درخت حوزه‌های تخصصی

زبان شناسی

حوزه‌های تخصصی
ادبیات اقتصاد تاریخ تربیت بدنی جغرافیا حقوق روانشناسی زبان شناسی علم اطلاعات و دانش‌شناسی علوم اجتماعی علوم اسلامی علوم انسانی علوم تربیتی علوم سیاسی فلسفه و منطق مدیریت مطالعات زنان هنر و معماری
زبان شناسی چیست؟ زبان شناسی کاربردی زبان شناسی نظری سیر تحول زبان شناسی (تاریخچه) علوم مرتبط میان رشته ای ها نقد و بررسی کتاب
ترتیب بر اساس: جدیدترینپربازدیدترین
فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۲۰۱ تا ۲۲۰ مورد از کل ۱۰٬۶۸۷ مورد.
۲۰۱.

استنساخی جدید از کتیبه میخی اورارتویی سقین دل، ورزقان، آذربایجان شرقی، ایران(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبانشناخت سال ۱۵ بهار و تابستان ۱۴۰۳ شماره ۱ (پیاپی ۲۹) 57-80

کلیدواژه‌ها: کتیبه میخی اورارتویی سقین دل استنساخ فتوگرامتری

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۶ تعداد دانلود : ۱۱۹
نقش برجسته ها و کتیبههای صخرهای روشن ترین و بی واسطه ترین روایات را از تاریخ بیان می کنند سازندگان این آثار توجه ویژه ای نسبت به وقایع زمان خود داشته اند و به درستی دریافته بودند که سینه سخت سنگ و صخره ها مقاوم ترین بوم برای ثبت اندیشهها و رخدادها و شرح فتوحاتشان خواهد بود صحت این تشخیص امروزه بر ما روشن گردیده است چراکه بسیاری از این آثار توانسته اند از گزند حوادث مختلف طبیعی، جنگ ها، تخریب های انسانی و غیره عبور کرده و سلامت خود را حفظ نمایند و امروزه در زمره میراث کهن کشورمان به ما واگذار گردند. مقاله حاضر شامل استنساخ جدیدی از سنگ کتیبه اورارتویی سقین دل واقع در بخش مرکزی شهر ورزقان، استان آذربایجان شرقی است که بر بدنه یک تخته سنگ مربوط به 2750 ق.م نقر شده است و نقوش خط میخی بر روی آن کنده کاری شده و به سبب عوامل گوناگونی دچار آسیب دیدگی گشته است. برای دستیابی به پاسخ این سؤالات، علاوه بر مطالعات تاریخی و باستان شناسی، بررسی های میدانی و همچنین استفاده از روش های نوین مستندسازی شامل اسکن لیزری، فتوگرامتری و طراحی دیجیتال متن کتیبه انجام شده است تا بتوان روند تغییرات این کتیبه را در طول زمان بررسی کرد.
۲۰۲.

بررسی، نقد و تحلیل واژگان معادل یابی شده درسنامه زیست شناسی دوره متوسطه اول و دوم(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان شناسی و گویش های خراسان سال ۱۶ پاییز ۱۴۰۳ شماره ۳۶ 139 - 158

کلیدواژه‌ها: مصوبات فرهنگستان زبان واژههای معادلیابی شده آموزش یادگیری کتب درسی برنامهریزی زبان

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۹ تعداد دانلود : ۱۰۲
در پژوهش حاضر به مطالعه موردی واژه های معادل یابی شده در درسنامه زیست شناسی پرداخته شده و سنجش میزان مقبولیت واژه های تخصصی معادل یابی شده به زبان فارسی در درس زیست شناسی دوره متوسطه اول و دوم، بر اساس مصوب فرهنگستان زبان و ادب فارسی و بر پایه معیارهای واژه سازی و واژه گزینی نقد و بررسی شده است. روش تحقیق به صورت کیفی و کمی است. در روش کیفی، پرسش نامه ای از نوع نگرش سنجی بسته به صورت جداگانه به 50 دانش آموز داده شده است و در روش کمی، داده ها با تحلیل آماری بیان شده اند تا تأثیر واژه های معادل یابی شده بر استقبال کاربران سنجیده شود. نتایج تحقیق با توجه به ساخت واژه های معادل یابی شده از نظر بهره وران تفاوت معناداری را نشان می دهد؛ یعنی دانش آموزان با همان اصطلاحات و واژگان تخصصی لاتین بهتر می توانند معنی واژگان را مفهوم سازی و درک کنند. به همین دلیل واژه ها به سه دسته (آشنا، نسبتاًآشنا و ناآشنا) تقسیم شده اند و نظر دانش آموزان در مورد کل واژه های معادل یابی شده بررسی و تحلیل گردید که نتیجه منفی بود. نظر دانش آموزان به این اشاره دارد که معادل های ارائه شده برای واژه های ناآشنا مناسب نیستند؛ اما معادل های ارائه شده برای واژه های آشنا و نسبتاًآشنا از نظر ایشان مناسب تر هستند.
۲۰۳.

