درخت حوزه‌های تخصصی

پژوهش حاضر به بررسی بیان اختلاف در استدلال میان زبان آموزان پیشرفته ی ایران و ارتباط آن با عوامل محیطی می پردازد. داده ها های تحقیق نتیجه استدلال نمیان ۲۶ گقتگوکننده به زبان انگلیسی در سه حالت مختلف: 1) موسسه زبان، 2) محیط خانه، 3) محیط دانشگاه است. نمونه مطالعه بر اساس دسترس پذیری انتخاب شدند. تجزیه و تحلیل این استدلال ها نشان دهنده ی تاثیر عوامل محیطی مانند روابط طرفین و بافت موقعیتی که در آن شرکت کنندگان بحث می کنند، بر نحوه ی ابراز مخالفت بود. نتایج این مطالعه تایید کرد که عمل گفتارمخالفت پیچیده و چند بعدی است و جنبه های مختلف محیط بر بیان آن به عنوان یک عمل گفتار تهدید کننده وجهه طرفین یا بهبود بخش تاثیرگذار خواهند بود. بنابراین در این پژوهش پیشنهاد شد که نمی توان این عمل گفتار را بدون در نظر گرفتن عوامل محیطی مورد مطالعه قرار داد، و نشانگرهای زبانی به سادگی نمی توانند مخالفت را در دسته بندی مودبانه / بی ادبانه یا ترجیحی/غیرترجیحی قرار دهد. این پژوهش همچنین نشان داد که روابط، صفات شخصی، پس زمینه، سطح مهارت زبانی و بافت موقعیتی که در آن استدلال می کنند از عوامل مهم است که تعیین کننده ی مخالفت به عنوان حفظ کننده یا تهدیدکننده ی وجهه هستند.

Teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (Dalton Puffer, 2007). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’ interactions. Drawing on conversation analysis through adopting socio-cultural perspective, this study, however, aims to examine how EFL teachers manage understanding-check questions in their talk-in-interaction. For this purpose, six EFL teachers’ discursive classroom practices were observed, video-recorded, and transcribed line-by-line in its entirety. Through the microanalysis of the transcribed data, our findings suggest that EFL teachers vary in their management of understanding-check questions and the teachers’ understanding-check questions tend to serve different functions in the different micro-contexts identified. Three major sequential environments emerged to feature understanding-check questions in this study: Activity-boundary environment, post-instruction environment and within-activity environment. The findings of the study indicate that understanding-check questions at activity boundary environment are designed to accomplish dual functions, however those launched in post-instruction and within-activity environments maintain a singular focus on ensuring absolute understanding of the just-given explanation or instruction.

Alternative assessment approaches received considerable attention soon after a discontent with traditional, one-shot testing. These approaches, however, have been used only to improve learners’ linguistic ability despite communicative models of language which pointed that knowledge of language also involves pragmatic ability (Bachman, 1990; Bachman & Palmer, 1996). The present study tries to explore the effect of two alternative assessment approaches (self-assessment and conference) on students’ production of four speech acts (apology, complaint, request, and refusal) plus politeness markers. A sample of 64 EFL students participated in this study. Metapragmatic explanations were given to three groups of university students studying English as a foreign language. The two treatment groups received instruction through self-assessment and conference and a comparison group was exposed to the conventional one-shot testing. The results of the One-Way ANOVA conducted after the treatment revealed an outperformance of alternative assessment approaches to the conventional one in the production of the four speech acts and politeness markers in WDCTs. A qualitative analysis of students’ self-ratings in the self-assessment group revealed that they focused more on linguistic criteria during the initial sessions and on pragmatic ones by the end of the treatment. It can be concluded that alternative assessment approaches are beneficial to students’ production of speech acts and politeness markers. In the end, the applicability and the positive effect of alternative approaches in pragmatic assessment are emphasized.

Although images are abundant and play significant aesthetic and pedagogical roles in today’s EFL course books, they are still one of the less explored areas of research. The present study is an attempt to examine the role and function of images in Iranian high school EFL course books; it also aims to cast a critical eye over their suitability and efficiency. To this end, Kress and Van Leeuwen’s (2006) model of visual grammar was adopted. The findings revealed that although the informative and/or illustrative functions of the images make them important resources in Iranian high school EFL course books, their full potential for language learning does not seem to be adequately exploited. This relates to flaws at the representational mode of meaning making, such as outdated portrayal of objects, gender stereotyping, and overdramatizing national identity as well as shortcomings at the interactive mode, such as poor modality due to grayscale printing and plain graphics with no contextualization or pictorial detail. These flaws make the images seem out of today’s world and hardly credible for high school students who are already adept at new technology. Since these shortcomings may sacrifice pedagogical objectives, the study calls for changes in both technical quality and underlying messages of images in the course books.

