درخت حوزه‌های تخصصی

The present study is a theoretical attempt to illustrate how Fillmore's Scenes and Frames Semantics (SFS) could be employed as a framework to portray the process of understanding and translating hybrid texts. It first reviews the origin of SFS; then it maps SFS onto Nida’s linguistic model of translation process and the Interpretive Theory of Translation; it examines in the next section, within the framework of SFS, different forms of understanding and translating hybrid and pure texts with reference to the selection of linguistic frames and more importantly the activation of scenes. The paper explains all four processes of hybridization, dehybridization, rehybridization and hybridity preservation using SFS. The study concludes that, although hybridity is a complex phenomenon, Fillmore’s scenes and frames semantics can adequately explain and justify its different aspects and manifestations. Moreover, it revealed that understanding, seen in SFS model, has an element of individuality and this gives rise to a broader perspective on translation where there can potentially be as many valid translations as there are translators. This has significant implications for our conception, analysis and assessment of translation.

This study was an attempt to explore the reading strategy use of Iranian M.A. students across three different fields of study. Eighty-two M.A. students of power engineering, physics, and communicationwere selected by a Nelson test and the reading comprehension section of a TOEFL. The reading comprehension section of the TOEFL served also as a specific task which helped participants report their strategy use. Both qualitative, think-aloud, and quantitative, SORS, procedures were used totap the participants’ use of reading strategies and to complement the findings. The results of these two procedures indicate that the use of overall, global, problem-solving, and support strategies by Iranian M.A. students was slightly different across different fields of study. Problem-solving and support strategies were the most and the least frequently used strategies, respectively. Moreover, reading strategy useof Iranian M.A. students,studying power engineering, physics, and communication was not related to their academic fields of study.

The present study is an attempt to find out whether there is a significant relationship between EFL teachers’ Big Five personality traits and their self-concept. In addition, ittried to examine if there is any significant relationship between teachers' teaching experienceand their self-concept. 112 EFL teachers participated in this study. They were asked to complete NEO Five Factor Inventory and Teacher Self-concept Evaluation Scale. Data were analyzed using Correlation, Multiple Regressions, and ANOVA. Results indicated thatself-concept was significantly correlated with four components of the Big-Five personality traits.It was positively related with ""Neuroticism"", ""Openness to experience"" and ""Conscientiousness"", but negatively related with ""Agreeableness"". It was also revealed that there was not any statistically significant difference among the three groups (low, mid, and high experience EFL teachers) with respect to their self-concept. The overall results of the study were discussed, and the implications for policy and practice were made.

پرسشواره های اصلی زبان انگلیسی شامل عبارات متمم سازی هستند که در آنها کلمه پرسشی به جایگاه شاخص منتقل شده است. این اتفاق بدین دلیل می افتد که کلمات پرسشی زبان انگلیسی، که در اصل متمم فعل می باشند، آنقدر قوی هستند که به ابتدای جمله حرکت کنند و موجب وارونگی فعل کمکی شوند. فارسی زبانانی که انگلیسی را به عنوان زبان خارجی فرا می گیرند با یک دشواری ناشی از تفاوتی اساسی بین دو زبان مواجه می شوند که مربوط به فراگیری قاعده وارونگی فعل کمکی در پرسشهای استاندارد زبان انگلیسی است. پس از یادگیری قاعده مذکور، احتمال زیادی وجود دارد که فراگیران این قاعده را به شکل نابجایی به پرسشواره های غیرمستقیم یا درونه شدگی زبان انگلیسی تعمیم دهند. هدف از این پژوهش بررسی دانش فراگیران فارسی زبان درمورد پرسشواره های درونه شدگی زبان انگلیسی مخصوصا هنگام تولید شفاهی این پرسشواره ها است. بدین منظور 48 زبان آموز فارسی زبان در سطح دانشگاه به عنوان شرکت کننده انتخاب شدند. یک آزمون بیان شفاهی پرسشواره های درونه شدگی زبان انگلیسی، یک آزمون ترجمه، و یک آزمون قضاوت دستوری شامل پرسشواره های درونه شدگی به عنوان ابزارهای جمع آوری داده استفاده شدند. نتایج نشان داد که فراگیران سطح متوسط پایین در تولید و بیان صحیح پرسشواره های درونه شدگی مشکلاتی داشتند. به همین شکل دشواری هایی در آزمون قضاوت دستوری مشاهده شد. همچنین دشواری هایی برای فراگیران سطح متوسط و متوسط بالا هم مشاهده شد. نتیجه اصلی در آزمون بیان شفاهی به دست آمد، جایی که تفاوت معناداری بین فراگیران در سه گروه بسندگی زبانی در مورد تولید صحیح پرسشواره های درونه شدگی زبان انگلیسی مشاهده نشد. این یافته تایید می کند که کار بیشتری پیرامون تولید شفاهی زبان انگلیسی توسط فراگیران فارسی زبان با تاکید بر پرسشواره های درونه شدگی زبان انگلیسی مورد نیاز است.