The Effect of Self-Determined Learning Model of Instruction (SDLMI) on Intermediate EFL Learners’ L2 Autonomous Motivation, Self-efficacy, and Perceived Locus of Causality(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 117 - 134

کلیدواژه‌ها: Self-Determined Learning Model of Instruction Autonomous Motivation Perceived Locus of Causality EFL Learners Self-Efficacy

حوزه‌های تخصصی:
تعداد بازدید : ۳۲۷ تعداد دانلود : ۲۴۷
The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 
۲۰۴.

An Analysis of Interactive and Interactional Metadiscourse: Native vs. Non-native Author Dichotomy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 31 - 48

کلیدواژه‌ها: authorial stance Metadiscourse Applied linguistics interactional and interactive resources

حوزه‌های تخصصی:
تعداد بازدید : ۴۲۵ تعداد دانلود : ۲۳۶
Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.
۲۰۵.

کاربردی شدگی و دستوری شدگی گفتمان نمای «یعنی» در زبان فارسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و گویش های غرب ایران سال ۱۲ تابستان ۱۴۰۳ شماره ۴۵ 39 - 58

کلیدواژه‌ها: کاربردی شدگی دستوری شدگی دستور معترضه گفنمان نمای «یعنی» معنای متنی معنای ذهنی معنای بیناذهنی

حوزه‌های تخصصی:
تعداد بازدید : ۳۲۰ تعداد دانلود : ۲۹۷
پژوهش حاضر، مطالعه ای درزمانی و داده بنیاد است که با هدفِ بررسی انواع معانی کاربردشناختیِ گفتمان نمای «یعنی» در سطح دستور معترضه (موقعیت گفتمان) و سیرِ تحول این معانی در گذر زمان (از سده چهارم تا چهاردهم ه. ق.) انجام شده است. مبنای انجام این پژوهش، دیدگاه تراگوت و داشر (2002) درباره طیفِ ذهنی شدگیِ «معنای غیرذهنی> ذهنی> بیناذهنی» است. برای گردآوری داده ها، پس از انتخاب دو اثر ادبی از هریک از سده های نام برده، همه موارد وقوعِ «یعنی» از این متون به صورت دستی استخراج شد تا داده های به دست آمده، در چارچوب موردنظر تحلیل و بررسی شود. داده های پژوهش نشان می دهد که گفتمان نمای «یعنی» در سطح دستور معترضه، معانی کاربردشناختیِ جدیدی همچون معانی متنی، ذهنی و بیناذهنی کسب می کند و از معنای گزاره ایِ خود فاصله می گیرد. این موضوع دال بر این است که این گفتمان نما پس از کاربردی شدگی و انتقال به سطح دستور معترضه، از رهگذر دستوری شدن، معانی جدیدی می یابد و هرچه بیشتر از معنای گزاره ایِ اولیه خود فاصله می گیرد و دستوری و دستوری تر می شود. به علاوه، کسب معانی جدید ترتیب خاصی دارد؛ به این صورت که ابتدا معانی متنی سپس معانی ذهنی و درنهایت، معانی بیناذهنی پدید می آیند.
۲۰۶.

Pragmatic Deviation of Searle’s Felicity Conditions of Illocutionary Speech Acts in Trump’s Political Speeches(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ آذر و دی ۱۴۰۳ شماره ۵ (پیاپی ۸۳) 225 - 255

کلیدواژه‌ها: Trump pragmatic deviation felicity conditions illocutionary speech acts Context

