درخت حوزه‌های تخصصی

For the Western Iranian languages the transition from the Old Iranian to the Middle-Iranian period is characterised by – among other things – the loss of word-final syllables. This loss had a far-reaching impact on the nominal and verbal systems since it caused the loss of categories which had been expressed by suffixes. The consequences include the emergence of the so-called ergative system. Although descriptions of the ergative construction in Balochi do exist، there is no treatment yet which takes into account the material of the different dialects. Furthermore، the ergative construction in Balochi has been compared with data from Old Iranian، but not with data from Middle Iranian languages، and the development from the Middle Iranian stage to the different types found in present-day Balochi has also not yet been studied. The aim of this paper is therefore to present the data from the Balochi dialects as far as they are known today and to update، complete (and in some points، correct) previous descriptions of the matter.

This paper aims at investigating the acquisition of Italian complex predicates by native speakers of Persian. Complex predication is not as pervasive a phenomenon in Italian as it is in Persian. Yet Italian native speakers use complex predicates productively; spontaneous data show that Persian learners of Italian seem to be perfectly aware of Italian complex predicates and use this familiar feature as a bridge between their native language (NL) and the target language (TL). Elicitation of complex predicates in guided context seems to indicate that the Persian group learners’ group is strikingly uniform to the Native Speakers’ group and quite homogeneous with the control group of learners with NL other than Persian. This research shows that the use of complex predicates in Italian Interlanguage (IL) cannot be considered a simple effect of transfer، but could be also analyzed as a more general IL strategy.

ساختن آزمون رایانه ای پویا و بررسی موثر بودن آن در پیشبرد مهارت خواندن دانشجویان هدف اصلی این تحقیق می باشد. امکان پذیری و ویژگی های روان سنجی دو مقوله ای هستند که استفاده ازازمو ن های پویا را محدود ساخته اند. نسخه رایانه ای ارزشیابی پویا به عنوان راه حلی برای این چنین محدودیت هایی ارائه می گردد. آزمون رایانه ای پویای خواندن (CDRD) این توانایی را دارد که به دانشجویان در صورتی اشتباهی مرتکب شوند کمک ارائه نماید. در پایان آزمون نرم افزار گزارشی از عملکرد دانشجویان به ما می دهد که حاوی دو نوع نمره می باشد: 1- نمره غیر پویا که بر اساس اولین پاسخ آنها به هر سوال می باشد و 2- نمره پویا که بر اساس مقدار کمکی است که آنها دریافت کرده اند. 77 دانشجوی زبان انگلیسی که اکثراً در سطح کارشناسی ارشد زبان بوده اند در این تحقیق شرکت کرده اند. نتایج تحقیق نشان داد در حالی که این آزمون رایانه ای استانداردهای روان سنجی آزمون را رعایت می کند قادر است که به دو هدف ارزشیابی پویا یعنی پیش برد توانایی دانشجویان و دادن اطلاعاتی در مورد پتانسیل توانائیهایشان نائل گردد. توصیه می شود که معلمان ارزشیابی پویا را در کنار ارزشیابی سنتی استفاده کنند. در این صورت آنها می توانند شناخت کامل تری از توانایی های دانش آموزان خود داشته باشند وهمچنین می توانند آموزش موثرتری برای آنها فراهم نمایند.

Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran