درخت حوزه‌های تخصصی

Despite the importance of interlanguage pragmatic rating (ILP) in the second language teaching and learning context, scant attention has been devoted to it. This study aims to investigate native EFL teachers’ major criteria in assessing the speech act of complaint produced by Iranian EFL learners. To fulfill this end, two groups of experienced native raters, including American (n=47) and British (n=30) EFL/ESL teachers, were elected for evaluating the complaint discourse completion tests (DCTs) made from video-prompts which were answered by EFL learners before. The content analysis of raters’ comments on the EFL learners’ productions revealed eleven different criteria including logical reasoning and comments, politeness, linguistic appropriacy, semantic formula, interlocutors’ relationship, register choice, formality, degree of intensity, cultural accommodations, degree of directness, and finally fluency and naturalness respectively from the most to the least frequent ones. The result of the t-test and chi-square analysis proved that British and American raters differed significantly in their degree of variations and preferences of these criteria. The results further showed that EFL learners’ responses seemed unreasonable and impolite to native raters which might be due to the different cultural norms between L1 and L2 societies and consequently encourage us to be aware of the importance of teaching sociopragmatic knowledge to the EFL learners.

Using a mixed methods design, the present study attempted to identify the factors influencing Iranian untrained EFL raters in rating group oral discussion tasks. To fulfil this aim, 16 language learners of varying proficiency levels were selected and randomly assigned to groups of four and performed a group discussion task. Thirty two untrained raters were also selected based on their volunteer participations. They listened to the audio files of the group discussions and assigned a score of one to six to each language learners based on their own judgments. They also provided comments on each language learners’ performance pointing to why they assigned such scores. The researchers had an interview with the raters after the rating session as well. The quantitative phase investigated whether linguistic features of accuracy, fluency, complexity and amount of talk were attended to by the raters in terms of having any relationship to the scores the raters assigned. Speech rate as an index of fluency and amount of talk turned out to be significantly correlated with the scores. Of more importance was the qualitative phase with the aim of identifying other factors that may account for the scores. The comments provided by the raters on each score and the interviews were codified based on Content Analysis (CA) approach. It was found that the raters attend not only to the linguistic features in rating oral group discussions, but they are also sensitive to the interactional features like the roles the participants take in groups tasks and the overall interaction patterns of the groups. The findings of this study may shed light on group oral assessment in terms of training the raters rating group oral tests and developing rating scales specific for group oral assessment.

Despite the general findings that address the positive contribution of teaching pragmatic features to interlanguage pragmatic development, the question as to the most effective method is far from being resolved. Moreover, the potential of literature as a means of introducing learners into the social practices and norms of the target culture, which underlie the pragmatic competence, has not been fully explored. This study, then, set out to investigate the possible contribution of plays, as a medium of instruction, to the pragmatic development through either explicit or implicit mode of instruction. To this end, 80 English-major university students were assigned to four experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal and the other (Explicit Play) received the same treatment in addition to the metapragmatic instruction on the acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). Analyses of the four groups’ performance on a Written Discourse Completion Test (WDCT) before and after the treatment did not show any advantage for the literary medium, i.e., there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most, where explicit groups outperformed their implicit counterparts. These findings indicate that even though implicit teaching, that is, exposure to enhanced input followed by some awareness-raising tasks, is effective in pragmatic development, it cannot contribute so much to learning as can the explicit instruction

Reading comprehension (RC) and critical thinking (CT) are the two basic cognitive skills that should be developed through involving language learners in a carefully planned instruction. Multiple intelligences (MI) instruction may assist learners in developing RC and CT in L2 education. This study probed the effect of MI-based reading instruction on the Iranian EFL learners’ RC and CT skills. In so doing, it compared the effectiveness of an MI-based reading instruction with a traditional one. To this end, 4 intact classes from several English language institutes, comprising 56 Iranian intermediate-level EFL learners, were selected and randomly assigned to MI-based (experimental) and traditional (control) groups. A multiple- choice RC test, a reading summary test, and the Watson-Glaser Critical Thinking Appraisal test were used as the instrumentations to collect data on the participants’ RC and CT. Analysis of covariance revealed a significant effect for the MI-based reading instruction. Furthermore, the RC scores increased more significantly in the MI-based group in comparison to the traditional one. However, the CT scores did not significantly improve in both groups. There was also no statistically significant difference in the CT scores between the two groups after the treatments. Iranian EFL educators are, then, encouraged to develop MI-based lessons and activities for diverse students and take explicit instruction for the enhancement of CT skills in EFL reading courses