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۸ تعداد دانلود : ۱۴۳
Reviewing related literature shows deviation from Searle’s felicity conditions has not been given attention. The present paper aims to investigate pragmatic deviation from Searle’s (1969) felicity conditions of illocutionary speech acts in the previous president of the US, Donald Trump’s political language. A qualitative method is used to gather and examine the data. The instrument consists of three oral documents which are chosen purposefully: (1) Trump’s discourse to a group of his supporters in Illinois state, (2) Trump’s meeting with Broadcasters MacCallum and Baier on Fox News Channel, and (3) Trump’s interview with Broadcaster Cooper on CNN Channel. The paper uses a discourse analysis method to study these documents. Findings reveal that Searle’s conditions (propositional content, preparatory, sincerity, essential) are deviated from in Trump’s political speeches: (1) Representative acts by making false claims without providing any evidence, (2) commissive acts by committing himself to do a future action, but Trump fails to fulfill it, (3) directive acts by ordering Joe Biden’s administration to prevent immigrants from entering the US, but Trump’s order cannot be done, (4) expressive acts by jokingly apologizing to his wife because he does not do anything wrong that pushes him to make an apology to her and thus has no real intention to do this act, and (5) declarative acts by declaring they are going to end Pelosi’s career politically, but she is not done.  It is also found that deviation from these conditions happens as a means of persuading, influencing, threatening, mocking, and attacking others.
۲۰۷.

چالش های ترجمه ادبی از زبان روسی به زبان فارسی: بر مبنای ترجمه نمایشنامه «الکساندر پوشکین» میخاییل بولگاکف(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ بهمن و اسفند ۱۴۰۳ شماره ۶ (پیاپی ۸۴) 105 - 135

کلیدواژه‌ها: واقعیت ها کاربردشناسی معادل یابی در ترجمه زبان روسی زبان فارسی

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۷ تعداد دانلود : ۱۲۹
ترجمه یک گفتمان بین فرهنگی، بین دو زبان مبدأ و مقصد است. یکی از دشوارترین انواع ترجمه، ترجمه متون ادبی است. اگر اثر ادبی یک نمایشنامه باشد ترجمه آن با چالش های بیشتری روبه روست. در این پژوهش سعی بر آن داریم تا با تحلیل چالش های موجود در ترجمه نمایشنامه «الکساندر پوشکین» که توسط میخاییل بولگاکف نویسنده مشهور دهه اول قرن بیستم روسیه نوشته شده، راهکارهایی را در زمینه ترجمه نمایشنامه های کلاسیک روسی ارائه دهیم. به عبارت دیگر هدف از این پژوهش بررسی و تحلیل چالش های زبانی پیش روی مترجم هنگام ترجمه نمایشنامه های کلاسیک روسی است. مهم ترین چالش های پیش روی مترجم در فرایند ترجمه ادبی کدامند؟ مترجم در برخورد با واقعیت های خاص زبان مبدأ باید از چه شیوه هایی استفاده کند؟ در این پژوهش از روش تحقیق کتابخانه ای و نمونه کاوی توصیفی تحلیلی استفاده شده است.  نتایج پژوهش حاکی از آن است که مترجم نمایشنامه نیاز به شناخت واقعیت های زبان مبدأ دارد تا بتواند معادل یابی دقیقی برای آن ها انجام دهد. مترجم باید درک مطلوبی از موقعیت های گفتاری موجود در اثر داشته باشد و تلاش کند، تأثیر مشابه متن مبدأ را بر روی خواننده متن مقصد ایجاد کند. علاوه بر آن مترجم باید توانایی تحلیل گفتمان های موجود در نمایشنامه و هدف هر یک از شخصیت ها از بیان آن ها را داشته باشد تا در ترجمه کارکردهای منظوری ساختارهای نحوی موفق باشد. نتایج این تحقیق می تواند در ترجمه دقیق آثار ادبی کلاسیک به ویژه ترجمه نمایشنامه های کلاسیک از زبان روسی به زبان فارسی مؤثر باشد.  
۲۰۸.

On the Relationship between Sensory Learning Styles and Reading Subskill Profiles: An Application of Fusion Model(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مرداد و شهریور ۱۴۰۳ شماره ۳ (پیاپی ۸۱) 245 - 274

کلیدواژه‌ها: Cognitive Diagnostic Assessment Fusion model Learning Styles reading skills

حوزه‌های تخصصی:
تعداد بازدید : ۲۵۵ تعداد دانلود : ۱۴۹
The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs.
۲۰۹.

