درخت حوزه‌های تخصصی

Particle phrases are defined as prefabricated “chunks” stored and retrieved as a whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar. This study was an attempt to investigate the effect of teaching particle-bound phrases on spoken accuracy of Iranian EEL learners. Having been homogenized, a sample of 51 Iranian EFL learners at a university in Karaj, Iran was assigned to three groups: two experimental and one control. Before the treatment, a pre-test of video-based narrative retelling was administered. The Experimental Group 1 (EG1) was presented with the target particle phrases and came up with drawings of their concepts. In Experimental Group 2 (EG2), the same procedure happened except for the hands-on drawing task. The Control Group (CG) was presented with the same particle phrases every session along with their L1 (Farsi) meanings. The results showed that EG2 (M = 5.16) significantly outperformed CG (M = 3.81) on the immediate posttest (Mean Difference = 1.34, p = .000). It was also found that EG1 (M = 4.82) significantly outperformed CG (M = 3.81) on the immediate posttest (Mean Difference = 1.01, p = .000). Plus, there was not any significant difference between EG1 (M = 5.16) and EG2’S (M = 4.82) means on the immediate posttest (Mean Difference = .334, p = .146). Regarding delayed post-test, it was shown that there was no significant difference between EG1 and EG2 on delayed posttest, but both groups outperformed CG in that regard.

The purpose of this study was to investigate the role of informal English language teaching in childhood on English knowledge and attitude towards the English language in adulthood. The research design was of a causal-comparative nature. The statistical population included all the first-year undergraduate students of Islamic Azad Universities who had been studying humanities in the academic year of 2015-2016. A sample size of 200 students was selected by multistage cluster sampling method. The research tools were English knowledge test and attitude questionnaire which were developed by the researcher.  Statistical analyses using MANOVA was implemented. Findings revealed that the informal English language teaching in childhood, as compared to its absence, leads to more English knowledge and improves attitude towards the English language in adulthood. Based on the obtained results, it is recommended that English language learning should not only start at an earlier age but it should also and be taught informally.

This study aimed at determining the effect of forehead cortex electric current stimulation on inhibitory control and working memory in people with attention deficit and hyperactivity disorder (ADHD), using TDCS device. The method used was quasi-experimental research with pretest-posttest control group design. The participants were 24 children with attention deficit and hyperactivity disorder aged 7-11 who referred to Baqiyatallah Hospital in 1397. Children were randomly divided into experimental (n = 12) and control (n = 12) groups. The experimental group was intervened in 10 sessions, 3 times a week, and each session was 20 minutes. Assessments were performed in 3 steps, a day before the intervention, and a day after the intervention ended, and finally at the follow-up phase, two months after the intervention was accomplished. Go/no Go and N-back tests were used to evaluate inhibitory control and working memory, respectively.  A repeated measurement method was applied to analyze the data. Findings revealed that brain electric stimulation program improves working memory and inhibitory control in children with attention deficit hyperactivity disorder. Therefore, brain electric stimulation program can be used to enhance the working memory and inhibitory control of children with attention deficit hyperactivity disorder.

This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study were 90 female intermediate English language learners. To make sure of their homogeneity, all the participants sat for the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were also administered to the participants. Subsequently, the data were subjected to statistical analyses. The results showed that there was not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies, while extroverts achieved higher mean scores on determination and social strategies. Furthermore, according to the findings of phi and crammers’ v, the highest degree of relationship was reported for the correlation between social strategy and personality types. In contrast, the lowest amount of correlation was found between metacognitive strategy and personality types.