مطالب مرتبط با کلیدواژه
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Reading
In the context of comparative and intercultural philosophy the approach and engagement of one philosopher with another, is a very basic issue. With regard to this, I want to narrate Farabi’s special engagement with the Meno and Gorgias dialogues of Plato. His engagement can be named hermeneutic dialectical reading-here hermeneutic means the relation of Farabi with the Meno and Gorgias texts and also inside these two texts there are diverse and different levels, layers and mediations (though this is also true so far as my self as a researcher); dialectical means his reading is in the from of synoptic question (s) and answer; and reading means conversational construction of meaning in relation to the text and context. Farabi’s hermeneutic dialectical reading of the Meno and Grgias has these characteristics: he propounds these two dialogues thematically or in accordance whit their subject matter as two parts or orders in the whole of the Plato philosophy. Therefore for understanding these dialogues we have to put them in a broader context that heve interconnections whit the whole philosophy. Basides, the Gorgias is connected with or exists in a set of dialogues that collectively make a network that too has logical relation with the Meno. He says that plato philosophy as a whole begins with a search about human perfection as the first order that is discussed in Alcibiades I and then for getting this perfection we need knowledge that Theaetetus dialogue discusses thematically as the second order. After searching about eudaimonia in the Philebus and knowledge of eudaimonia in Protagoras respectively, Plato further searches about the possibility and the quality and how-ness of getting this special knowledge in the Meno. Farabi says that in the Meno (means fixing) dialogue as the fifth order or level of Plato philosophy he searches about this matter i.e. getting of this knowledge and the method if the answer is positive. Plato in this dialogue says that this knowledge is possible by means of Sana’t / art /τεχνη. Therefore the next step is searching for these arts that are well-known among citizens of different cities and civilities. Farabi says that for Plato these arts are six arts according to six dialogues-that begins with theological syllogism art in the Euthyphro and continues by language, poetics, rhetoric, sophistics and ends by art of dialectics in the Parmenides. According to Farabi Gorgias (means service) is after Ion dialogue about poetics, before the Sophist that is about sophistics. In this dialogue Plato searches two problem, does this art give us knowledge or only the method, and how much this art is knowledge?
Using Multiple-Variable Matching to Identify EFL Ecological Sources of Differential Item Functioning(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Context is a vague notion with numerous building blocks making language test scores inferences quite convoluted. This study has made use of a model of item responding that has striven to theorize the contextual infrastructure of differential item functioning (DIF) research and help specify the sources of DIF. Two steps were taken in this research: first, to identify DIF by gender grouping via logistic regression modeling, an inventory of mostly cited DIF sources was prepared, based on which a list of demographic items was appended to the TOEFL reading paper only to be administered to the intermediate Iranian undergraduates; second, using multiple-variable matching regression (Wu & Ercikan, 2006), a built-in sequence was followed to let every potential DIF source be considered as a covariate, over and above the conditioning variable, and specify whether a particular ecological variable could reduce DIF value/status. Then, all significant variables were analyzed together to show the final DIF predictors. The same procedures, i.e., individual/collective analyses, were employed after the purification of the test. The results indicated three ecological predictors affecting DIF before and after purification: income, administration convenience, and SES. The ultimate predictors helped create an EFL configuration of the ecological model of item responding. The implications for validity arguments are also discussed.
Effects of CALL-Mediated TBLT on Self-Efficacy for Reading among Iranian University Non-English Major EFL Students
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۶, Summer ۲۰۱۹
85-101
حوزه های تخصصی:
The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group .
