فیلترهای جستجو:
فیلتری انتخاب نشده است.
نمایش ۳۴۱ تا ۳۶۰ مورد از کل ۱۱٬۱۳۸ مورد.
حوزههای تخصصی:
The present study explores the occupational prestige of the translation profession from both practicing and prospective translators’ viewpoints. The sample of the study included 142 translators and 115 prospective translators (translation students), who completed a survey on the occupational prestige of translation in Iran. The research incorporated two questionnaires as the instruments of the study. The first instrument was the general format of Dam and Zethsen’s (2008, 2011) Translators’ Assessment of the Occupational Prestige of Translation Checklist (henceforth TAOPT). For the second group, the questionnaire prepared by Ruokonen and Svahn (2022) was adapted and used. Based on the findings of the study, translation can be perceived as an art that draws on the knowledge, wisdom, and expertise of translators to provide the best translated target version of the materials. The results of the study disclose that while the participating prospective translators (translation students) perceived translation as a highly prestigious occupation, the majority of practicing translators displayed a more moderate perception of translation as a prestigious occupation. It was also found that participants considered translation’s occupational prestige to be strongly and consistently affected by various factors. It was concluded that translation as a profession requires evolutionary steps on the part of translators and related agencies and organizations in order to elevate the status of the field into a more prestigious and professional domain.
Investigating Pre-service English Language Teachers’ Attitudes, Sentiments, and Concerns Towards Inclusive Education in Turkey(مقاله علمی وزارت علوم)
منبع:
Applied Research on English Language, V. ۱۴, N. ۱ , ۲۰۲۵
107 - 130
حوزههای تخصصی:
Inclusion as an educational practice that has its roots in social justice promotes equal access to educational opportunities for all students irrespective of their special educational needs (SEN). The efficacy of such inclusive education largely depends on teachers, particularly their attitudes and skills for teaching students with SEN in mainstream classrooms. That being the case, teacher education programs play a crucial role in fostering these requisite skills and attitudes. This quantitative cross-sectional correlational study examines the attitudes, sentiments, and concerns of pre-service English language teachers regarding inclusive education. A total of 139 pre-service English teachers from five universities completed the Sentiments, Attitudes, and Concerns about Inclusive Education–Revised Scale. Descriptive statistics and correlational analyses were used to analyze the data. The results indicated moderate attitudes towards inclusive education among the pre-service English language teachers. While their sentiments and concerns about inclusive education showed variations based on their prior coursework experience, their attitudes remained stable. Moreover, the attitudes and concerns of the participants did not reveal a significant correlation with their policy knowledge, but the sentiment scores showed statistically significant differences in the two groups. Finally, the amount of previous experience with SEN students did not significantly differ in terms of attitudes, sentiments, or concerns about inclusive education. The findings provide implications for foreign language teachers, teacher educators, and initial teacher education program developers.
The Ugly, the Promising, and the Good: A Mixed-Methods Study of Shame, Guilt, and Grit among Iranian EFL Learners(مقاله علمی وزارت علوم)
حوزههای تخصصی:
The present mixed methods study examined the relationship of three constructs within applied linguistics, namely, shame, guilt, and grit among Iranian EFL learners. By considering the principles of positive psychology, the authors tried to determine the existence of any significant association between the variables. In this vein, 263 Iranian students aged between 13 to 18 participated in the study and filled out the questionnaires. Analyses of the data revealed strong negative relatedness between shame and the other two variables, while the learners’ guilt and grit were found to be positively correlated. Expanding the quantitative results, the authors utilized a grounded theory approach and interviewed 30 students to further investigate the shame-inducing factors in L2 classroom and the analyses signaled that the ashamed learners suffer from internal and external shame-provokers. Attending to shame and other negative feelings would possibly reduce the learners’ shame and stress, help them progress in learning and enhance their well-being.
