درخت حوزه‌های تخصصی

Le présent article a traité le syntagme prépositionnel, ses caractéristiques, ses emplacements et ses fonctions dans la phrase française pour constater si dans la traduction vers le persan, ce syntagme maintient ses caractéristiques, s’il joue les mêmes rôles et se positionne dans les mêmes endroits dans la phrase persane ou non. Pour mener cette étude contrastive, nous avons choisi Mondo et autres histoires, œuvre du Clézio, dont les phrases sont développées par des syntagmes prépositionnels ainsi que ses deux traductions vers notre langue. Et cela a exigé une étude basée sur la syntaxe et la traductologie, plus précisément, les treize tendances déformantes d’Antoine Berman. Le cadre théorique de la recherche s’appuie sur les travaux des linguistes tels Olivier Soutet et Françoise Dubois-Charlier. La méthodologie a consisté à relever quelques passages de notre corpus avant de souligner les SP des phrases, puis ils ont été analysés selon cette théorie de Berman.

Among four language skills, writing is a complex and demandingcognitive process.Writing is an important tool in evaluationwhere English proficiency needs to be assessed. The present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. The participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, Grammarly software program, Posttest of Essay Writing, and an attitude questionnaire in ten sessions. The data gathered from the comparison of pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers.

Online teaching ultimately encourages language teaching to use established and best practices to provide this teaching modality in empirically validated ways. The use of the media in classrooms leads students to learn about the subject more creatively and objectively.  The study investigated the relationship between teachers' media literacy and their attitude toward online teaching. Three hundred eighty-three males and females EFL teachers participated in the present study. All participants had a Master of Arts in TEFL. The participations were selected through convenience sampling. Then, the researcher used the Pearson correlation to investigate the correlation between teachers’ media literacy and their attitude toward online teaching. The results showed that there was a positive significant relationship between teachers’ media literacy and their attitude towards online teaching.

As a dominant genre of academic writing, research papers can be considered as the locus of reproduction concerning asymmetrical power relations and dominance. Through a purposive sampling consisting of the analysis and evaluation of an argument, the purpose of this study was to divulge the power and ideology latent in the discussion section of the research articles to raise second language learners’ awareness of the epistemological foundations and methodological goals and values of the ideologies behind the texts as social structures. By using a practical reasoning framework as an evaluative tool to analyze a text presented in the discussion part of arguments published in research articles, the analysis revealed that the scientific viewpoints exhibit themselves as the premises of these arguments. These world views maintain the dominance of the papers on global academic and social discourses. Understanding the ideological purpose of the article genre is crucial for promoting democratic and equitable education. This assertion highlights the importance of recognizing this function.

The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from 638 students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS 22, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.

This study was an attempt to explore the impacts of recast and prompt as two types of corrective feedback on the development of knowledge of past tense by Iranian pre-intermediate EFL learners. This study followed quasi- experimental design including pre-test, treatment, an immediate post-test, and a delayed post-test procedure. Initially, the pretest data from learners' performance on the Oral Performance Test (OPT) and the Untimed Grammatical Judgment Test (UGJT) was collected. After administering the pretest, the researchers gave the treatment to two experimental groups. Recast corrective feedback was supplied to the first experimental group, prompt corrective feedback was provided to the second experimental group, and no specific corrective feedback was given to the control group. The immediate post-test was given immediately following the delayed post-test, which was performed three weeks later. The findings of the study showed that when it came to their explicit and implicit knowledge of past tense, students who received prompt or recast corrective feedback outperformed those who received no particular corrective feedback. The results also showed that in this area, students in the group receiving prompt corrective feedback still did significantly much better than those in the recast group. The findings of this study may be useful for all stakeholders in the field of education but particularly for language teachers and students. They would benefit language teachers, teacher trainers, and material developers interested in employing task-based approach with feedback in their pedagogical activities.

While the issue of intercultural competence has received considerable attention in second language learning and teaching over recent decades, the lack of a practical, valid, and dependable instrument to cross-culturally measure intercultural competence is strongly felt. For this reason, the current study aimed at developing and validating an inventory to examine EFL learners’ intercultural competence within the context of Iran. Following a qualitative-quantitative descriptive method research design, an instrument consisting of items adapted from intercultural competence-based survey instruments was generated. Accordingly, the study recruited 200 Iranian EFL learners to fill out the inventory. Furthermore, nine Iranian university professors in Applied Linguistics received an earlier draft of the Intercultural Competence Inventory (ICI) after it was prepared. The experts were requested to provide feedback on the developed Inventory’ content and face validity. After expert/content validation, the construct validity of the inventory was checked using R software running Mokken Scale Analysis. The analyses aimed to determine the structure of the inventory and verify the effectiveness of a five-point Likert response scale. The results concerning item attributes and the quality of the response scale provided confirmation of the scale's internal validity. Hopefully, the presence of this inventory in the Iranian context, characterized by strong internal consistency, internal validity, and construct validity, can contribute valuable insights to the study of intercultural competence among language learners.