Abstract: The widespread use of test scores for different educational and social decision making purposes has made the washback effect of tests a distinct educational phenomenon (Cheng, 1997).The high school third grade final exam in the general educational system of Iran has for long been a high stake test designed to assess the achievement of high school graduates in different school subjects. The present study aimed to investigate the washback effect of this nation-wide exam on EFL teachers’ teaching methodology, assessment procedures, and attitudes towards different aspects of the educational system. For this purpose, a researcher made, validated questionnaire was administered to 160 EFL teachers. The results indicated that the third grade nation-wide final exam adversely affects EFL teachers’ teaching methodology and increases teaching to the test effect quite noticeably as they try to teach according to the content and format of the test. The results further showed an even stronger negative effect of the exam on EFL teachers’ assessment procedures. However, the teachers’ attitude towards different aspects of the educational system was not found to be as strongly affected as the other two variables. The findings of the study are of importance for testing and assessment bureaus in charge of extensive high stake tests development. Moreover, raising teachers’ awareness of the drawback of teaching-to-the test effect of such a high stake test might help them improve their teaching and evaluation practices.

هدف مطالعه ی حاضر افزایش آگاهی در زمینه ی ساختار تعامل در کلاسهای زبان بیگانه ی انگلیسی است. با استفاده از چارچوب متدولوژیکی گفتمانکاوی، تعاملات کلاسی پنجاه و دو معلم به مدت سه ساعت ضبط و جمع آوری گردید تا بافت های تعاملی بر اساس اهداف آموزشی در توالی نوبت ها شناسایی شوند. سپس با تلفیق روش گفتمان کاوی با روش های کمی، توزیع بافت های تعاملی و تاثیر عوامل محیطی، شامل توانش زبانی شاگردان و تربیت (آموزش) معلمین، مورد بررسی قرار گرفت. با تحلیل گفتمان کاوانه ی اطلاعات تحریری، چهار بافت تعاملی، شامل بافت هایی با محوریت ساختار، معنا، مهارت، و مدیریت، مورد شناسایی قرار گرفت. بررسی توزیع بافت ها نشان داد که بخش عمده ای از تعاملات کلاسی با محوریت ساختار و مهارت های زبانی شکل می گیرند. در حالی که بافت معنامحور کمترین سهم را در تعاملات کلاسی دارد. تحلیل واریانس چند متغیره یدوسویه نشان داد که توزیع تمامیبافت های شناسایی شده تحت تأثیر سطح توانش زبانی شاگردان می باشد. اما آموزش معلمین تنها بر توزیع بافت ها با محوریت ساختار و مدیریت مؤثرند. یافته های مطالعه ی حاضر توجه معلمین و مربیان تربیت معلم را به لزوم اصلاحات در وضعیت کنونی تعاملات کلاسی سوق می دهد.

Three decades ago, the theory of education took a critical turn. From this perspective, classroom is no longer a public sphere of cultural assimilation but a site for identity struggle. The basic argument underlying such an approach is that education cannot be studied in isolation from an analysis of wider social and cultural influences. In such a context, this study investigated Iranian EFL teachers’ perceptions of the basic tenets of critical pedagogy. To this end, a mixed method approach was adopted and the data were gathered through in–depth interviews and questionnaires developed by the researchers. The participants of this study included 21 Iranian EFL teachers at the qualitative phase and 127 teachers at the quantitative phase. Qualitative data analysis included in-depth content analysis of oral data obtained from semi-structured interviews. Quantitative data analysis involved descriptive statistics and independent sample t-tests. The results indicated that Iranian EFL teachers were supportive of the basic tenets of critical pedagogy altogether. Also, mixed findings were obtained concerning their views according to their level of education and field of expertise. Based on the findings, several suggestions are made for classroom management, materials development, and teacher training programs.

