiguity tolerance and L2 reading anxiety are important factors that influence Iranian EFL learners’ performance encountering unknown vocabularies in reading comprehension. This study highlights the importance of fostering ambiguity tolerance and reducing L2 reading anxiety in both language teaching and learning. In addition, it provides insights for syllabus designers to d

La langue et la culture sont indissociables, car la culture se manifeste dans la langue et grâce à cette dernière, pourrait être fournie la base nécessaire à la manifestation de la culture. La traduction est un discours socioculturel où les sociétés humaines pourront afficher leur identité culturelle en invoquant l'autre. La problématique principale autour de laquelle s’organise cette recherche est celle de savoir comment dans la traduction, les culturèmes provoquent le déplacement des frontières sémantiques et comment l’union entre le nous et les autres, comme l’explique Y. Lotman dans la théorie de la sémiosphère, serait possible.  Cette recherche aura pour objectif de montrer que dans la traduction du roman Papillon, la transmission du sens des culturèmes dépend des situations discursives fondées sur deux systèmes sémantiques convergents et divergents. La présente étude est fondée sur l'analyse du corpus c’est-à-dire le roman Papillon d’Henry Charrier traduit par Parviz Naghibi. Ainsi les données principales de la recherche seront collectées à partir du corpus. Après avoir analysé les stratégies du traducteur, nous chercherons à apporter des solutions pour la bonne transmission du sens des culturèmes dans le processus de traduction. Enfin, nous essayerons de déterminer les typologies de traduction des culturèmes du point de vue de J. Fontanille. Les résultats de cette recherche indiquent que le traducteur n’a pas réussi à transférer le sens des culturèmes, car en adoptant des stratégies qui ne sont pas convenables pour traduire des éléments culturels d’une langue à l’autre, il n’a pas essayé de réduire les distances entre le nous et l’autre.   

This study explores the impact of supplementary blended learning on the listening comprehension skills of Iranian English as a Foreign Language (EFL) learners. A sample of 60 male Iranian EFL learners was selected from a population of 100 learners studying English at Pardis Language Institute, Hamadan, Iran, via double-stage sampling. After being selected, participants were sorted into two groups, that is, a control group and an experimental group. In the treatment sessions, all participants listened to parts of the American English File (book 2). The participants in the control group received the usual procedure of teaching listening in the institute. In the experimental group, the students received target language input via videos and supplementary reading materials before classes so that they had sufficient exposure to the input. The listening topics were uploaded on a common social networking site, i.e., the telegram application, which was also reserved for giving teachers feedback on the students’ questions. The results of the data analysis showed that supplemental blended learning had a statistically significant effect on EFL learners’ listening comprehension. In other words, the research question was answered positively, and the corresponding null hypothesis was rejected.

Critical pedagogy places a significant emphasis on dialogue due to its transformative potential within educational settings. This approach fosters critical thinking, self-reflection, and empowerment among students, encouraging them to engage deeply with the material and question underlying assumptions. While research in English as a Foreign Language (EFL) contexts has delved into the application of critical dialogue, there has been a notable gap in understanding how teachers perceive and implement this approach in their classrooms. This study seeks to address this gap by collecting data through ethnographic interviews with 22 teachers over three months. Data analysis was then conducted using a constructivist grounded theory methodology. Results showed that for critical dialogic teaching to be effective, two essential conditions should be met: (1) the presence of a critical dialogical teacher who embodies characteristics such as openness, mediation, and the ability to create a supportive environment, and (2) the use of specific strategies, such as authentic tasks, group work, and technology, to foster engagement and diverse perspectives. These findings have significant implications for language education, highlighting the need for teacher training that supports the development of dialogical teaching practices, promotes inclusive classroom environments, and empowers students to engage critically with both language and content. The study also underscores the importance of addressing the cultural and contextual factors that influence how critical dialogue is perceived and implemented by teachers in EFL settings.