La formation linguistique de l’apprenant de français à l’université de Bagdad :perspective en linguistique appliquée(مقاله علمی وزارت علوم)
منبع:
جستارهای زبانی دوره ۱۶ مرداد و شهریور ۱۴۰۴ شماره ۳ (پیاپی ۸۷)
273 - 302
حوزههای تخصصی:
Cet article vise à analyser la formation linguistique de l’apprenant irakien du FLE. en mettant l’accent sur le cursus des études supérieures. Les étudiants en master, encore inexpérimentés dans la recherche, rencontrent des difficultés avec le programme actuel. Leur formation antérieure leur a-t-elle donné suffisamment de savoirs dans le domaine linguistique ?
Au cours de cet article, nous analysons le système éducatif irakien du français langue étrangère à l’université de Bagdad. Il s’agit de la méthodologie classique et de sa revalorisation liée à la réforme du système. Quel est le rôle des cursus traditionnels de FLE dans le processus de l'enseignement au magistère ? Dans un contexte hétérogène, il s’agit d’un pays non francophone. Nous proposons quelques pistes d’étude afin de commencer à rénover le système éducatif et l’actualiser dans un sens qui le rapproche des autres systèmes d’enseignement internationaux Nous proposons un modèle spécifique pour notre contexte particulier: D. H. E. B., Double Hélice Éducative de Bagdad. Ce modèle est dynamique, génératif, auto-évolutif et applicatif. Notre approche spécifique nous aide à former des recommandations pédagogiques participant à la réforme de l’enseignement-apprentissage du français à l’université de Bagdad.
روش تدریس معکوس در یادگیری زبان فارسی: شواهدی از زبان آموزان غیرفارسی زبان(مقاله علمی وزارت علوم)
حوزههای تخصصی:
زبان و اندیشه رابطه تنگاتنگی دارند و با ابزار زبان می توان به بیان اندیشه پرداخت. از این رو، بسط و گسترش زبان فارسی، فرهنگ و اندیشه ایرانی را نیز گسترش خواهد داد. بنابراین، آموزش زبان فارسی به غیرفارسی زبانان، اهمیت ویژه ای دارد و بایستی به طور مداوم مورد بازنگری قرار گیرد. از شیوه های نوینِ آموزش در مراکز آموزشی، شیوه تدریس معکوس است، تدریس معکوس که فرایندی تعاملی دارد و به یاری فعالیت های خارج از کلاس، یادگیری فعال را در کلاس محقق می سازد، بسیار مورد توجه قرار گرفته است. لذا مسئله و فرضیه پژوهش حاضر بررسیِ میزان مشارکت زبان آموزان در کلاس درس معکوس و تعیین میزان رضایت زبان آموزان و همچنین تعیینِ ارتباط بین دو عامل ذکرشده با میزان یادگیری زبان آموزان است. پژوهش حاضر از نوع کاربردی، کمی، کیفی و مبتنی بر پرسش نامه است. ه دف این بررس ی تعیین ارتباط میان مشارکت و رضایت شرکت کنندگان و پیشرفت تحصیلی زبان آموزان بین المللِ دانشگاه کردستان بوده و در سطح پیشرفته درمورد تأثیر کلاس درس معکوس بر یادگیری زبان فارسی انجام شده است. شرکت کنندگان در این دوره 50 دانشجوی کُرد زبان کشور عراق بودند که با 60 جلسه دو ساعتی (120 ساعت) این دوره را به پایان رساندند. در این پژوهش چهار مهارت خواندن، نوشتن، صحبت کردن و شنیدن مورد توجه قرار گرفت. هر مهارت شامل زیربخش هایی است که مهارت های یادگیری زبان فارسی را تقویت می کنند؛ دیدن فیلم های بلند و کوتاه و نوشتن خلاصه آن ها، نوشتن انشا، خواندن متن های فارسی، تصویرخوانی و شنیدن فایل های صوتی از تکالیفی بود که در کلاس درس مورد توجه قرار گرفت. نتایج پژوهش نشان داد که روش کلاس معکوس، مشارکت و رضایت زبان آموزان را به دنبال داشته و میزان مشارکت و رضایت آن ها با پیشرفت تحصیلی شان ارتباط کامل دارد و به بهبود یادگیری زبان فارسیِ زبان آموزان کُرد کمک شایانی کرده است.