A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two communities of practice (English and Arabic) developed the professional identity of language teachers. The results of the semi-structure interviews with 5 language teachers highlighted some differences between English and Arabic language teaching communities of practice in terms of the situated learning activities they provide for language teachers to develop their professional identity. Furthermore, since the community of practice can be considered a potential curriculum that may be learned by newcomers with legitimate peripheral access, it would be considered as a main source of identity formation of both English and Arabic language teachers. The findings of the study can be used to better understand the nature of being a professional language teacher in non-native contexts. They have implications for novice and experienced language teachers as well as for teacher educators to review the content of the teacher training courses

یادگیری لغات اغلب باید به صورت اتفاقی از طریق شنیدن و خواندن به وجود آید. این یکی از دلایلی است که به اهمیت وجود یک برنامه خواندن وسیع و قابل توجه در یادگیری زبان انگلیسی اشاره می کند. مطالعات وسیع این فرصت را به فراگیران زبان می دهد تا به خواندن حجم زیادی از مطالب و موادی که در سطح سواد آنهاست بپردازند. یادگیری زبان از طریق شرایطی چون تکرار، بازیابی، استفاده خلاقانه و توجه کامل به وجود می آید. این شرایط را می توان در حین خواندن به شیوه های مختلفی از طریق باریک خوانی، خواندن مجدد، خواندن و ارتباط با مهارت های دیگر، خواندن و بحث، و یادگیری از طریقه تمرینات خواندن افزایش داد. فعالیت های رایانه ای می توانند با فراهم کردن فرصتی برای یادگیری عمدی موثر واقع شوند، اما باید در نظر داشت که یادگیری عمدی نباید جایگزین خواندن وسیع شود.

In this research, different English translations of Sa‘di’s Bustan were studied. An anecdote was selected randomly with its three English translations to identify whether or not the translators have managed to convey the messages of the original poem. The three selected translations were examined according to two of the criteria that Larson (1984) has proposed (accuracy and naturalness) for testing a translation. By accuracy, the researcher intended to see whether, the translators have been successful in rendering the SL text accurately and precisely without radical changes, omission and addition; and by naturalness, it was meant whether the translations sound natural or they contain strange and foreign words. The results of the study show that Edwards has been successful in understanding the main idea of the original poem and conveying it into prose. Clarke’s translation is word-for-word and being literal, the natural criterion has been breached in some instances. Wickens’s has attempted to transfer the exact meaning of the original to the target text. Among the three translations studied, that of Wickens is considered to be the most accurate one.

بررسی کارپوشه تولید گفتاری زبان آموزان ایرانی در زبان فرانسه (از ارزشیابی تکوینی به خودارزشیابی) روح الله رحمتیان دانشیار دانشگاه تربیت مدرس، تهران r_rahmatian@yahoo.com مرضیه مهرابی دانشجوی دکتری دانشگاه تربیت مدرس،تهران marzieh_mehraby@yahoo.fr ژاله کهنمویی پور استاد دانشگاه تهران jkahnomi@ut.ac.ir تاریخ دریافت:28/11/1391 تاریخ پذیرش: 23/5/1392 امروزه متخصصان علم آموزش بر این باورند که ارزشیابی جزء لاینفک فرایند یاددهی/ یادگیری زبان هاست و باید با استفاده از ابزارهای مناسبی مانند کارپوشه تحقق یابد. هدف پژوهش حاضر، بررسی کاربرد و کارآمدی کار پوشه تولید گفتاری زبان آموزان ایرانی در کلاس فرانسه به عنوان زبان خارجی بوده است. به عبارت دقیق تر، مؤلفه های زبان گفتاری از جمله توانش دستوری، تلفظ و آهنگ کلام، توانش گفتمانی، روانی در کلام و تعامل میان زبان آموزان تحلیل شده است. در این جستار، ابتدا چارچوب نظری موضوع بررسی و سپس نتایج حاصل از تحقیقات مطالعه میدانی ارائه شده اند. جامعه آماری متشکل از یازده زبان آموز بزرگسال در سطح B1 زبان فرانسه می باشد. بر اساس دستاورد این تحقیق، زبان آموزان به کمک روش کار پوشه در تمام مؤلفه های تولید گفتاری پیشرفت داشته اند و توانسته اند توانایی خودارزشیابی خویش را رشد دهند. کلید واژگان: ارزشیابی، کار پوشه، تولید گفتاری، زبان آموزان ایرانی.

This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention as the comparison group and three task-based groups were processing instruction, consciousness-raising, and input enhancement. The interviews and the interactions during the treatments were also analyzed qualitatively. Task-based instruction (TBI) proved significantly more effective than traditional intervention and processing instruction significantly outperformed all others on both posttests. Furthermore, processing instruction was the only task-based intervention to retain its improvement till the delayed posttest. Qualitatively, processing instruction led to true negotiation of meaning and deep-level learning, consciousness-raising led to massive negotiation over the function of the target structure and deep-level learning, input enhancement led to enormous unfocused interaction about meaning, and traditional intervention just led to interaction about the forms. It was concluded that a well-planned processing instruction is a promising intervention for focusing on language form; however, due to the strong points cited for the other two tasks, their roles should not be ignored.