درخت حوزه‌های تخصصی

This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement.

Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.

Politicians adopt a variety of linguistic strategies in their speeches to connect with their audience. To name one, appraisal, as a system of interpersonal meaning, is concerned with evaluation where resources are used for negotiating social relationships. Despite their significance in shaping texts, there have hardly been any extensive inventories of appraisal tools contrasting electoral speeches. The current study examined the evaluative strategies used by presidential candidates during the American 2008 and Iranian 2009 national polls. To this end, we applied qualitative and quantitative analyses and the results revealed significant differences among the winners and losers of each group. While affect and judgment were substantially utilized by the winners in both American and Iranian contexts, appreciation resources were context-sensitive. Differences in the kind and nature of attitudinal markers revealed their different political, social, economic and international statuses at election time.

ترجمه اصطلاحات فرهنگ- محور در حیطه نظری و عملی ترجمه از اهمیت بسزایی برخوردار است. مقاله حاضر بر آن است تا روشهای مناسب ترجمه چنین اصطلاحاتی را مشخص نماید. پس از استخراج معادل اصطلاحات مربوط به فروع دین اسلام در پنج ترجمه انگلیسی قرآن کریم ، روش هر مترجم در ترجمه این اصطلاحات و نیز میزان استفاده از هر روش تعیین شد. نتایج نشان داد که روش ترجمه تحت اللفظی پرکاربردترین و در نتیجه مناسب ترین روش ترجمه این اصطلاحات از نظر مترجمین منتخب در این تحقیق می باشد.

The purpose of this study was to investigate the effect of teaching communication strategies on students’ self-efficacy in speaking in content-based courses in Iranian EFL context. To this end, 30 students in two content-based classes, one as the experimental group and another as the control group, in SAMA private junior high school school in Tabriz, participated in this study. Communication strategy instruction was taught explicitly over a period of 16 one-hour sessions to the experimental group, while the control group didn’t receive any explicit communication strategy teaching. Data on the learners’ self-efficacy in speaking were collected through a researcher made questionnaire. The results of the data analysis using ANCOVA revealed the positive effect of teaching communication strategies (CSs) on students’ self efficacy in speaking in content-based courses in Iranian EFL context. The findings of this study have important implications for material developers for designing activities involving communication strategies and for teacher training programs for teaching communication strategies to improve learners’ self-efficacy regarding speaking skill.