An Analytical Perspective on Critical Discourse Analysis on the Basis of Halliday's Systematic Functional Linguistics(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۸, No.۳۶, Spring & Summer ۲۰۲۵
43-54
حوزههای تخصصی:
Critical discourse analysis was developed by three outstanding linguists such as Fariclough, Van Dijk and Wodak, who offered rather similar approaches towards discourse analysis. Their common point is that CDA should take a critical orientation to discourse and investigate the aspects of ideology and power hidden in the discourse. The salient purpose of CDA which differs from other related approaches is that it tends to explore the implicit underlined ideological and power patterns in the written and spoken discourses. As a whole, CDA tends to uncover the implicit ideological prejudice in the discourse which brings about a dominance, hegemony, inequality and racism, and discrimination. These scholars basically give an ideological perspective to their approaches by the inspiration from Halliday's systematic functional linguistics. Halliday's systematic functional linguistics (SFL) is one of influential frameworks which has been extensively applied for the textual analysis of a number of domains such as critical discourse analysis. This study intends to discover how it is possible to find out the ideological dimension of discourse by exploring the linguistic elements particularly the transitive verbs. It is hoped that it provides insightful guidelines for the CDA researchers to analyze a discourse with its ideological perspective. It concludes that the transitive verbs are most significant in transferring the ideological attitude of writer or speaker. These types of verbs are deliberately used within a textual discourse in which each textual element is interrelated to each other and has an influential impact of the signification of these verbs.
An Analysis of Language Use and Food Menu Naming of Thai Dishes on Social Media(مقاله علمی وزارت علوم)
منبع:
Applied Research on English Language, V. ۱۴, N. ۲, ۲۰۲۵
159 - 182
حوزههای تخصصی:
The study investigates the popularity, language use, and food menu naming of Thai cuisine on international social media by analyzing 210 Thai food dishes from Allrecipes, a leading cooking and recipe website. Data were categorized to identify popular dishes and the top six food groups were found: curry, Pad Thai, soup, sauce, rice, and noodles. Curry dishes, particularly green and red curry, are the most popular followed by Pad Thai and soups like Tom Kha Gai and Tom Yum. Thai food names are predominantly translated into English with additional descriptors. English transliterations are used for iconic and national dishes like Pad Thai and Tom Yum, reflecting a global preference for accessible names. A free program called HK Coder was employed to analyze the data, determine word frequency, and identify keywords. The linguistic analysis revealed frequent terms such as "Thai", "chicken", and "curry" highlighting the significance of national identity and key ingredients of Thai cuisine. Remarkably, a less traditional dish ‘Peanut Butter Noodles’ also received high ratings as a popular dish, indicating a blending of Thai flavors with Western preferences. The study provides insights into how Thai food is perceived and adapted internationally, contributing to the understanding of cross-cultural culinary exchanges.
تناظر یا تقابل ساختی مصدرهای مرکب و همتای فاقد همکرد تبیینی در چارچوب صرف توزیعی(مقاله علمی وزارت علوم)
حوزههای تخصصی:
رابطه ساختاری و معنایی میان مصدر مرکب و همتای متناظر فاقد همکرد آن از موضوعات مورد توجه در حوزه صرف و نحو زبان فارسی است که عموماً بر فرض حذف همکرد در جفت متناظر استوار است، بدون آنکه در تأیید یا ردّ آن، پژوهشی انجام شده باشد. نوشته حاضر بر آن است با بررسی ساخت نحوی و ویژگی های اسم فعل گونه مصدر مرکب، فرض حذف همکرد در همتای متناظر بسیط را ارزیابی کند و بنابراین، در پی آن است که نحوه اشتقاق و تقابل یا تناظر احتمالی دو ساخت مذکور را مشخص و تبیین نماید. برای نیل به هدف مذکور، از چارچوب صرف توزیعی استفاده شده است؛ چراکه به دلیل فاقد مقوله بودن ریشه ها در بدو اشتقاق، رفتار دو یا چندگانه واحدهای واژگانی زبان به خوبی قابل توضیح است. نتایج حاصل از بررسی، مؤید آن بود که نه تنها ساخت نحوی یکی با حذف همکرد از دیگری به دست نمی آید، بلکه دو ساخت مذکور از نظر نحوی کاملاً متفاوت هستند. مصدر مرکب مراحل اشتقاق را طبق الگوی پیشنهاده پیموده و کلیه ویژگی های اسم فعل گونه را کسب می کند در حالی که ساخت های فاقد همکرد، در واقع ساخت های اسمی و بالطبع صرفاً با ویژگی های اسمی هستند. در این راستا تحلیلی برای تبیین میزان شفافیت و زایایی این دو ساخت و نحوه رفع محدودیت های ناشی از آن ارائه شد.
