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Implementation and Assessment Challenges in Iranian Secondary High School EFL Program(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
1 - 20
حوزه های تخصصی:
Paradigm shift in language education has caused many countries including Iran to reshuffle their public EFL educational program. However, such a promising trend in Iran has entailed serious challenges, which necessitated this study aimed at collecting data from 70 teachers and 70 students to investigate the CLT challenges in terms of both teachers' pedagogical and assessment areas. A Partial Least Square Model (PLSM) addressed these two variables. The findings showed that the first three sub-traits of both CLT and testing knowledge have varying contributions to the main latent variables, respectively. Second, Friedman test indicated lack of compatibility between the respective dimensions as to the implementation of the program. Third, the post-hoc comparison tests revealed that teachers perceived CLT significantly lower than the three areas of CLT testing, knowledge of CLT tests and knowledge of developing CLT tests. Also, their knowledge of characteristics of CLT was significantly lower than their perceptions of CLT testing, and knowledge of CLT tests. However, their knowledge of the characteristics of CLT was not significantly different from that of developing CLT tests. Finally, their knowledge of techniques in CLT was significantly lower than their perceptions of CLT testing, knowledge of CLT tests, and knowledge of developing CLT tests. In sum, the Iranian public EFL program still suffers from both implementation and assessment challenges necessitating remedial teacher education program.
صورت های شکسته و فرهنگ های فارسی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
صورت شکسته، شکلِ نوشتاری کلمه، وند یا پی بستی است که اولاً، مبیّن تلفظ سبک گفتاری فارسی باشد، و ثانیاً، معادل آواییِ سالمی در زبان رسمی معیار فارسی داشته باشد، مثلاً «اگه» و «می تونم» صورت های شکسته کلمات سالمِ «اگر» و «می توانم» هستند؛ یا «-رو» صورت شکسته کلمه دستوری و سالم «را» است. در این مقاله، به اختصار درباره علل درج کلمات شکسته در فرهنگ های فارسی و نیز شیوه درج این صورت ها سخن می گوییم. پیکره را از 112 اثر نمایشی و داستانی فارسی (نک. پیوست)، و صد کلمه از گفت وگوهای منتشرشده صد ساله اخیر، به زبان فارسی، به صورت تصادفی برگزیده ایم. به باور نگارندگان، لازم است، دست کم صورت های شکسته به کاررفته در ادبیات معاصر فارسی استخراج و در فرهنگ های عمومی فارسی مدخل شود. تعداد این صورت های شکسته بسیار اندک است و شاید بیشتر از موارد پیکره محدود ما نباشد.
The Impact of Linear Process versus Genre-Based Approach on Intermediate EFL Learners’ Accuracy in Written Task Performance(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸
186 - 202
حوزه های تخصصی:
The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction for 8 sessions. Narrative and process-tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure. Independent samples T-test was employed as the statistical means of analysis. The results of the study revealed no difference between the performances of two groups in written narrative task, however, the result of statistical analysis in process task was significant. The study might carry some pedagogical implications for second language teachers, SLA researchers, teacher education and task designers.
The Relationship between L2 Listening Comprehension and Listening Fatigue among Iranian Intermediate EFL Learners(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
103 - 124
حوزه های تخصصی:
Listening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listening fatigue among Iranian EFL learners. For this purpose, 86 intermediate and upper-intermediate Iranian EFL learners randomly selected after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized in order to gather the necessary data. Afterwards, during the qualitative phase, oral interviews were employed to obtain 30 % of the participant’s’ attitudes about the relationship between listening comprehension and listening fatigue. Applying a Pearson product-moment correlation revealed that there was a significant relationship between L2 listening fatigue and their listening comprehension. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude about the relationship. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is that in order to enhance EFL learners’ L2 listening comprehension, it is better to reduce their debilitative listening fatigue.