هدف از مقاله حاضر بررسی توانش شناختی مدرسین متخصّص زبان انگلیسی می باشد که برای نخستین بار به عنوان بخشی از جدیدترین مدل تحت پژوهش راجع به تعریف تخصّص در آموزش زبان انگلیسی در حیطه زبان شناسی کاربردی مطرح است. بدین منظور، تحقیقات پیشین در این زمینه مطالعه گردید که ماحصل آن استخراج ده تم شناختی بود که سپس از طریق مصاحبه هایی که با صاحب نظرانِ این رشته انجام گرفت مورد بررسی بیشتر واقع شد. مصاحبه شونده ها شامل اساتید دانشگاه در رشته زبان انگلیسی، تعلیم دهندگان معلمین زبان و نیز مدرّسین برجسته زبان انگلیسی در ایران بودند. ده تم استخراج شده مورد تأیید ایشان واقع شد که در نهایت شامل موارد ذیل هستند: سرعت در شناخت الگوها، توجه گزینشی، دیدگاه کلی نگر، حافظه برتر، سرعت در کدگزاری اطلاعات، قدرت پیش بینی، نگرش به نقش معلم، آگاهی از موقعیت-محور بودن رویدادهای کلاسی، آگاهی از سطح دانش، و برقراری ارتباط بین دانش پیشین و دانش جدید. در این مقاله هر یک از تم ها به همراه گزیده ای از سابقه تحقیقات پیشین و توصیفاتی از نظرات مصاحبه شوندگان به تفصیل آمده است. هم چنین بر این نکته تاکید شده است که ویژگی های شناختی مدرسین متخصّص تنها یک بعد از چند بعد مدل توصیفی تخصّص در آموزش زبان انگلیسی می باشد که در یک رساله تکمیلی دوره دکتری تخصّصی این رشته در حال تدوین می باشد.

The present study was conducted to examine empirically and systematically the effect of explicit instruction of comprehension strategies on EFL learners’ reading anxiety and reading comprehension in Iranian high schools. To this end, two intact classes (65 students) participated in this study as members of control and experimental groups. The experimental group underwent 10 sessions of reading strategies training based on McNamara, Ozuro, Best, and O’Reilly's (2007) 4-pronged Comprehension Strategy Framework. Data were collected through the employment of Saito, Garza, and Horwitz's (1999) Foreign Language Reading Anxiety Scale (FLRAS) and Preliminary English Test (PET) multiple-choice reading comprehension tests. All the students filled the FLRAS questionnaire and took the reading comprehension test two times, once as a pre-test one week before the beginning of instruction and the other as a post-test one week after the instructional treatment. After the post-test, a group of 7 students who received instruction participated in the focus group interview. T-tests were used to analyze the obtained statistical data. It was revealed that explicit reading strategy instruction was quite beneficial in improving EFL high school students' comprehension and reducing their anxiety level, while reading anxiety and reading comprehension were negatively correlated. The results of the interview with the focus group revealed the positive effect of strategy training on learners' reading comprehension and alleviating reading anxiety. This study rendered some educational implications for materials developers and instructors to invest on reading as a fundamental skill in education.

The sociocultural approach to writing strategy use emphasizes the importance of context and the mediating resources that learners can use to enhance the quality of their performance in writing (Lei, 2008). Accordingly, the present study explored the sociocultural strategy use of a convenient sample of 105 BA level students of English Language and Literature who had passed essay-writing courses in a state university in Iran by analyzing their responses to the items of a newly-developed sociocultural strategy use questionnaire consisting of different sub-scales, namely, artifact-mediated, rule-mediated, community-mediated and role-mediated strategies. The results of the descriptive statistics revealed that the tool-mediated strategies, which are the subcategory of artifact-mediated strategies, had the highest frequency of use which is rather justified in the context of Iran. In addition, the students’ overall strategy use and their writing ability were correlated and a statistically significant relationship was found between these two variables. However, the results of the multiple regression analysis indicated that none of the sub-scales had a unique predicting power in accounting for the learners’ writing ability. The researchers also compared the sociocultural strategy use of more- and less-skilled student writers and found a significant difference in the strategy use of different individuals.