نمود و تحمیل در کردی: از سطح محمول تا لایه بند(مقاله علمی وزارت علوم)
حوزههای تخصصی:
مقاله حاضر در صدد بررسی پدیدار نمود و تحمیل در سطح محمول و همچنین لایه های هسته، مرکز و بند در زبان کردی است. رویکرد مورد استفاده در این تحقیق بر اساس دستور نقش و ارجاع می باشد. در سطح محمول نمودهای واژگانی قرار دارند که حاوی ویژگی هایی ذاتی می باشند. محمول ها بر اساس این ویژگی ها عمدتاً به پنج گونه فعالیتی، تحققی، دستاوردی، لمحه ای و ایستا تقسیم می شوند. این محمول ها عمدتاً گونه سببی نیز دارند. اما سه لایه دیگر، بیانگر لایه های متفاوت جمله بوده، و عمدتاً میزبان نمودهای اشتقاقی (ترکیبی) و یا عملگرهای نمودی هستند. نتایج تحلیل نشان می دهد که در زبان کردی، لایه هسته میزبان سه عملگر ناقص و یک عملگر کامل است که هر کدام ساختار رخدادی خاصی را بر پنج نمود واژگانی مذکور تحمیل می کنند. در این لایه هر محمول با نمود واژگانی خاص خود در اثر ترکیب با یکی از این عملگرها دچار فرایند تحمیل یا نمودگردانی می شود. تمام نمودگردانی ها تابع ابعاد معناشناختی عملگرهای چهارگانه در سطح هسته می باشند. همچنین در لایه مرکز، محمول ها در اثر ترکیب با افزوده های قیدی (قیدهای جهتی) و یا موضوعات درونی با ویژگی های ارجاعی ویژه (موضوع خاص یا غیرخاص) ممکن است دچار نمودگردانی شوند. محمول های اشتقاقی (از جمله تحققی فعالیتی) عمدتاً در این لایه (مرکز) پدید می آیند. در نهایت نتایج نشان می دهد که عملگر زمان در لایه بند نیز تاثیر چشمگیری بر ساختار رخدادی محمول ها داشته، و افعال در این لایه برای هماهنگی با ملزومات معناشناختی عملگر زمان ممکن است دچار نمودگردانی شوند. در پایان، تحقیق حاضر نظریه ای را درباره دامنه سلسله مراتبی عملگرهای جمله در راستای تولید و تفسیر ساختار رخدادی یک جمله پیشنهاد می دهد.
