درخت حوزه‌های تخصصی

The current study investigated the distribution of animal terms in the Persian book of Marzbannameh and their metaphoric repetition in the users’ opinions, thoughts, and worthiness. By investigating the Persian book of Marzbannameh as one of the famous literary books which is rich of animal conceptual metaphors, a corpus of 376 animal terms in content has been chosen and analyzed. Four raters who were the Persian Literature teachers analyzed accurately the pertinent book for evaluating the available animal metaphors. And, two other raters who were the Persian Literature professors were asked to study the decisions and present the final propositions if they had different ideas about a concept. Moreover, as a supporting research method, focus groups were engaged by the Persian Literature teachers and professors to give their ideas and thoughts about the positive and negative qualities of the contained animals in the selected book. The results offered that animals are not distributed alike in this book, are used with diverse conceptualizations and stood for both positive and negative connotations. Also, it was found that the domestic animals generally have positive characteristics; however, some of them violate this rule, connoting just negative characteristics. After all, the wild animals, except for hawk, generally have negative characteristics.

In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners were randomly assigned to two experimental and control groups. Then, every group underwent ten different treatment sessions. The control group received writing instruction through conventional methods, while the experimental group received instruction through two pushed output tasks. In the case of the experimental group, in the first five treatment sessions, four grammatical structures were presented through picture cued tasks. The next five treatment sessions directed at other structures took place via reconstruction tasks. Two different versions of the writing section of the Preliminary English Test (PET) were used as pre/post-test. The results indicated that the experimental group significantly outperformed the control group. Therefore, it might be argued that pushed output-based tasks had a positive effect on the Iranian EFL learner’s grammatical accuracy in sentence writing. These findings provide empirical support for the output hypothesis and have pedagogical implications for the choice of output-oriented grammar tasks.

As a negative consequence of COVID 19, almost all students felt obliged to leave the universities and use electronic devices to learn. Some universities encouraged faculty members to use Electronic teaching as an alternative to traditional classrooms. Despite a large number of studies on different forms of electronic learning, the effectiveness of synchronous and asynchronous E-learning in teaching grammar to EFL learners has been neither investigated nor compared appropriately. Two intact  classes of undergraduate students of English as a Foreign Language (EFL) from Farhangiyan university were selected. and each received the treatment through either synchronous or asynchronous E-learning activities. The same syllabus consisting of dependent Clauses, Appostive, infinitives, and gerunds were taught to the two groups. EFL learners’ knowledge of grammar was  measured by recognition and production tests.  The two groups’ scores were submitted to repeated measures ANOVA tests. The findings showed that both modes of E-learning greatly influenced the language learners’ knowledge of grammar as measured by recognition and production tests. Results also showed that the interaction between electronic modes and grammar recognition and production tests was statistically significant. Therefore, it could be concluded that E-learning learning is useful, synchronous learning is more effective for improving the language learners’ production, and asynchronous learning is effective for improving the skills and subskills which require reflection and comprehension.