درخت حوزه‌های تخصصی

در آموزش و ارزشیابی زبان دوم، بکارگیری یافته های پژوهشی مبتنی بر رویکردی تلفیقی و روانشناختی زبان به منظور بررسی جنبه های پردازش-اطلاعات و مدیریت تولید گفتار در فصاحت کلام لازم می باشد. این پژوهش با تکیه بر مدل روانشناختی زبان و تولید گفتار لولت (1989، 1999) و با استفاده از یک پرسشنامه و مجموعه ای از مصاحبه های بازنگرانه به مطالعه راه کارهای حل ناکارآمدی سخنگویان فصیح و غیر فصیح زبان انگلیسی پرداخته است. پس از ارزیابی صداهای ضبط شده به کمک یک مقیاس سنجش تحلیلی فصاحت کلام، سخنگویان فصیح و غیر فصیح از میان 200 نفر انتخاب شدند. نتایج حاکی از این بود که شرکت کنندگان فصیح در جهت جبران ناکارآمدی ها در گستره ی مفهومی خود، پوشش مشکلات ارتباطی، و مذاکره در مورد منظورشان با مخاطب به استفاده موثرتری از راه کارهای شناختی، زبانی، و تعاملی مبادرت ورزیدند. آنها به طور مؤثری طرح پیش گفتاری را به شکل جدیدی ارائه می کردند، ماهرانه از راهکارهای پیوستگی گفتاری استفاده می کردند، و هوشیارانه بر گفتمان نظارت داشتند. اما، سخنگویان غیر فصیح زمانیکه در تولید گفتار با مشکل مواجه می شدند طرح اولیه صحبتشان را یا بطور کامل رها می کردند یا کاملا تغییر می دادند که منجر به از هم گسستگی گفتار شان می شد. با این وجود، گاهی تلاش می کردند گفتار خود را اصلاح کنند، اما به دلیل محدودیت در توانش زبانی و تعاملی ناموفق بودند. نتایج گویای این بود که پژوهش بیشتر پیرامون فرآیندهای شناختی، زبانی، و تعاملی موثر در استفاده ی سخنگویان فصیح و غیر فصیح از راهکارها، برای تشریح ناکارآمدی های گفتاری و تفاوت فصاحت کلام در سخنگویان زبان دوم سودمند می باشد.

Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.

Literature is the aesthetic manifestation of language. It is ‘as old as human language and as new as tomorrow’s sunrise.’ This paper explores the interrelationships between language and literature from 600 AD to the present day. The grammar of present-day English is closely related to that of Old English with the same tense formation and word orders. The verse unit is a single line and its organizing device is ‘alliteration’. The range of Chaucer’s English did much to establish English as a national language. The writers of the Elizabethan period reshaped the literary language by borrowing foreign words and by coining new expressions and figures of speech. Shakespeare’s language and modern English have enough in common so that historians consider that they both belong to the same stage in the history of English. Milton attempted to reinvent the English language through his Paradise Lost. The writers of the seventeenth century developed a prose style that could bear the weight of the most serious and complex ideas. Then, the writers of the eighteenth century devoted themselves to developing out a formal, polished, and “correct” style of expression. Wordsworth and Coleridge intended to purify and renew the literary language and make it closer to the everyday speech of the ordinary people. Modernism tried to articulate a representation of the world and the way of seeing it through complexities of mind using the spoken rather than the formal language.

