درخت حوزه‌های تخصصی

هدف از این تحقیق یافتن راه کاری عملی برای ارتقای مهارت نوشتاری در میان دانش آموزان ایرانی به عنوان زبان آموز خارجی می باشد. سوال اصلی این است که آیا کاربردشناسی تفوقی بر روش های سنتی در ارتقای مهارت نوشتاری دارد یا خیر. برای این منظور چهل دانش آموز دبیرستانی بر اساس عملکرد شان در Preliminary English Test (2009) انتخاب شدند. علاوه بر این، ابزارهای زیر نیز در این پژوهش شبه تجربی به کار رفته است: Task, and Discourse Self-Assessment Task and Writing Discourse Completion, California Standard Test (2008) این روش خاص به مدت ده هفته بر گروه آزمایشی انجام گرفت در حالی که که گروه کنترل فقط از روش های سنتی بهره برد. نتایج نشان می دهد که ارتباط معناداری میان مهارت کاربردشناسی و ارتقای مهارت نوشتاری در میان زبان آموزان وجود دارد. روش paired h-test f برای تجزیه و تحلیل داده ها به کار رفته است. نتایج این تحقیق حاکی است که دبیران می توانند از کاربردشناسی در مهارت نوشتاری به شکل شایسته ای بهره ببرند و مهارت نوشتاری را از طریق آن ارتقا دهند. بدین ترتیب زبان آموزان می توانند به شکل درستی به برقراری ارتباط بپردازند.

Systematic phonics instruction in first language education has recently received considerable research attention due to its critical role in facilitating phonological awareness and processing skills. However, little is known about the effects of systematic phonics instruction on foreign language reading and spelling in an EFL context. This study examined the effects of spelling-based phonics instruction on 9-12 year old Persian speaking learners’ reading and spelling English words. The participants were randomly assigned into two groups: a control group who received non-phonics instruction, and an experimental group who received spelling-based phonics instruction. CORE Phonics Survey (2003), a battery of diagnostic tests and tasks, was used to uncover the effects of phonics on oral reading and word spelling development of the learners. The results of independent-samples t-test revealed that after 10-weeks of instruction, the spelling-based phonics instruction had really significant effects on improving both young Iranian EFL learners’ oral reading and whole word spelling. In other words, the experimental group benefited from spelling-based phonics instruction compared to the group with non-phonics instruction.

Theoretically framed within Vygotskyan sociocultural theory of mind (SCT), Dynamic assessment (DA) is a new approach to classroom assessment offering mediation to help learners perform beyond their level of independent functioning. As a web-based qualitative inquiry into the nature of mediation in DA and its impacts on the participants’ private speech patterns, this study explored the role of private speech as a social and psychological tool to mediate learners' thinking and performance in online DA. The subjects of the study were two Iranian university students along with two English native speakers orally narrating a series of picture stories and having weekly DA mediation with the researcher via Skype. In the present study, the students' private speech markers’ typology emerged out of thematic analysis of oral narratives transcribed before and after DA mediation and it was presented as a criterion to evaluate the learners' progression towards self-regulation. The frequency of occurrence of the learners’ private speech markers was reported and interpreted based on the emergent typology to evaluate the possible changes in their use as the result of DA mediation. Meanwhile, the differences between native speaker participants and the learners’ use of private speech markers in oral narratives were highlighted and discussed. The results of the study indicated that mediation was effective in reducing the number of private speech markers in the learners' narratives after mediation which reflects their progression towards self-regulation in online DA. The findings of the study highlight the importance of private speech as a mediating tool in DA which reflects learners’ struggle to take control of direction of learning and move beyond their current capabilities.

This article was written based on the key concept of polysystem theory which, in translating any literary text, emphasizes the transference of the social systems in which a text is embedded. As stated by Tynjanov (1978a), polysystem theory saw translated literature as a system operating in the larger social systems of the target text. Thus, the task of understanding as well as transferring such systems in their translations, which can certainly affect the readers’ adequate understanding of texts, is a challenging job for most of the literary translators. After identifying three main social systems in The Great Gatsby as the corpus which was ranked second in the lists of the 100 Best Novels of the 20th Century, the source and the target texts were studied attentively, to study the way the respective systems were translated by the Iranian literary translators. Therefore, the prominent element of Nord’s textual analysis (1991), macrostructure, was focused throughout data collection procedure. Then, it was demonstrated that especially through an appropriate transference of the major conflict between the two predominant classes in the novel, the translator has managed to suitably convey most of the text’s social systems in his translation. Finally, it could be deduced that most of the literary translators in Iran, somehow transferred the concerned systems into some significantly adequate equivalents in their works.

This study investigated the characteristics of effective secondary school Iranian EFL teachers from students’ and teachers’ perspectives. To this end, 376 junior secondary school students and 32 EFL teachers teaching at various Iranian secondary schools participated in the study. A validated open-ended questionnaire was distributed among the student and teacher participants and asked for their opinions on key characteristics of an effective EFL teacher. A semi-structured interview was also conducted with the teacher participants to investigate why they deemed the characteristics important. The results of the content analysis of the data obtained from the questionnaire and the interview indicated that students and teachers were approximately of the same opinion, both highlighting teachers’ professional qualities (e.g., knowledge of the subject matter, ability to impart knowledge properly, etc.), classroom management-related qualities (e.g., involving all students by assigning pair work/group work activities, assessing their learning progress regularly, etc.), and interpersonal relationships as being of crucial importance for effective EFL teaching. However, they differed in the degree to which they perceived these qualities to be important

این مطالعه به بررسی تاثیر استفاده از دو نوع مواد اموزشی واقعی با موضوع اشنا ولی متفاوت از لحاظ ساختار بلاغی بر کیفیت شنیداری زبان آموزان سطح بالای ایرانی می پردازد. این مواد از لحاظ استدلال و منطق بیانی متفاوت هستند. براساس عملکرد زبان آموزان بر امتحان تعیین سطح فاولر و کو (1976) تعداد 60 نفر انتخاب شدند. پس از آن یک تست محقق – ساخت که دو نوع ساختار بلاغی توضیحی و مباحثه ای برای دو گروه اجرا شد. نتیجه نشان داد که شناخت موضوع به تنهایی تاثیر مهمی بر عملکرد زبان آموزان نداشته است هرچند عملکرد انها بر تست های توضیحی نسبت به مباحثه ای بهتر بود. به نظر می رسد که دانش کلی و مبهم به تنهایی کافی نیست و عملکرد ضعیف انها بیشتر مربوط به سختی ساختارهای بلاغی از لحاظ شناختی و زبانی بود. برداشت اصلی از ین موضوع می تواند این باشد که زبان آموزان سطح بالای ایرانی نیاز به شناختن این نوع ساختارها هم از لحاظ موضوعی و هم از لحاظ ساختار زبانی، اجتماعی و فرهنگی دارند. بعلاوه موضوع تعیین سطح زبانی مثلا به عنوان سطح بالا می بایست برای تک تک مهارت های زبانی در مقایسه با سطح کلی به گونه ای دیگر تعریف شود.