This research explores the verbs used in aphasic spoken data by using Hallidayan systemic functional linguistic framework and compares them with the type of verbs used by healthy subjects. Persian aphasia test was used to recruit eight right-handed aphasic patients (mean age of 57.5 years) based on convenient sampling, and there was also another control group of six healthy participants (mean age of 52.2±2.04 years). They were interviewed orally and the process types in each group were determined and compared. These processes were compared to each other by using descriptive statistics characteristics such as the mean and standard deviations of the processes. In order to study descriptive results more precisely, statistical inference was used and ‘test for comparing two binominal populations’ was implemented to analyze differences of the process proportions between two groups. Results showed that aphasics significantly used more material processes than normal individuals (p=0.021); on the other hand, aphasics significantly used less relational (p=0.012) and behavioral (p=0.018) processes than normal individuals. There could be seen no significant differences for the use of mental, verbal, and existential processes between the two groups (p>0.05). Relying more on some processes and less on some others in aphasics implies the linguistic areas where they have more problems with and suggests where they base their speech in the process of recovering linguistic abilities. These findings has implications for both linguists and language pathologists.

Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs in CMC applications. The current study aimed to explore if there is a difference between synchronous and asynchronous multimodal scaffolding on the freewriting complexity of EFL learners. Besides, genders’ perceptions about applying multimodal scaffolding were compared. Participants were 84 EFL learners who randomly assigned into three groups. For the pre-test, a picture, podcast, and movie were shared, and the participants were asked to complete their freewriting tasks individually within the allocated time. For treatment, one experimental group was scaffolded in a synchronous environment by sending messages on WhatsApp, and the other experimental group experienced asynchronous scaffolding via email. The results indicated that multimodal scaffolding is beneficial. However, no significant difference was found between the writing complexity of synchronous and asynchronous groups. Furthermore, a significant difference between males’ and females’ tendency to use multimodal scaffolding was uncovered. The findings highlighted the role synchronous and asynchronous multimodal scaffolding can play in collaborative writing tasks

The purpose of the present research was to investigate if the type of feedback significantly affected EFL learners’ uptake. In addition, it aimed to search if feedback could lead to more learners’ attention in EFL classes. The participants were 60 EFL learners. The data were obtained from classroom observations in addition to running a test. In order to investigate the effects of teachers’ CF on learners’ uptake, the current study employed Lyster and Mori’s (2006) taxonomy of CF types and learners’ immediate uptake moves. All episodes which included learner errors were identified by the researcher. Then, instances with teacher feedback were extracted. In order to investigate the amount of uptake by the participants, an uptake sheet was utilized. the uptake sheet was facile and easy to understand. Corrective feedback and uptake were coded and tabulated. It was shown that recasts were the most highly frequent type of feedback followed by explicit correction and prompts. In addition, the frequency of uptakes followed by recast was higher than the uptakes followed by explicit correction and prompts. The results of Anova Test revealed a significant difference among various amounts of uptake followed by different types of feedback (p >.034).

Many studies have advocated the importance of teaching critical thinking (CT) skills, and have also provided some suggestions for its effective pedagogy. However, there is a dearth of research examining the efficacy of such instruction. This quantitative(quasi-experimental) and qualitative study aimed to investigate the impact of explicit instruction of critical thinking (CT) on university students’ critical thinking skills measured through the Watson-Glaser Critical Thinking Appraisal (WGCTA) used as both pre- and post-test. The participants comprised four groups of 15-16 students each. The groups received different CT treatments: Critical Linguistics (CL) and Critical Discourse Analysis (CDA) (group 1), 11 Questions (group 2), CL and CDA followed by Peer Evaluation (group 3), and a control group (group 4) that only read about CT without practicing it. After receiving instruction on CT, the three treatment groups (1-3) critically analyzed 33 texts over 11 sessions. The results of the study indicated that Group 3 (CT & CDA followed by PE) had the highest improvement in their WGCTA scores from pre-to post-test, followed by Groups 2 and 1, while the control group showed no significant gain. The findings imply that reflecting critically on language learning materials can reveal hidden cultural and ideological elements within the texts. This can significantly enhance learners' advanced thinking skills, as well as support them in resisting cultural imperialism.      

The coronavirus pandemic affected education enormously, and despite numerous previous efforts to achieve digitalization, virtual teaching revealed deficiencies in both the EFL teachers’ digital competence and in the peripheral use of Information and communication technologies (ICTs). This study focused on a sample group to analyze the relationship between the implementation of this model and the pre-pandemic digital approach in order to identify deficiencies that need to be strengthened to achieve increasingly effective integration of blended learning. A questionnaire was used to collect data from participating teachers in the areas of school digital strategy, digital competence, and teaching practice in blended learning. The data were analyzed through structural equation models, verifying the relation between variables and also according to specific training on ICTs. An active but insufficient effort on the part of the participants’ schools to promote digitalization was revealed. The implementation of blended learning has been favored more by the responsiveness of participating EFL teachers than by the provision of specific training on the part of schools, which lacked common guidelines from the public administration. These EFL teachers can respond to changes, but the schools’ support is essential for the successful implementation of blended learning, updating the approach of the digital strategy adopted so far.

This study was done to investigate the relationship between technological pedagogical content knowledge and reflective teaching of Iranian ESP teachers in online classrooms. To meet the goals, 254 ESP teachers from different universities in Iran were selected to take part in the study. The technological pedagogical content knowledge and teachers’ reflective teaching questionnaires were used as the main instruments of the study. Pearson correlation and multiple regression were calculated to analyze the data gathered from the questionnaires. The findings showed that the relationship between Iranian ESP teachers' technological pedagogical content knowledge and their reflective teaching in online classrooms was significant and the components of TPCK significantly predicted the Iranian ESP teachers’ reflective teaching. The findings of the study assist ESP teachers to employ technological pedagogical content knowledge to enhance their reflective teaching in the teaching process.