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This study was intended first to categorize the L2 learners in terms of their learning style preferences and second to investigate if their learning preferences are related to lexical inferencing. Moreover, strategies used for lexical inferencing and text related issues of text density and parts of speech were studied to determine their moderating effects and the best predictors of lexical inferencing. To this end, a posttest group design with 142 students studying engineering was adopted for the study. Perceptual style preferences questionnaire was administered to identify the students’ major learning styles, followed by strategy training for deriving the meaning of unknown words. Finally, lexical inferencing texts were given to the students to study and extract the meaning of unknown words and concurrently determine the type of strategy used for lexical inferencing. The results indicated that a great proportion of students belonged to the kinesthetic category of styles while the predominant treatments in the class were audio-visually structured. The analysis also revealed that tactile, kinesthetic, and group categories of style preferences are meaningfully related. Moreover, it was found that learning style preferences lead to statistically different lexical ineferncing. As for the strategies, the ‘syntactic knowledge analysis’ showed the highest correlation with ‘auditory learners’. Lexical density and parts of speech were also shown to moderate the effect of perceptual style preferences on lexical ability. On the whole, strategy and perceptual style preferences were found to be the two best predictors of successful lexical inferencing.

یادگیری یک زبان خارجی از طرفی با نوعی دانش راهبردی و از طرف دیگر با سطحی از اضطراب آزمون ارتباط دارد، اگرچه معمولا داشتن اندکی اضطراب آزمون طبیعی است. مطالعه اخیر به بررسی رابطه میان استفاده از راهبردهای شنیداری، اضطراب آزمون و عملکرد آزمون شنیداری فراگیران ایرانی سطوح متوسطه و پیشرفته ی زبان انگلیسی به عنوان زبان خارجی پرداخت. بدین منظور 80 فراگیرایرانی زبان انگلیسی ( 40 نفر در سطح متوسطه و 40 نفر در سطح پیشرفته ) در این تحقیق شرکت نمودند و پرسشنامه ی استفاده از راهبردهای شنیداری لی (1997)، مقیاس اضطراب آزمون ساراسون(1975) و دو مونولوگ از عملکرد آزمون شنیداری که از بخش شنیداری تافل TOEFL ETS)) انتخاب شده بود را کامل نمودند. نتایج آزمون همبستگی پیرسون نشان داد که بین اضطراب آزمون وعملکرد آزمون شنیداری رابطه منفی معنی دار و بین استفاده از راهبردهای شنیداری و عملکرد آزمون شنیداری رابطه مثبت معنی داری وجود دارد.همچنین نتایج تحلیل رگرسیون چندگانه نشان داد که استفاده از راهبردهای شنیداری پیش بینی کننده ی بهتری برای عملکرد آزمون شنیداری است.به علاوه نتایج آزمون تی مستقل نشان داد که بین فراگیران ایرانی سطوح متوسطه وپیشرفته ی زبان انگلیسی در میزان استفاده از راهبردهای شنیداری و میزان اضطراب آزمون تفاوت معنی داری وجود دارد.

The present study aimed to explore the impact of teaching critical thinking skills through applying debate on the use of communicative strategies. At first 60 intermediate students were selected and placed in two homogenous groups of control and experimental through passing Nelson test. Then, a critical thinking appraisal was run to the two groups both before and after the treatment. The treatment that experimental group received during the term was 10 sessions of debate as a classroom activity. The analysis of the collected data exhibited significant difference between the two groups concerning critical thinking skill. The results showed that the subjects in experimental group were oriented toward critical thinking. In a subsequent stage, the subjects were asked to write a story in English based on a series of related pictures. Then, the number of communicative strategies including achievement and reduction ones were counted carefully. A t-test was run to find whether the differences between the two groups regarding the use of such strategies were significant or not. The results revealed that the subjects in experimental group used more achievement strategies. Concerning the use of reduction strategies by the two groups no significant difference was found.

Lexical bundles, frequent word combinations that commonly occur in different registers, have attracted researchers in corpus linguistics in the last decade. While most previous studies of bundles have been mainly concerned with variations in the use of these word sequences across different registers, very few studies have focused on their use across disciplines. To address possible disciplinary variations in the use of these word combinations in academic register, this quantitative and qualitative study chose to investigate, compare, and contrast range, frequency, and function of anticipatory it bundles as a sub-set of these word clusters with important metadiscursive functions in published writing. For this purpose, the study zoomed in research articles of applied linguistics and analytical chemistry as a soft and hard science, respectively. The results indicated that generally anticipatory it bundles could be regarded as a distinctive characteristic of academic writing in both disciplines. At the same time, each discipline was found to draw almost on a particular set of it bundles in the development of its discourse. However, analytical chemistry seemed to rely more on these bundles in the development of its discourse. Functional analysis also showed that it bundles served a wide variety of functions in both disciplinary areas. Therefore, this study called for a more robust pedagogical focus on different multi-word sequences like anticipatory it lexical bundles. The findings also highlighted the importance of a more genre-focused EAP (English for academic purposes).