Investigating the Efficacy of Implicit Stimulation in Visual Hemisphere-Specific According to the Bakker’s Balance Model for the Reading and Writing Skills of individuals with linguistic developmental Dyslexia: A case study(مقاله علمی وزارت علوم)
منبع:
مطالعات روان شناسی بالینی سال دهم زمستان ۱۳۹۹ شماره ۴۱
83 - 98
حوزه های تخصصی:
Individuals with developmental dyslexia have difficulties with accurate and fluent word recognition and spelling. Hemisphere alluding stimulation (HAS) is one of the neuropsychological techniques to stimulate cerebral hemispheres through the visual vessel, by word selection with various sizes and fonts. It increases the perceptual traits of the text and balances the reading speed by stimulating the right hemisphere. The aim was to investigate the efficacy of the implicit stimulation in visual hemisphere-specific according to the Bakker’s Balance Model for the reading and spelling skills in two students with the linguistic developmental dyslexia. In a single-subject design, two female students (mean age = 9.35 years) were selected through convenience sampling from the 3rd grade in the elementary school. They were diagnosed as having the linguistic developmental dyslexia, evaluated by the Wechsler Intelligence Scale for Children (WISC-IV), who answered the Diagnostic Reading Disorder Test (DRDT) and the Writing Disorder Test (WDT). One student was considered a case subject and the other one a control subject. The case received implicit stimulation in visual hemisphere-specific for 16 sessions (twice a week), but the control subject did not. After the intervention and three months later, the subjects answered the DRDT and WDT again. The results of the visual analysis in combination with the non-overlap methods were used to calculate the effect size. The findings showed that the intervention increased the reading fluency (effect size = 90.74%), reading comprehension (effect size = 69.11%), reading speed (effect size = 200%), and spelling mistakes (effect size = 62.5%) of the case subject. The efficacy of the implicit stimulation in cerebral hemisphere was significant (p < 0.01), even three months later. We conclude that the implicit stimulation in visual hemisphere-specific is probably an effective method for improving the functioning of the reading and spelling skills in people with the linguistic developmental dyslexia.
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series(مقاله علمی وزارت علوم)
حوزه های تخصصی:
The present research was an attempt to investigate gender portrayal represented in EFL reading textbooks. Using Johnson and Young’s (2002) verb taxonomy , the reading passages of the four books of the Active Skills for Reading series were selected as the corpus. Qualitative content analysis was employed to identify the type and frequency of verb categories including, action , competition/destruction , agency/control , limited, state, feeling and nurturing , and negative verbs. Based on the results of statistical analysis, no significant difference was demonstrated in frequencies of verb types assigned to each gender other than in Action and Limited verb elements which were biased toward males. Moreover, it was revealed that males were assigned to some social roles which were traditionally attributed to female characters. In addition, the findings revealed that there was no significant difference between doer vs. receiver roles allocated to male and female characters. The results of the study can shed more light on micro and macro policymaking in the area of education, language teaching, curriculum development, and materials preparation for EFL courses.
Investigating Foreign Language Reading Anxiety in Mobile Assisted Language Learning (MALL): Does Using Electronic Dictionary Help?
Abstract Recent developments in mobile technologies are exerting considerable influence on the students’ daily lives and their educational practices. In this regard, mobile assisted reading in language education is gaining increased attention. Within these lines on inquiry, the current study investigated foreign language reading anxiety in mobile learning environment. The data were collected from 50 Iranian EFL learners, divided into control and experimental groups. The participants in the control group were given the reading materials on paper and used traditional materials, while the control group used mobile devices to read the assigned texts. Both groups participated in reading comprehension tests before and after the treatment. The findings revealed that mobile assisted reading in English contributed significantly to anxiety reduction among the learners, nevertheless, its impacts on comprehension were insignificant. The findings have some implications for teaching EFL reading, and contributes to growing body of knowledge in mobile assisted reading.
The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge(مقاله علمی وزارت علوم)
The present study compares the effects of the second language (L2) reading and listening on incidental vocabulary learning and retention of three dimensions of word knowledge (i.e., part of speech, syntagmatic association, and form-meaning connection) among EFL learners. The relationship between word exposure frequency and vocabulary learning is also examined in reading versus listening. Sixty-three pre-intermediate EFL learners in four intact classes were randomly assigned to four experimental groups based on the number of target word (TW) exposures (i.e., 1, 3, 5, and 7 exposures) they received in treatment texts. The experimental groups read and listened to four texts with 36 TWs. The scores on the immediate and three-week delayed posttests revealed that reading contributed to a greater amount of vocabulary learning and retention in the three dimensions of word knowledge. The results further revealed that an increase in the word exposure frequency had a significant effect on acquiring form-meaning connection through reading, and on three dimensions through listening. Moreover, frequency improved retention gains in both input sources.
Self-Concept of Ability and Parental/Teachers’ Beliefs in Reading and Dictation(مقاله علمی وزارت علوم)
The study aimed to examine whether and the extent to which children’s self-concept of ability is predicted by their gender, parental and teacher’s beliefs. Next, this study aimed to investigate whether and the extent to which children’s dictation performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. Finally, the study investigated whether and to what extent children’s reading performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. A total of 89 Iranian Persian-speaking elementary school fourth-graders, along with their parents and teachers, took part in the study. Five instruments were used in the study: two tests measuring the students’ reading and dictation levels in their native language, one questionnaire assessing the children’s reading and dictation-related self-concept of ability, and two questionnaires assessing the teachers’ and parents’ beliefs regarding reading and dictation level of children. Descriptive statistics, correlation, and multiple regression were run to analyze the data. The findings indicate that children’s self-concept of ability is affected by parental and teacher’s beliefs. Moreover, the results showed that children’s dictation performance is affected by their gender, self-concept of ability, parental and teacher’s beliefs. Finally, the study showed that children’s reading performance is affected by their gender, parental and teacher’s beliefs. Overall, the findings of the present study highlight the importance of children’s self-concept of ability and teachers and parents’ awareness of how their beliefs benefit students’ attainment and development of self-concept of ability.