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

تعلیم و تربیت انتقادی در انگلیسی به عنوان زبان خارجی: اصول، برنامه ریزی، عملکرد لیلا اکبرپور دانشگاه شیراز رحمان صحراگرد دانشگاه شیراز پژوهش حاضر که بخشی از رساله دکتری نویسنده اول می باشد شرح تدوین یک کورس خواندن و درک مفاهیم بر اساس اصول تعلیم و تربیت انتفادی و تاثیر آن کورس بر دانش خواندن فراگیران زبان انگلیسی، انگیزش آن ها برای خواندن متون انگلیسی، چگونگی نگرش دموکراتیک آن ها به کلاس های درس انگلیسی و نیز نگرش آن ها نسبت به کورس پیشنهادی می باشد. در واقع، تحقیق حاضر گامی به سوی بررسی نتایج بر گرفته از مراحل نخستین رساله دکتری ذکر شده است که هدفش تدوین الگویی برای آموزش زبان انگلیسی در ایران بر اساس تعلیم و تربیت انتقادی می باشد. شرکت کنندگان در این پژوهش 61 تن از دانشجویان دانشگاه آزاد اسلامی واحد شیراز (در دو گروه) بودند. 31 نفر از شرکت کنندگان که گروه گواه را تشکیل می دادند بر اساس روش های معمول که در ایران برای آموزش خواندن به کار گرفته می شود و 30 تن دیگر که گروه آزمایشی را تشکیل می دادند بر اساس کورس انتقادی آموزش دیدند. نتایج تجزیه و تحلیل داده ها بر اساس پیش آزمون و پس آزمون خواندن و درک مفاهیم، پرسشنامه انگیزش، پرسشنامه نگرش دموکراتیک و نیزنتایج تحلیل کیفی مصاحبه ها نشان داد که علی رغم مشکلاتی که حین انجام پژوهش در گروه آزمایشی وجود داشت، کورس پیشنهادی بر دانش خواندن شرکت کنندگان، نگرش دموکراتیک آن ها به دروس زبان انگلیسی و ایجاد انگیزه درآنان برای خواندن متون انگلیسی تاثیری مثبت نشان داد. نگرش شرکت کنندگان نسبت به کورس پیشنهادی نیز در قالب چهار تم که از نتایج تحلیل داده های کیفی پدید آمد بررسی شده و گزارش گردید. پیام اصلی این پژوهش کار آمدی اصول تعلیم و تربیت انتقادی در ایران است که برخی پژوهشگران آن ها را در شرایط فعلی غیر کارآمد دانسته اند.

هدف از پژ وهش حا ضر مقایسه ی تا ثیر سه شیوه آ موزشی واژگان :شیوه تدریس اجزا ء سا زنده واژ ها ، فلش کارت و استفاده از شیوه سر نخ های متنی بر یاد سپاری بلا فا صله و با تأ خیر واژگان دانش آ موزان پا یه سوم دبیر ستان های ایران است.به همین دلیل نود دانش آ موز در این پژ وهش شر کت نمو دند که مشغول تحصیل در مدارس تبریز بودند.برای اطمینان از همگن بودن آن ها ، آزمون پت به آ ن ها داده شد ، بر پایه نتا یج بدست آ مده بیست نفر از هر کلاس انتخاب شدند و این سه کلاس دست نخورده به صورت تصا د فی در سه گروه آ موزشی قرار گر فته اند. ابتدا به عنوان پیش آزمون شصد واژه به عنوان پیش آ زمون به آن ها داده شد که چهل تا از آ ن ها نا شنا خته برای دانش آ موزان بودند، هر کلاس تحت تدریس یک شیوه قرار گر فت ، و آ موزش های لازم داده شد .برای فهمیدن تأثیر هر شیوه تدریس در آ خرین جلسه پس آ زمون متشکل از چهل واژه داده شد و بعد از چهار هفته پس آ مون با تا خیر داده شد و نمرات بدست آمده با استفاده از آ مون انو وا مقایسه شد .نتا یج بدست آ مده نشان داد که تا ثیر سر نخ های با فتی بر یادگیری واژ ها بیشتر از شیو های دیگر است .نتا یج بدست آمده مفید برای اساتید زبان ،دانش آ موزان ، مدارس و دانشگا ها است