Developing a Diagnostic-Oriented Scale for EFL Academic Writing: An Empirical Approach(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۷, No.۳۵, Fall & Winter ۲۰۲۴ -

کلیدواژه‌ها: Scale development Diagnostic Assessment EFL academic writing empirical approach descriptor

حوزه‌های تخصصی:
تعداد بازدید : ۵۲ تعداد دانلود : ۳۵
Despite growing interest in diagnostic assessment tools in second language writing, limited empirical research has addressed their development for EFL contexts. Responding to this need, this study aimed to develop and validate a diagnostic-oriented rating scale designed to deliver targeted feedback on Iranian EFL learners’ academic writing. Using a mixed-methods approach, essential descriptors reflecting core writing skills were identified through think-aloud protocols and expert feedback, followed by quantitative analyses to ensure reliability and validity. The findings indicate that the 21 empirically derived descriptors capture essential aspects of academic writing—content fulfillment, organizational knowledge, and language use—enabling instructors to assess learner proficiency with greater precision. The scale’s validation process, including inter-rater reliability, content validity, and criterion-related validity checks, supports its effectiveness as a diagnostic tool closely aligned with expert evaluations. This tool is a valuable resource for both large-scale assessments and classroom applications, supporting a learner-centered approach and empowering students to address specific writing challenges.
۲۱۰.

The Persian light verb dādan ‘to give’: Causation and more(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبان شناسی سال ۱۶ پاییز و زمستان ۱۴۰۳ شماره ۲ (پیاپی ۳۱) 1 - 18

کلیدواژه‌ها: dādan light verb construction semantic structure cognitive lexical semantics causation

حوزه‌های تخصصی:
تعداد بازدید : ۲۸۴ تعداد دانلود : ۱۵۷
This paper aims to investigate the light verb constructions (LVCs) formed with the light verb dādan ‘to give’ in Persian by employing the principles of cognitive lexical semantics. It examines the semantic relationships between the heavy verb dādan and its uses as LVCs. The analysis of attested examples reveals that the use of dādan as a light verb (LV) is a function of the semantic structure of its simple verb counterpart. This suggests that its lightness status is highly systematic and can be explained in terms of cognitively driven motivations. In addition, a significant number of the LVCs express certain causation meanings, suggesting that Persian speakers tend to use the LV dādan to convey causative notions as newly emerged LVCs. This stance will constitute our line of argument to analyze the data in this study. By presenting a cognitive configuration of LVCs in Persian, the current paper can pave the way for a fine-grained theorization of typological aspects of LVCs in some other languages.
۲۱۱.

The Representation and Effectiveness of Intercultural Communicative Competence in Iranian High School ELT Textbooks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 89 - 106

کلیدواژه‌ها: culture representation English textbooks intercultural communicative competence English as a Foreign Language Textbook analysis

حوزه‌های تخصصی:
تعداد بازدید : ۲۳۴ تعداد دانلود : ۱۷۰
English as a foreign language (EFL) textbooks play a significant role in these cultural exchanges. On the other hand, English is known as an international language and acquiring a good Intercultural Communicative Competence (ICC) in EFL classes is considered as one of the primary goals. The present research reports a qualitative study on firstly, the representation of the elements of intercultural competence in Iranian EFL high school textbooks (Prospect Series) and secondly, the potentiality of the textbooks to develop students’ ICC. To this end, an in-depth content analysis of Prospect 1, Prospect 2, and Prospect 3 was done based on Byram’s (1997) model. Next, a group of 300 Iranian high school students was provided with the AIC questionnaire (Fantini, 2009a, p. 196) to examine the extent to which EFL lessons in Iranian high-school English textbooks significantly develop learners’ intercultural competence. The results of the statistical analyses revealed that the cultural topics covered in Prospect Series have little emphasis on developing students’ ICC, and also the dimensions of ICC tasks in the textbooks are distributed unequally. Moreover, Iranian EFL textbooks could not significantly develop learners’ ICC to become aware of cultural differences by being a source of ICC experience.
۲۱۲.

Probing into the Effects of Computerized Dynamic Assessment on Grammar Learning: The Mediating Role of Working Memory(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 107 - 128

کلیدواژه‌ها: computerized dynamic assessment Grammar learning Sociocultural theory working memory Zone of Proximal Development

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تعداد بازدید : ۲۷۷ تعداد دانلود : ۱۶۵
This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.
۲۱۳.

Designing and Validating a Brainling Model: A Case of High School and Language School Textbooks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 1 - 20

کلیدواژه‌ها: Textbook analysis Sense Emotion Cognition culture

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Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners’ cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on “cogling”, “emoling”, “sensoling”, and “cultuling” components of the brainling model and distributed among Iranian teachers (N=218) and EFL learners (N=236). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers’ ratings of these components.  The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks.
۲۱۴.

Distributed Leadership and Teacher Professional Learning: The Mediating Role of Teacher Agency in Iranian EFL Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 135 - 160

کلیدواژه‌ها: teacher professional learning distributed leadership Teacher Agency

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تعداد بازدید : ۴۱۸ تعداد دانلود : ۲۷۵
A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.
۲۱۵.