ELT has recently witnessed a shift away from a method-bound orientation and toward a post-methodic view of teaching English. Consequently, the focus of some second language teacher education programs has shifted toward sociopolitical aspects of ELT (Miller, 2004) and its contributions to reinforcement or transformation of the status quo (Kumaravadivelu, 2003a). Yet, in many countries, including Iran, ELT teacher education has maintained a relatively method-bound focus on technical dimensions of teaching English and has avoided adopting a critical and sociopolitical approach to ELT. In order to investigate the ways in which teacher education as currently practiced facilitates or stifles implementation of postmethod in ELT, the present study explored English teachers’ perceptions of the dominant approaches to teacher education in ELT centers in Iran and their ideological and pedagogical bases. To this end, 23 language teachers were interviewed about the logistics, content, and procedures of the teacher education programs they had attended. The analysis of the interviews, as directed by grounded theory, yielded three themes, namely no/little teacher learners’ involvement in course design and implementation, dominance of a transmission model, and dominance of a linguistic and technical focus

This study evaluated the translation quality of English equivalents of Persian proper nouns in the tourist signs and bilingual boards in Isfahan. To find different errors in the translations of the bilingual boards and tourist signs, the data were collected directly by taking picture or writing exactly from the available tourist signs and bilingual boards. Then, the errors were assessed by Multilingual eLearning in Language Engineerin (MeLLANGE) translation error typology, a model for evaluating and marking the errors of a project by Leonardo da Vinci center of education and culture in the University of Paris. The findings revealed that the most frequent errors in Persian-English translation were related to errors of incorrect cases in full upper cases, errors of transferring the content by source language intrusion in the un-translated translatable cases and errors related to the syntax of language. As a conclusion, using expert and knowledgeable translators, applying a consistent method, and employing a comprehensive and standard system can be effective to reduce such errors.

این مقاله به بررسی تکواژ اشتقاقی در پسوندهای خاص در زبان های فارسی و روسی می پردازد. شواهد مثال از کتاب «ذخیره خوارزمشاهی» اثر معروف سید اسماعیل جرجانی برگرفته شده است. نویسنده این دانشنامه پزشکی به رغم ورود اصطلاحات فراوان زبان عربی به زبان فارسی، به منظور حفظ و صیانت زبان فارسی با اجتناب از کاربرد کلمات و اصطلاحات عربی و لاتین، اثر خود را به زبان مادری یعنی زبان فارسی نگاشته است. نویسندگان این مقاله تلاش کرده اند تا با روش های گوناگون، پسوندها را در این دو زبان مطالعه و بررسی کنند. با توجه به دستاوردهای پژوهش حاضر می توان گفت که سازنده ترین شیوه برای ساخت اسم و صفت، استفاده از پسوند است. در این مقاله ابتدا پرکاربردترین پسوندهای زایا و غیرزایا فارسی استفاده شده در کتاب ذخیره خوارزمشاهی و سپس معادل آن ها در زبان روسی مشخص شده و شباهت های معنایی آن ها بیان گردیده است. همچنین به این نکته اشاره شده که تلفظ بعضی از پسوندهای فارسی در گذر زمان از روزگار پیشین تا دوره معاصر تغییر یافته است. بعضی از پسوندها به عنوان کلمات جداگانه دارای معنا بوده اند، اما در حال حاضر آن معنا را از دست داده و به پسوند اشتقاقی تبدیل شده اند.

Increasingly, we can build new bridges between related fields of education. This makes it possible to use techniques that were originally designed for one specific area of teaching, in others. An example of this can be, on the one hand, the teaching of audiovisual translation and, secondly, the teaching of foreign languages. We can find instances of this possibility in recent and noteworthy works in which, for example, the application of subtitles to learn a foreign language is explored. Thus, along the same lines, the main objective of this article is the search for other possible avenues of connection between the two areas mentioned above, taking advantage of new technologies and of the tools with which they provide us. Our starting point will be audiovisual translation teaching and the use of software programs such as Windows Movie Maker and Subtitle Workshop, to later transfer them to the second language (in this case, English) classroom. In the first of these contexts, both software programs allow for, among many other possibilities and respectively, dubbing and subtitling simulations in class. On this occasion, our intention is to show the potential of the aforementioned software in the English language class, but not for interlinguistic purposes, as in the case of dubbing and subtitling into another language, but for intralinguistic ones, as in the case of postsynchronisation and of subtitling into the same language.