Effects of Virtual Vs. Blended-Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners(مقاله علمی وزارت علوم)
منبع:
Iranian Journal of Applied Language Studies,Vol ۱۵, No. ۲, ۲۰۲۳
201 - 216
حوزه های تخصصی:
Recent developments in technology have affected various aspects of human life, including education. These technological advancements have resulted in the introduction of new trends in teaching methodology. These trends include pure online instruction, mixed online and face-to-face instruction (blended), etc. In order to identify the efficacy of such kinds of instruction in comparison with traditional methods, this quasi-experimental study was conducted to explore the effects of virtual vs. blended-language instruction on the development of listening and reading skills by Iranian intermediate EFL learners. To achieve this goal, 60 intermediate EFL learners were selected to participate in two experimental (virtual and blended) and one control (traditional face-to-face) groups. After the provision of the treatments in experimental (reading and listening through virtual and blended methods of instruction) and control (reading and listening through traditional method) groups, a post-test was conducted to measure the attainment of the participants in each language skill. The results revealed that both virtual and blended methods of instruction could lead to better reading and listening performances. However, the difference between the effect of each treatment was more tangible in one skill scores (reading in the virtual group and listening in the blended group). The point worth noting is that the blended group could significantly outperform the other two groups. Comparing the results of all post-tests in reading and listening, it was revealed that blended instruction could result in better reading and listening; however, reading skill was more affected due to the higher mean difference between pre-test and post-test scores. This study has some implications for language teachers in taking advantage of technology in education in a balance with their traditional styles of teaching.
Students’ Strategies in Reading Literature: Literary Study in the EFL, Phenomenological Psychology Perspective(مقاله علمی وزارت علوم)
حوزه های تخصصی:
This study aims to explore the strategies Indonesian students employ in writing comparative Indonesian-English literary criticism within the context of EFL students. A qualitative approach was utilized, and data collection techniques included questionnaires and interviews. The data analysis technique used the identification, classification, reduction, and exposure stages. This study used four phases, namely the screening phase, the reading process phase, the interpretation phase, and the reflection phase. The results showed that in the screening phase, 14.1% of participants expressed a liking for English, while 85.9% remained neutral; the mean score of English obtained by the participants was 45.1% very good, 45.1% good, 8.5% sufficient, 1.3% insufficient; and regarding the English courses attended by participants, 62% never attended, and 38% had taken English courses. In the reading process phase, 74% of the participants searched for translated novels on Google, 7% translated English novels using Google Translate, 3.5% engaged in skimmed reading, 2.5% translated English novels using translators, and other reading strategies were below 3%. Participants who responded with ‘loved’ were 71%, participants who responded with ‘liked’ were 19%, participants who responded with ‘neutral’ were 7%, and those who responded with ‘disliked’ were 3%.
The Contribution of Literature-based Reading Instruction in Increasing Students’ Learning Performance: Perception and Impact(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Literature theoretically provides many positive contributions that could impact students’ learning performance in reading. It is because literature consists of two fundamental functions that Horace called it dulce et utile (sweet and useful). Besides, literature also contains two important elements, i.e., intrinsic and extrinsic. Integrating these literary elements into literary reading activities builds students’ comprehension skills to analyze various aspects, e.g., character, plot, setting, theme, and stylistics as the intrinsic elements and sociology, psychology, politics, and philosophy as the extrinsic elements. In studying the discourses, this research presented perceptional theory and a study of the LBI approach used in a reading course that analyzed the impacts on students’ learning performance. The methodology used in this research was Cresswell's (2016) mix-method with an explanatory case study approach. To collect the needed data, several instruments were utilized in this research, such as interviews and questionnaires. All the collected data were analyzed using a thematic analysis approach. After collecting, analyzing, and discussing the data, the results demonstrated that students perceived that LBI material was enjoyable, challenging, and contains moral teaching. Furthermore, students also felt that LBI material impacted some good learning performance, i.e., LBI material improved students’ reading skills, triggered students’ critical thinking, and transformed students’ learning attitudes.