استقلال فراگیر همواره یک مسئله بحث برانگیز میان زبان شناسان کاربردی بوده است. مطالعات متعددی به منظور بررسی برداشت معلمان و یادگیرندگان از استقلال فراگیر و همچنین امکان استقلال فراگیر انجام شده است. با وجود اهمیت استقلال فراگیر و وجود چندین مطالعه مرتبط، چالش در ترویج استقلال فراگیر در موسسات ایرانی به زعم محقق انجام نشده است. هدف اصلی این مطالعه بررسی چالش ها در ترویج استقلال یادگیرنده از دیدگاه معلمان زبان انگلیسی ایران بود. برای این کار، یک طرح تحقیق کیفی استفاده شده است. برای انجام این تحقیق ، 23 معلم زبان انگلیسی ایرانی در دانشگاه های مختلف در تهران به صورت هدفمند انتخاب شدند. داده ها از طریق مصاحبه عمیق جمع آوری شده و از طریق تحلیل محتوا بر اساس مدل رندر تحلیل شده است. بر اساس تحلیل محتوای مصاحبه ها، سه موضوع مختلف استخراج شد. اولین موضوع مشاهده شده، چالش های مربوط به موسسه، شامل اهداف تجویزشده ، مواد و روش های ارزیابی می باشد. دومین موضوع، چالش های مربوط به فراگیر می باشد که از هفت زیرمجموعه تشکیل شده است. سومین موضوع به دست آمده، چالش های مربوط به معلم می باشد که از چهار زیرمجموعه تشکیل شده است. این یافته ها می تواند توسط معلمان، تربیت کنندگان معلمان و همچنین زبان آموزان استفاده شود. می توان نتیجه گرفت که معلمان زبان انگلیسی باید آموزش لازم دراستقلال یادگیرنده را از طریق دوره های آموزشی قبل از خدمت و ضمن خدمت ببینند.

In this study, the researcher used the many-facet Rasch measurement model (MFRM) to detect two pervasive rater errors among peer-assessors rating EFL essays. The researcher also compared the ratings of peer-assessors to those of teacher assessors to gain a clearer understanding of the ratings of peer-assessors. To that end, the researcher used a fully crossed design in which all peer-assessors rated all the essays MA students enrolled in two Advanced Writing classes in two private universities in Iran wrote. The peer-assessors used a 6-point analytic rating scale to evaluate the essays on 15 assessment criteria. The results of Facets analyses showed that, as a group, peer-assessors did not show central tendency effect and halo effect; however, individual peer-assessors showed varying degrees of central tendency effect and halo effect. Further, the ratings of peer-assessors and those of teacher assessors were not statistically significantly different

The study of compliment speech act has been under investigation on many occasions in recent years. In this study, an attempt is made to explore appraisals performed by native English speakers and Iranian EFL learners to find out how these two groups diverge or converge from each other with regard to complimenting patterns and norms. The participants of the study were 60 advanced Iranian EFL learners who were speaking Persian as their first language and 60 native English speakers. Through a written Discourse Completion Task comprised of eight different scenarios, compliments were analyzed with regard to topics (performance, personality, possession, and skill), functions (explicit, implicit, and opt-out), gender differences and the common positive adjectives used by two groups of native and nonnative participants. The findings suggested that native English speakers praised individuals more implicitly in comparison with Iranian EFL learners and native speakers provided opt-outs more frequently than Iranian EFL learners did. The analysis of data by Chi-square showed that gender and macro functions are independent of each other among Iranian EFL learners’ compliments while for native speakers, gender played a significant role in the distribution of appraisals. Iranian EFL learners’ complimenting patterns converge more towards those of native English speakers. Moreover, both groups favored explicit compliments. However, Iranian EFL learners were more inclined to provide explicit compliments. It can be concluded that there were more similarities rather than differences between Iranian EFL learners and native English speakers regarding compliment speech act. The results of this study can benefit researchers, teachers, material developers, and EFL learners.

This study compared the effects of two types of form-focused tasks on proceduralization and transfer of linguistics knowledge in case of English modals. All participants of the study attended pretests, posttests and delayed posttests. The procedural comprehension and production knowledge were measured through the groups’ performance on a timed dual task test that resembled the context of practice. The transfer of knowledge was measured by evaluating the performance of participants on a timed dual task test in a context dissimilar from or reverse to the practice context. Three intact classes of intermediate EFL learners were randomly assigned to experimental and control groups. The output group (n= 27) received explicit grammar instruction and a combination of three output practice, while the input group (n=25) received explicit instruction and a combination of three input practice. Identical texts were exposed to the control group (n=25) through listening and reading tasks. The texts were followed by some questions irrelevant to English modals. On the procedural knowledge posttests, the experimental groups outperformed the control group. The participants were able to transfer the knowledge to dissimilar contexts. The results may help language teachers design more effective activities for the learners considering the institutional constraints