درخت حوزه‌های تخصصی

Of paramount importance in the study of cognitive diagnostic assessment (CDA) is the absence of tests developed for small-scale diagnostic purposes. Currently, much of the research carried out has been mainly on large-scale tests, e.g., TOEFL, MELAB, IELTS, etc. Even so, formative language assessment with a focus on informing instruction and engaging in identification of student’s strengths and weaknesses to guide instruction has not been conducted in the Iranian English language learning context. In an attempt to respond to the call for developing diagnostic tests, this study explored developing a cognitive diagnostic reading comprehension test for CDA purposes. To achieve this, initially, a list of reading attributes was prepared based on the literature and then the attributes were used to construct 20 reading comprehension items. Then seven content raters were asked to identify the attributes of each item of the test. To obtain quantitative data for Q-matrix construction, the test battery was administered to 1986 students of a General English Language Course at the University of Tehran, Iran. In addition, 13 students were recruited to participate in think-aloud verbal protocols. On the basis of the overall agreement of the content raters’ judgements concerning the choices of attributes and results of think-aloud verbal protocol analysis, a Q-matrix that specified the relationships between test items and target attributes was developed. Finally, to examine the CDA of the test, the Fusion Model, a type of cognitive diagnostic model (CDM), was used for diagnosing the participants' strengths and weaknesses. Results suggest that nine major reading attributes are involved in these reading comprehension test items. The results obtained from such cognitive diagnostic analyses could be beneficial for both teachers and curriculum developers to prepare instructional materials that target specific weaknesses and inform them of the more problematic areas to focus on in class in order to plan for better instruction.

This study aimed to investigate the impact of textual enhancement and metalinguistic explanation as focus-on-form tasks tending to encourage the acquisition of nominal clauses (NCs) in English. It explored (a) whether textual enhancement and metalinguistic explanation would promote and enhance the knowledge of NCs, (b) whether these two tasks would differ in terms of enhancing learners' knowledge of nominal clauses, and (c) whether learners' use of self-regulatory capacity for grammar acquisition would have differential effects on textual enhancement and explicit explanation groups. A test of recognizing noun clauses and a test of producing combined sentences were used as both the pretest and the posttest to measure the achievement of first-year undergraduate university students in four intact classes. A grammar self-regulation questionnaire was also administered to measure the use of self-regulatory capacity. The findings demonstrated that both textual enhancement and explicit instruction contributed to developing grammatical knowledge of the learners at both recognition and production level. The results also showed that the learners who received textual enhancement used their grammar self-regulatory capacity more effectively in developing their receptive knowledge of NCs. It can be concluded that textual enhancement, which provides learners with less explicit instruction, pushes them to use their self-regulatory capacity more effectively in improving receptive knowledge of grammar.

Human rights diplomacy is considered as a consequence of globalization. While many norms and issues are extensively globalized, nonetheless they can be implemented based on cost and benefit analysis (i.e. maximization of benefits and minimization of costs). States have to take their responsibility of human rights by demonstrating their responsiveness towards their people, international organizations, human rights entities, civil societies and NGOs. This accountability would improve their position in international public opinion and would prove their legitimacy in the globalized world. Human rights diplomacy could be defined at strategic and tactical levels. The main question treated in this article is how Brazil has planned its strategies and tactics on human rights diplomacy? The importance of scrutinizing on Brazilian human rights diplomacy is that Brazil, as an emerging power, has been playing an effective role in the transitional international system. In fact, Brazil, as a first step, has defined its proper and suitable strategies and tactics, and as a second step, it has been highlighting its role in international organizations inter allia the United Nations, and finally it has increased its credit and prestige among south counties in the framework of BRICS and south-south dialogue. Analysis of Brazilian human rights strategy indicates that this country tries to stratify its human rights diplomacy firstly at regional level and secondly at international level; to implement this multilayered diplomacy, it seeks to involve interested stakeholders including NGO’s and civil society actors.