This article reports on the findings of a study that investigated the impact of manipulating task performance conditions on listening task performance by learners of English as a foreign language (EFL). The study was designed to explore the effects of changing complexity dimensions on listening task performance and to achieve two aims: to see how listening comprehension task performance was affected and to investigate possible overlaps between EFL learners’ perceptions of task difficulty and hypothesized task complexity. A purposive sample of 54 first-year EFL learners randomly assigned to two parallel conversation classes in an English department of a major public university participated in the study and performed listening tasks in a language lab. The instruments used for data collection were seven tasks taken from a TOEFL Test Preparation Kit, each followed by listening comprehension questions and an item on the participants’ personal perception of the difficulty of the task. During counter-balanced administrations, the tasks were manipulated for one of the four dimensions of task difficulty (adequacy, immediacy, perspective, and prior knowledge). The resulting data included the participants’ perception of difficulty as well as their performance scores under less complex and more complex conditions. One-sample T-test and correlation analyses of the data revealed that for all of the four complexity dimensions, the hypothesized less complex task condition led to better learner performance. The correlation between learner-assigned difficulty score for the task at hand and theoretical task complexity level was significant only for the immediacy dimension (r=-0.67, p<.05). The results offer support for task complexity frameworks, raise doubts about learners’ perceptions of tasks, and imply possibilities for task manipulation in language learning contexts.

Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style on L2 learners’ metaphorical test performance. The study was conducted in 2 phases. The first phase was quantitative, and the second consisted of a series of case studies using “think-aloud protocol” and “retrospection.” In the statistical phase, aimed at shedding light on the effect of the cognitive style of field (in)dependence (FI/FD) on metaphorical test performance, 80 senior undergraduates majoring in English Translation were selected through a truncated test of TOEFL adopted from Barron (2004). Metaphorical test performance was analyzed through recognition, text-based true-false, and scripturally implicit questions, refined by conducting factor analysis. Moreover, the participants’ cognitive style of FI/FD was identified via GEFT. In the qualitative part, after analyzing the verbal reports of 8 informants, the participants’ strategy preferences were examined. Results revealed the impact of the cognitive style of FI/FD and working memory on the participants’ strategy preferences. Due to the advent of learner-centered approaches, this study has some implications for L2 pedagogy discussed in the paper.

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of second language writing. The present study investigated the possible effect of implicit and explicit corrective feedback on descriptive writing accuracy of Iranian intermediate EFL learners (N=39) in Hamedan Islamic Azad University. Two groups were selected: explicit corrective feedback group (N=22) and implicit corrective feedback group (N=17). They received corrective feedback on three grammatical structures. The results showed that written corrective feedback can lead to writing accuracy improvement in the short-term, but it may be unhelpful in the long-run.

This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments during educational discussions were analyzed to determine their use of five metadiscourse categories (hedges, boosters, attitude markers, engagement markers, and self-mentions), making up interactional metadiscourse in Hyland’s (2004) model. Following descriptive analysis of the use of metadiscourse categories, chi-square tests were used to investigate the possible differences in the whole sample as well as gender-based differences. The findings showed that although female EFL learners used more metadiscourse markers than males did, the differences were minor and hence gender did not significantly influence the use of interactional metadiscourse markers. However, while male and female participants used all types of interactional metadiscourse, how they used them varied. They used engagement markers and self-mentions more frequently than boosters, hedges, and attitude markers. Since metadiscourse markers play crucial roles in mediating the relationship between what writers intend to argue and their discourse communities, the results of the present study have obvious importance in increasing students’ awareness of the way they organize their writings.

During the last decades various researchers noticed that the traditional approaches to teaching had failed to teach learners to their utmost actual ability, therefore they put great efforts into developing post-modernist approaches and techniques such as critical thinking (CT) and cooperative learning (CL) for improving learning.The present study was an attempt to investigate the comparative effect of practicing CL and CT skills on EFL learners’ writing in a process-based approach to writing on EFL learners’ writing. Sixty Iranian female EFL learners at the intermediate level of English proficiency at Kish Language School were selected among a total number of 90 based on their performance on the Preliminary English Test (PET) and randomly assigned into two groups of CL and CT. Then the researchers administered an argumentative paragraph writing test to ensure the homogeneity of the two groups regarding argumentative writing before the treatment. Both groups were taught the same content through process-based approach throughout the 20-session treatment. Finally, the participants took a paragraph writing posttest including three writing prompts in argumentative genre. The mean scores of the two groups on the posttest were compared through an independent samples t-test. The results led to the rejection of the null hypothesis with the conclusion that CT instruction was significantly more effective than CL in improving EFL learners’ argumentative paragraph writing.