بررسی استعاره های خشم در زبان های فارسی، کردی و گیلکی در چهارچوب شناختی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
در پژوهش میدانی و توصیفی- تحلیلی حاضر، به بررسی ساختار مفهومی خشم در سه زبان فارسی، کردی و گیلکی پرداخته ایم. روش مطالعه، تحلیل الگوی استعاری است که استفانوییچ (2006) پیشنهاد نموده است. چهارچوب نظری در بررسی استعاره، مدل انطباقی لیکاف و جانسون (1980) و در بررسی استعاره احساسات و نقش فرهنگ در شکل گیری آن، رویکرد کووچش (2005) است. عبارات استعاری مبیّن خشم، در سه زبان با مصاحبه و گفت وگو با گویشوران گردآوری شد و پس از تحلیل و استخراج نگاشت ها، شباهت ها و تفاوت ها مشخص گردید. نتایج نشان می دهد شباهت ها ریشه در تجربیات یکسان انسان ها از این حس، و تفاوت ها ریشه در نگاه متفاوت فرهنگی و انتظارات متفاوت هر زبان از اعضای خود دارد.
کارکردهای «را» در برخی گویش های فارسی خراسان(مقاله علمی وزارت علوم)
حوزه های تخصصی:
در این جستار بر آن ایم کارکرد نشانه «را» را در برخی گویش های فارسی خراسان بررسی کنیم. بررسی نقش های این نشانه در گویش های فارسی خراسان نشان داد که سرعت تغییرات در کارکردهای این نشانه در این گویش ها نسبت به فارسی معیار کندتر بوده است؛ برخی نقش های این نشانه در دوره های اول و دوم فارسی نو، همچنان در برخی از این گویش ها کاربرد دارد. این نقش ها که بررسی و تحلیل خواهند شد، عبارت اند از کاربرد «را» به عنوان حرف اضافه «به» همراه با گروه اسمی در نقش مفعول غیرمستقیمِ فعل های پرکاربردی چون «گفتن» و «دادن» و ... که در فارسی معیار امروز به کار نمی رود، کاربرد «را» با فعل هایی مانند «بد آمدن»، «خواب آمدن» و ... که در فارسی امروز با واژه بست ظاهر می شوند، و دیگر کاربرد «را» با گروه اسمی در نقش فاعل/ نهاد به عنوان نشانه ای که به لحاظ نحوی زائد است.
Efficacy of Symmetrical and Asymmetrical Pushed Negotiations in Boosting Speaking(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
21 - 44
حوزه های تخصصی:
This study was set out to shed light on the efficacy of pushed output directed by scaffolding on 41 (24 female and 17 male) upper-intermediate EFL learners’ speaking fluency and accuracy. A public version of IELTS speaking test was held to measure learners’ entrance behavior. Then, they were randomly assigned into symmetrical, asymmetrical, and control group. The experimental and control groups covered 7 lessons of New Interchange 2 during 15 sessions, twice a week for about 45 minutes each session. Control group received placebo while symmetrical and asymmetrical groups worked on pushed output tasks. The data were audio recorded and transcribed for statistical analyses. The results indicated the efficacy of pushed output in boosting speaking. However, tests of between-subjects effects revealed that the mean score of the control group was not significantly different from that of experimental groups concerning speaking fluency. Furthermore, the results of Tukey's HSD post-hoc tests showed that asymmetrically pushed output activities were more effective in enhancing learners speaking accuracy. In sum, the results suggested that the implementation of pushed out put strategies in student centered contexts could be considered as an effective way in the development of learners’ oral output.
