مطالب

In the second language (L2) assessment realm, cognitive diagnostic assessment (CDA) emerges as an exceptionally practicable methodology, enabling a meticulous analysis of linguistic competencies and furnishing granular insights into learners’ proficiencies and deficiencies, thereby charting precise remedial pathways. The primary objective of this research was to develop a cognitive model of attributes underlying an International English Language Testing System (IELTS) assessment descriptor, namely grammatical range and accuracy. The model sought to enable the development of a diagnostic instrument informed by CDA, which would investigate candidates’ grammatical strengths and weaknesses to improve their performance in the IELTS. Through a multi-stage process involving qualitative data collection, interpretation, and synthesis, a comprehensive scheme emerged, categorizing cognitive attributes into two main areas: (a) knowledge of grammatical forms, including pronouns, determiners/quantifiers, adjectives, adverbials, nouns/noun phrases, verbs/tenses, and prepositions, and (b) familiarity with structural nuances, including punctuation and structural sophistication. These nine micro-level attributes comprised several sub-components aligned with three proficiency classes: A1-A2, B1-B2, and C1-C2. The model laid the groundwork for developing a three-booklet multiple-choice test. Alongside conducting pilot testing and item analysis, the study employed a saturated psychometric model to validate the CDA-informed instrument. The results confirmed the instruments’ internal consistency, validity, satisfactory fit, and effectiveness in classifying examinees based on attribute-specific mastery levels. The findings underscored severe weaknesses in punctuation, structural complexity, and verb tense usage, pinpointing crucial areas demanding targeted instructional enhancement. The theoretical implications highlight a refined understanding of grammatical competencies, while pedagogically, the results advocate for targeted teaching strategies.

This study adopted Talmy's (1985, 2000) typological framework of motion events to systematically analyze manner-of-motion verbs in three representative Gothic texts: Edgar Allan Poe's "The Tell-Tale Heart" (1843) and "The Black Cat" (1843) and Shirley Jackson's "The Lottery" (1948).  The study used both quantitative and qualitative methods, including corpus analysis, to identify key narrative functions of motion verbs (e.g., indicating physical or mental resistance, violence, and deception). It then showed how these verbs built tension, horror, and dread. Findings revealed that fundamental movement verbs dominated (45.6%), establishing an atmosphere of false normalcy, while sudden eruptions of violent motion and physical resistance created a pressure-release dynamic central to Gothic aesthetics. Furthermore, the analysis demonstrated significant stylistic divergences in the authors' employment of motion verbs, reflecting the dual nature of Gothic aesthetics: Jackson’s use of ritualistic motion highlighted communal horror contrasting with Poe’s focus on psychological disintegration. The paper concluded that Gothic fiction transformed mundane actions into kinetic terror, with motion verbs functioning as both narrative catalysts and psychological markers. These insights advance the understanding of how linguistic structures shape genre-specific emotional effects, offering a quantitative and narrative-functional framework for analyzing Gothic literature.

The present paper reports a study conducted among Iranian English as a foreign language (EFL) learners, addressing the critical issue of imagined identity/community within a globalized world. The concepts of “imagined identities” and “imagined communities” (ICs) refer to the internalized self-conceptions learners develop regarding who they aspire to be and the broader social groups they envision themselves as part of in the context of language learning, respectively . Drawing on Norton’s (2000, 2001) framework of ICs, this study focused on the diverse imaginations that Iranian EFL learners possess while learning English. The study involved five participants, aged between 13 and 36, and employed a qualitative approach utilizing semi-structured interviews for data collection. Through these interviews, rich narratives illustrating the learners’ unique perspectives emerged. The findings revealed that while the imagined identities/communities differed among participants, a common thread was their significant influence on guiding learners through the language learning process. Moreover, the research indicated that a lack of awareness regarding learners’ desired membership in their ICs could detrimentally impact their engagement and commitment to language learning, often resulting in various forms of non-participation in the classroom. Pedagogical implications of the study for EFL teaching practices, emphasizing the importance of creating classroom environments that validate and support learners' ICs and foster their imagined identities/communities as essential components of effective language instruction, are discussed. The study also offers recommendations for future research endeavors to further explore the dynamic interplay between imagined identities/communities and language learning outcomes.