درخت حوزه‌های تخصصی

Task-based language Teaching (TBLT) has been formed as an approach wherein learners are allowed to communicate language use through tasks due to the limitations of the traditional PPP (Presentation, Practice, and Performance) approach. Among different kinds of tasks, according to Ellis (2008), convergent/divergent tasks can be mentioned which have been originated from concepts of knowledge formation. At a broader level, tasks are divided into input-based tasks and output-based tasks. This study aimed at investigating the effect of output-based and input-based divergent and convergent tasks on learning English idioms among Iranian EFL intermediate-level learners. In so doing, this study used a quantitative quasi-experimental pre-test post-test control group design. The participants of the study consisted of 75 male intermediate EFL learners studying English at a private language institute in Zahedan, Iran, who were selected through convenience sampling. To collect the data, Oxford Placement Test (OPT) and two researcher-made idiom tests were used. To analyze the data, descriptive statistics and inferential statistics were run. The results showed that output-based and input-based divergent and convergent tasks had a significant effect on learning English idioms among Iranian EFL intermediate-level learners. The findings have some implications for EFL teachers, learners, and curriculum planners.

Les diverses recherches effectuées sous l’étiquette de féminisme dans différents domaines d’étude, ayant un dénominateur commun, à savoir, la femme, sont fondées sur l'affirmation que les structures sociales et culturelles de tous les pays ont toujours opprimé les femmes physiquement, économiquement et mentalement et sur la conviction qu'il faut mettre un terme à une telle oppression. Or, ce label de féminisme donne lieu souvent à des divergences d’interprétation entre les personnes qui l’emploient. Le quiproquo se multiplie avec les termes «au féminin», «féminin» et «de femme», utilisés de nos jours dans de nombreuses expressions telles que «critique littéraire féminine/féministe» ou «éthique féminine/féministe», «littérature de femme/au féminin/ féminine/féministe» pour n’en citer que quelques exemples restreints. Quelle en est la différence? Toute qualification ‘féminine’ est forcément ‘féministe’ ou vice versa? Cet article se propose, dans une perspective généalogique et rétrospective, de cerner les contours et les évolutions de la pensée féministe, les orientations et les sensibilités qui en découlent. Pour ce faire, il faut savoir de prime abord de quoi se soucie le féminisme dans les différentes périodes de son cheminement, pour pouvoir ensuite déceler son évolution historique et théorique. Ce recul destiné à une clarification conceptuelle de la notion de recherche féministe s’avère nécessaire dans la mesure où il nous permettra de voir la manière dont les études féministes se sont construites en France; un champ d’études interdisciplinaire en sciences humaines, toujours en pleine essor.

This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.