پی بست ها و پیش بست های ضمیری در گویش ابوزیدآبادی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
پی بست ها و پیش بست های ضمیری، صرف نظر از جایگاه، نقش های مختلف نحوی دارند. در گویش ابوزیدآبادی سه ضمیر پی بستی و یک ضمیر پیش بستی وجود دارند. پی بست های فاعلی، مانند فارسی، در پایان اغلب نمودهای فعلی، به جز ماضی متعدی ظاهر می شوند ولی برخلاف فارسی در ماضی متعدی نقش پی بست مفعولی و متممی دارند. افزون براین می توانند بیانگر شمار مفرد و جمع، و به ویژه در سوم شخص مفرد، بیانگر جنس دستوری مفعول نیز باشند. گروه دیگر پی بست های شخصی اند که به جز ملکیت در فعل های ماضی متعدی، به غیر از استمراری، عامل اند. این پی بست ها می توانند میزبان اکثر واژه های جمله باشند. گروه چهارم پیش بست هایی هستند که در فعل ماضی استمراری متعدی، کنندة کار و در مضارع اخباری و التزامی متعدی در نقش مفعولی ظاهر می شوند، درنتیجه، غالب جمله هایی که در آنها از فعل متعدی استفاده می شود دو مفعولی هستند و براساس ساختار ارگتیو، مفعول در شمار و جنس با فعل مطابقت دارد. پی بست ها نقش عمده ای در آشکار ساختن واکه یا همخوانِ پایانیِ حذف شده دارند.
The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
85 - 102
حوزه های تخصصی:
Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.
An Investigation of Iranians and International English Students'Attitudes towards Intercultural Communicative Competence(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
151 - 179
حوزه های تخصصی:
The present study aimed to investigate the attitudes and perceived nature of thinking and understanding towards intercultural communicative competence (ICC) among International English major students. Accordingly, this study employed the paradigm of a sequential mixed-method research, in which it comprised a qualitative phase followed by a quantitative phase. The participants of the first phase of the study were 30 undergraduate English major students in their third year at Isfahan Islamic Azad University in Iran; and the participants of the second phase of the study included 30 international ESL students in their first year at Gonzaga University (GU), in Washington, U.S. The analysis of narratives in the first phase of the study indicated that the participants had diverse attitudes towards intercultural encounters. The results of the statistical analyses of the second phase of the study showed that the most important individual difference variables directly influencing students’ intercultural communicative competence were their communication apprehension and their perceived communicative competence. This study also showed that students’ self-image as communicators were of utmost importance: if students believe they are good communicators in English, theyare more likely to be self-confident and are more likely to take part in intercultural encounters. Thus, instructors should help students achieve a realistic self-image about their performance in English and support them if they lack self-confidence.
Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸
91 - 110
حوزه های تخصصی:
With the rapid expansion of deploying mobile instant messaging applications such as Telegram for the purpose of language learning, it is quite apparent that language research in this regard is lagging behind the trend. This study addressed the matter by exploring how language learners utilize a Telegram group for the purpose of language learning. In this regard, the activities of a Telegram language learning group with 74 active members was observed and recorded for a week. To capture the patterns of utilization of the group, a thematic analysis was conducted on the compiled corpus of approximately 45000 words gathered by recording the messages posted by the group’s members. The analysis indicated that the themes of utilization of the Telegram language learning group were discussing content-based topics, seeking and sharing resources, recommending conversation opportunities, sharing learning strategies, and giving corrective feedback on each other’s language. The findings of this research illustrated the potential of mobile messaging applications for creating opportunities for self-initiated and collaborative language learning.
Directed Reading-Thinking Activity and Reading Comprehension(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸
111 - 126
حوزه های تخصصی:
Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance students’ reading comprehension ability of graded readings. To do this end, 50 intermediate students from Zabansara Institute were randomly assigned to two groups (one control and one experimental) each consisting of 25 participants. Drawing on a mixed-methods design, the two groups were compared in pre-test and post-test in the quantitative phase. In the qualitative stage, fifteen students from experimental group were interviewed on the effect of implementing DRTA based setting on their comprehension of graded readings (The implemented readings in this study were narrative texts). The findings of the study revealed that DRTA had significant effect on participants' reading comprehension of graded reading. The study provides some pedagogical implications for EFL teachers and students, and suggests some possible avenues for further studies as well.
