درخت حوزه‌های تخصصی

Unlike Lexical Projections, Functional Projections (Extended Projections) are more of an ‘abstract’ in nature. Therefore, Functional Projections seem to be acquired later than Lexical Projections by the L2 learners. The present study investigates Iranian L2 learners’ acquisition of English Extended Projections taking into account their level of grammatical proficiency. Specifically, the aim is to identify the level of grammatical proficiency at which the acquisition of Extended Projections could occur in the process of learning English by the Iranian students. Two hundred and seventy Iranian female L2 learners of English participated in this study. Participants were administered three tests with a ten-day interval between each test. First, an Oxford Placement Test (OPT) was used to classify the participants’ level of grammatical proficiency. Second, a Grammaticality Judgment Task (GJT) was administered in order to assess the learners’ ability to recognize grammatical problems in Extended Projections. Finally, a picture description task (PDT) was administered to examine the learners’ ability to produce grammatical Extended Projections. The results indicated that the learners are able to recognize and produce English Extended Projections even at lower levels of grammatical proficiency. The results also showed that the learner’s recognition and production of English Extended Projection improves with their increased level of grammatical proficiency.

The study of human existence from its inception as an individual element to its development of the most complex forms of civilization and society is inseparable from the theory of knowledge; and how that human was through knowledge, was able to fluctuate on earth; to present great experimental models in his movement and history. just as the level of knowledge presented by man during his lifetime was not limited to a specific dimension, so we find that sometimes he focuses on the world of sense or the imagination or the abstract, and sometimes he gives importance to his thought and knowledge or makes it subject to another force. All these different directions were a hostage to circumstances and conditions that a person went through. The cognitive nature of the human being bifurcates us in our search for relativism in knowledge to address the most intellectual trends that have been born or not; at least, it is influenced the emergence of the relativistic concept in knowledge. However, this does not mean that limiting the study to these directions is complete and complete restriction, at all; But we focused on schools that we think that have priority in the search and highlight them, which will be as follows: Kantianism, historicisms, skepticism and existentialism, and then put these trends to the test analysis to show the wrong point in knowledge between the relative between the linkage of intellectual schools.

Flipped classroom establishes a framework for personalized education tailored to students’ individual needs by incorporating simple technologies of audio/video recordings into instruction. Considering the challenges General English (GE) students and instructors face such as time limitation, students’ low motivation and diverse learning preferences, there seems to be an urgent need for studies on flipped learning. The aim of the present study was to investigate the effect of flipped classrooms on Iranian EFL learners’ learning outcome in a GE course. As such, fifty students of engineering majors in two intact classes participated in the study and were assigned to a control (n=25) and an experimental (n=25) group. The experimental group received instruction in line with the principles of flipped learning while the control group was taught using the conventional method. The participants’ level of learning outcome was measured before and after the treatment by an achievement test consisting of two parts: grammar and vocabulary. The data were analyzed by Multivariate Analysis of Variance (MANOVA). The results revealed a significant difference between the two groups’ performance on the achievement post-test in general and in its two sections (grammar and vocabulary) in favor of the experimental group. Further analysis showed that the effect size for the intervention was large (ηp 2=.19>.14) for general learning outcome; however, as for the components of the achievement test, the effect size was found to be large for vocabulary section (ηp 2=.16>.14) and middle for the grammar section (ηp 2=.134<.14), respectively. Possible interpretations of the findings are discussed and certain implications and applications for GE instructors and materials developers are suggested.