درخت حوزه‌های تخصصی

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.

در سال­های اخیر مفهوم تحول حرفه­ای در حیطه آموزش زبان دوم خصوصا عوامل تاثیرگذار بر آن در دوره پساروش از اهمیت بسیار برخوردار شده است. این تحقیق با استفاده از پرسشنامه دلینگر و همکاران به ارتباط بین مولفه­های این پرسشنامه و سه عامل معلم شامل جنسیت، تجربه، و پیشینه تحصیلی می­پردازد. نتیجه تحقیق در مورد 59 معلم نشان می دهد که این عوامل عمدتا تاثیری بر برداشت معلمان ار کارآمدی خود ندارند. نتایج دال بر آن است که معلمان نیازمند رویکرد تامل­گرا هستند تا درک درستی از کارآمدی خود پیدا کنند.

دراین تحقیق محتوایی با بکارگیری دیدگاه چند بعدی و تحلیل انتقادی بصری نماد های جنسیتی در سری کتابهای تاپ ناچ که از پرکاربردترین کتابهای آموزش زبان انگلیسی در ایران میباشند، مورد بررسی قرارگرفته است. برای این منظورشش تصویر از این کتاب ها انتخاب شده و از لحاظ حالت های معنایی ""بازنمادی""، ""تعاملی"" و ""ترکیب بندی"" مورد تحلیل قرار گرفته اند. نتایج حاصله نشان داد که هیچ گونه پیش بینی قالبی و کلیشه ای در مورد جنسیت وجود ندارد و هر دو جنس مذکر و مونث عاملان اجتماعی در وضعیت برابری نشان داده شده اند. تحلیل انتقادی تصاویردر این تحقیق می تواند برای برنامه ریزان مواد آموزشی و نیزمسئولین انتخاب کتب آموزشی بطور کلی و کتب آموزش زبان انگلیسی بطور خاص اهمیت داشته باشد

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