درخت حوزه‌های تخصصی

: La grande divergence sur la définition du postmodernisme et la diversité de ses caractéristiques n’ont pas empêché ce mouvement d’influencer largement les œuvres artistiques et littéraires du siècle.  L'œuvre romanesque de Patrick Modiano, grand écrivain contemporain français, se montre apte à être classifiée dans ce mouvement. Cette présente étude s'intéresse à relever les caractéristiques de l'écriture postmoderne de cet écrivain à travers trois de ses romans, Rue des boutiques obscures ,  Pour que tu ne te perdes pas dans le quartier  et  Souvenirs Dormans . Nous visons également à savoir comment cette écriture ouvre à l’écrivain le chemin d’une nouvelle reconnaissance. Pour atteindre cet objectif, nous allons d’abord expliquer la base théorique du postmodernisme pour en définir les caractéristiques dominantes. L'analyse de ces trois romans nous permet d'y étudier ensuite, la manière de la mise en pratique de l’incertitude et de la discontinuité en tant que deux éléments fondamentaux de l'écriture postmoderne. Nous allons enfin exprimer la conditions d’émergence de l’art de mémoire et la recherche de l’identité comme deux thèmes majeurs de l’œuvre modianesque à travers l'écriture postmoderne.

As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this study was intended to examine: (a) whether self-evaluation techniques could promote English as Foreign Language (EFL) teachers’ reflective teaching, (b) whether EFL teachers who used self-evaluation techniques would differ from the teachers who did not use them in the 5 aspects of reflection (practical, cognitive, affective, metacognitive, and critical), and (c) whether EFL teachers’ years of experience and gender would make a significant difference in their degree of reflectivity. To these ends, 20 male and female Iranian EFL teachers participated in the study with its pretest posttest control group design and responded to Akbari, Behzadpour, and Dadvand’s (2010) Teacher Reflectivity Questionnaire. Unlike the control group, the experimental group employed 3 self-evaluation techniques of video recording lessons, advance organizers, and colleagues’ reviews. Results from a one-way analysis of covariance, a one-way multivariate analysis of covariance, and a two-way analysis of variance revealed that the self-evaluation techniques significantly improved the EFL teachers’ reflectivity. Also, the self-evaluation techniques made a significant difference in the practical, cognitive, metacognitive, and critical aspects of the teachers’ reflection. However, the EFL teachers’ years of experience and gender did not make a significant difference in their degree of reflectivity. The findings encourage EFL teachers to join other stakeholders to evaluate and reflect upon their own teaching for positive changes in EFL classrooms

The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers’ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation. The instruments adopted for data collection purposes included the CP Questionnaire developed by Pishvaei and Kasaian (2013) and the RT Inventory developed by Akbari, Behzadpour and Dadvand (2010) which were validated through pilot-testing and factor analysis. Then, the CP Classroom Observation Checklist, was developed by the researchers and was viewed by an expert. The results of one-way ANOVA showed that there were significant differences among the three groups of university, school, and language institute EFL teachers regarding CP perception. Also, the results of Pearson correlation showed a significant relationship between participants' perception of CP and RT. Moreover, the results of Factorial ANOVA indicated that gender and teaching experience did not significantly differentiate the participants concerning CP perception; however, academic degree did so. Furthermore, the results of Independent Samples t-test revealed significant differences between the participants' reported perception of CP and their actual classroom implementation of it. The findings of the study might imply that English teachers should be equipped with the knowledge of how to put CP into practice in actual classroom settings in addition to the propositional knowledge of the concept.

To better understand the pattern of language use and classroom interactions, this sequential mixed-methods study investigated the teachers’ use of self-repair strategies based on their level of reflection. To this end, 33 Iranian EFL teachers were selected from various institutions in Tehran. Data for the quantitative phase were collected from the reflectivity questionnaire developed by Akbari, Behzadpour, and Dadvand (2010). Regarding the qualitative phase of the study, 70 hours of English instruction and classroom interactions of the 33 teachers were recorded and analyzed, using Fox and Jasperson’s (1995) classification of self-repair strategies. The quantitative analyses of the results, employing one-way Analysis of Variance (ANOVA), indicated that there was a significant difference between the reflective groups in terms of the total repair strategy use. Further, the results of Kruskal Wallis analysis revealed that there was a statistically significant difference between high and low reflective teachers in terms of the repair strategies types “H, J, K, and L”, which generally refer to the “Replacement, Repetition, and Addition of a lexical item”. The results of the qualitative analysis also showed that the most frequent self-repair strategy of high, mid, and low reflective teachers was strategy “A” or “repetition of a lexical item”.

Academic writing is not just about presenting a set of ideas, but through the act of writing, the authors position themselves as individuals having particular identities which mostly reflect the dominant sociocultural values and practices of the discourse communities in which they are living and performing. The present study, using a mixed method approach, attempted to explore the evidences of voice and subject positioning, as reflections of authorial identity, in the argumentative writings of 41 advanced Iranian EFL learners. At first, the relationship between voice intensity and overall writing quality of the participants was assessed and the results indicated a positive relationship between the constructs. The multiple regression analysis conducted also revealed that assertiveness, as one of the main subcomponents of voice in writing, had the highest level of contribution in accounting for the writing competence of the learners. Afterwards, some representative instances of subject-positioning (i.e., ideational, interpersonal and textual) in the written texts were identified and discussed based on the ideological context of the study since it is believed that authorial identity and voice can vividly reflect the overall ideology of the specific discourse community in which they are constructed. Finally, it was suggested that raising the awareness of learners and even instructing them about the significance of authorial identity, voice and subject-positioning in writing can assist them in constructing more authentic texts in terms of idea presentation, consideration of readers and specific textual and linguistic features used.