Patiently-Drafted Titles: Focusing on Form and Content of Research Article Titles in Iranian Applied Linguistics Journals(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۱, Winter ۲۰۲۴ 1 - 27

کلیدواژه‌ها: Encoded information lexical diversity linguistic research articles Syntactic structures titles

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تعداد بازدید : ۴۴۰ تعداد دانلود : ۲۴۱
Research article (RA) titles are one of the most important elements of a manuscript, influencing the reviewers’ decision and editors’ judgment, attracting the readers, and conveying the main idea of the article. Investigating 3197 RA titles published in 16 approved Iranian linguistic journals, this study aimed to map their pattern and portray their features of form and content. To this end, all the RA titles of the 16 Iranian journals publishing articles in applied linguistics up to 2022 (3197 titles) were collected. Then, they were analyzed for their length, presence of non-alphanumeric characters, syntactic structure, lexical diversity, as well as type and trend of information encoded.  Results show that RA titles in Iranian linguistic journals tend to be pretty long (average of 13.88) but mostly consist of non-repetitive words with high lexical diversity (.94). Authors mainly used colons (average of 82), hyphens (average of 79), and commas (average of 37) to form titles by nominal (average of 94) and compound (average of 82) grammatical structures. These titles mostly tended to embed information about the method, data, and results of the works and appeared to be highly informative. Interrelationships between features resulted in a checklist for RA title features that can be used by prospective researchers, academic writing instructors, and reviewers.
۲۱۶.

EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 111 - 132

کلیدواژه‌ها: Expected Possible Selves Feared Possible Selves Identity IELTS Writing Skills Responsible Possible Selves

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تعداد بازدید : ۳۴۰ تعداد دانلود : ۲۴۲
There is research paucity concerning EFL learners’ self-formation, taking the role of IELTS writing skills into account. With a view to this, the present study aimed to see what a model of possible self-construction before and after training on IELTS writing skills emerges and what the psychometric properties of the emerged model are. To this end, a grounded theory approach was used. Of the IELTS candidates taking part in five IELTS preparation centers in Kerman, 90 (55 males and 35 females) candidates were selected as the participants of the present study through cluster sampling. A semi-structured interview was used to identify the possible selfof the participants. Coding procedures (i.e., open, axial, and selective coding) and Structural Equation Modeling (SEM) were used to analyze the data. According to the results, a model of possible selfconstruction before and after training on IELTS writing skills emerged wherein before training on IELTS writing skills, feared possible selfwere more dominant than expected and responsible possible selves. Furthermore, after training on IELTS writing skills, expected and responsible possible selfwere constructed more dominantly than feared possible selves. Implications of the results for EFL curriculum planners, teachers, and learners have been discussed.
۲۱۷.

Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 23 - 45

کلیدواژه‌ها: Curriculum Globalization global citizenship education Language Planning Language Policy

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As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education. 
۲۱۸.

Effect of online Collaborative Learning via Google Docs on Writing Performance of Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 41 - 50

کلیدواژه‌ها: Technology collaboration Individual learning online platform

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In recent years, technology-mediated collaborative writing has received great attention in the research literature. The purpose of the present study is to compare the effects of online collaborative writing using Google Docs and individual writing in a face-to-face conventional classroom on the writing performance of Iranian EFL learners. To this aim, a sample of 32 homogeneous intermediate learners was selected as the study's participants. They were then randomly divided into an experimental group (N = 16) and a control group (N = 16). Then, the experimental group participants performed online collaborative writing using Google Docs while the control group fulfilled individual papers in the face-to-face classroom. Two writing tasks by the students were employed to gather the data. Later, data were analyzed through paired-sample t-tests to investigate differences in writing in each group. Finally, ANCOVA was used to investigate the difference in writing performance between the two groups. This study added further insights concerning the contribution of Google Docs in technological research in technology-mediated collaborative writing and provided some pertinent pedagogical implications
۲۱۹.

Virtual English Language Teaching at the Service of Iranian House Wives: Emotional Regulation, Anger Control, and Domestic Violence in Focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 51 - 65

کلیدواژه‌ها: anger control well-being Domestic Violence emotional regulation Virtual English Language Teaching

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تعداد بازدید : ۲۱۸ تعداد دانلود : ۱۴۰
House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.
۲۲۰.

Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مرداد و شهریور ۱۴۰۳ شماره ۳ (پیاپی ۸۱) 195 - 223

کلیدواژه‌ها: Critical Pedagogy critical pedagogical classroom practices EFL context grounded theory Language teacher education

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تعداد بازدید : ۲۷۳ تعداد دانلود : ۱۴۲
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.

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