Professional Success among Iranian University Professors of TEFL: A study on the Basis of Goffman's Footing Theory(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸
168 - 185
حوزه های تخصصی:
This study aimed at exploring the influence of the role that a teacher employs on his/her professional success. The teacher role was investigated from a new outlook, Goffman's footing theory. According to Goffman (1981), a speaker's role can be classified into three categories of animator, author, and principal, characterized as the repeater of the ideas made by the others, the paraphraser of concepts, and the creator of original ideas, respectively. Applying this theory in the educational context, the researchers selected 36 university professors of TEFL in the MA level and asked their students (N=118) to identify their professors' dominant role as animator, author, or principal, both generally and individually, via a metaphor checklist and their professional success via the Characteristic of Successful Iranian EFL Teacher Questionnaire. The results of Chi-square analysis indicated that the professors dominantly take on the author and animator roles respectively. One-way Anova results also demonstrated that the professors taking on the principal role enjoy higher professional success than those adopting the animator and author roles. The results offer implications and suggestions for pedagogical consideration within the Iranian university context.
Mapping Reading Anxiety on Reading Strategy Uses among Iranian Students with Diverse Proficiency Levels(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸
125 - 150
حوزه های تخصصی:
The present study was an attempt to determine a relationship between foreign language reading anxiety and reading strategy use among a group of EFL Iranian readers (no = 100) with low vs. high proficiency levels. To this end, FLRAS (Foreign Language Reading Anxiety Scale) developed by Saito, Horwitz, and Garza, (1999) was used in order to measure the participants’ level of anxiety in reading and SORS (The Survey of Reading Strategies) adapted from Mokhtari and Sheorey (2002), was utilized to gauge the participants’ strategy uses. The students’ responses to reading strategies when faced with anxiety-provoking contexts were categorized into three strategy uses including ‘global’, ‘problem solving’ and ‘support’ and mapped on their total scores in reading anxiety. The results from Multinomial Logit Regression (MLR) showed that the students with lower level reading anxiety indices would adopt problem solving strategies more compared with support and global strategies. Regarding the interaction of proficiency level in the process, the results showed that it was less probable for the students with lower reading anxiety levels to adopt problem solving strategies compared with more anxious students who would adopt global strategies. Some possible implications are discussed in the light of improving reading instructions provided for Iranian students.
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The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸
74 - 90
حوزه های تخصصی:
This quasi-experimental study investigated the effects of input-enhancement and production of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners. Sixty male students in three input, output, and control groups participated in the study. After checking the homogeneity of the participants with a proficiency test, the researchers administered a pretest. Input-based group received input enhancement within reading texts in which the target structures were highlighted with different techniques such as bolding and underlying. The output-based group were required to produce some sentences including target structures based on reading texts. The control group received traditional grammar instruction. The results of ANCOVA revealed that both experimental groups learned the target structures better than the control group; however, the input-based group outperformed output-based group in learning target grammatical structures. The findings of the study suggest the widespread use of input-enhancement, as one of the techniques of focus on form, plays a significant role in enhancing grammatical accuracy.
بست چاکنایی در زبان فارسی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
چیستیِ بست یا انسداد چاکنایی در زبان فارسی همواره محل بحث و اختلاف نظر بوده است؛ برخی آن را جزءِ واج های زبان فارسی می دانند و برخی آن را واج به شمار نمی آورند. پژوهش پیشِ رو کوششی برای برطرف نمودن این اختلافِ نظرها و ابهام هاست. با این هدف، بست چاکنایی در واژه ها و بافت های گوناگون سبک رسمیِ زبان فارسی بررسی شد و فرایندهای واجی و محدودیت های تأثیرگذار بر رخداد و عدم رخداد این همخوان در واژه ها و بافت های گوناگون ارائه گردید. روش این مقاله توصیفی- تحلیلی در چارچوب نظریه بهینگی (پرینس و اسمولنسکی، 2004 /1993) است. البته پیش از ورود به تحلیل های نظریه بهینگی مراحل اشتقاق این فرایندها و تعامل آنها با هم بررسی شد. نتایج کلی این پژوهش نشان می دهد که بست چاکنایی فقط به عنوان تلفظِ دو نویسه «همزه» (ء) و «ع» در وام واژه های عربیِ واج به شمار می رود. این همخوان در بقیه موارد آواست و وظیفه آن پُرکردن آغازه هجا در ابتدا و میان واژه است.