The challenges of implicatures and dealing with them in Persian dubbing(مقاله علمی وزارت علوم)
منبع:
Applied Linguistics Inquiry (ALI), Vol ۳, No ۲, Fall ۲۰۲۵
108 - 117
حوزههای تخصصی:
Various articles have addressed the field of audiovisual translation and its related issues, but the pragmatic aspects of this area have not been addressed as they should be. As pragmatic issues are mainly covert in dialogues, and films are dialogue-oriented, it is crucial to consider these aspects in this area. Implicature is one of these hidden aspects of meaning which challenges the translators’ knowledge and competency. Sometimes ignoring this pragmatic aspect results in misinterpreting the intended meaning of the original version, whether it is a text or a film. Therefore, the present study intends to examine the translation of implicatures and their intricacies in Persian dubbing. To this end, four American films (Notting hill, The bucket list, The ultimate gift and Still Alice) were selected, all of which had been dubbed into Persian. All parts of these films were analyzed to determine whether there is any mismatch between original and dubbed versions in terms of this pragmatic aspect. The translation techniques and their frequency of occurrences which were applied to translate this pragmatic aspect are illustrated too. The results indicate that there are mismatches between the original and dubbed versions in terms of implicature, and the most frequent number of mismatches refers to scalar implicatures. Conventional and conversational implicatures follow it respectively. Moreover, deletion is the most frequent translation strategy which was applied to render this pragmatic aspect.
Reclaiming the Female Voice in Anita Diamant’s The Red Tent as a Space of Resistance(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۵, Winter ۲۰۲۵
39-52
حوزههای تخصصی:
This paper explores how Anita Diamant’s The Red Tent reclaims the female voice as a form of resistance against patriarchal oppression. By reimagining the biblical story of Dinah, Diamant shifts the focus to women’s experiences, highlighting their strength, solidarity, and resilience in a male-dominated world. The novel challenges traditional gender roles and religious narratives, offering a feminist perspective on biblical women. Using Judith Butler’s theory of gender performativity. Additionally, this paper explores how storytelling functions as a tool of empowerment within the novel, allowing women to reclaim their histories and reshape their identities. By centering female narratives that have been historically overlooked or silenced, The Red Tent not only reinterprets biblical traditions but also fosters a dialogue on the significance of women’s collective memory and oral traditions. Furthermore, the analysis considers how the novel’s depiction of sisterhood and shared rituals subverts patriarchal structures, illustrating the power of female agency in redefining cultural and religious legacies. The paper examines how women in the novel navigate societal expectations while asserting their identities. Through themes of midwifery, female bonding, and religious conflict, The Red Tent creates a space where women’s voices and stories are celebrated, challenging the marginalization of women in both historical and religious contexts.
Pragmatics of Silence: A Critical Discourse Analysis of Strategic Silences in Political and Media Discourse(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۵, Winter ۲۰۲۵
23 - 37
حوزههای تخصصی:
This research explores political and media silence as a strategic communication device in political speeches, media interviews, and online media, using a multi-dimensional research methodology involving discourse analysis, acoustic recordings, and perception surveys. Through discourse analysis of a large dataset including 300 hours of political speeches, 200 media interviews, and 50 hours of online media, the research maps silence as a strong, convincing, and ideological device. Political speeches use longer but less frequent pauses for rhetorical effect while media interviews use shorter but more frequent silences in an attempt to evade uncomfortable questions. Silence in new media is found as a means of algorithmic manipulation. Surveys in six countries show large differences in how silence is understood; American respondents identify it as strategic while Japanese respondents consider it evasive or cheating. Hiding behind conventional linguistic theories assuming silence is a communicative absence, this research posits instead that silence is an active and discourse-dependent discourse device. Implications in media literacy and internet governance are also outlined with a call for greater openness in algorithmic modulations and a rhetorical awareness of silence.
Pedagogical Translanguaging in Iraqi EMI Classrooms: Teachers’ Attitudes, Practices, and Policy Constraints(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۵, Winter ۲۰۲۵
119-131
حوزههای تخصصی:
Translanguaging' has been promoted as a prominent term in Teaching English as a Foreign Language (TEFL) studies. It describes how learners of a new language effectively utilize their entire range of languages to convey meaning and communicate. Additionally, it serves as an educational strategy to harness these language repertoires as valuable resources for learning. In the last twenty years, multiple empirical investigations have been carried out to investigate pedagogical translingual strategy in language learning classes across the world. However, there is limited knowledge on this occurrence in English as a Medium of Instruction (EMI) in the educational context of Iraq, where TEFL policies prohibit using students' first language and perceive them as a hindrance to language acquisition. By examining the views of English language teachers regarding pedagogical translanguaging, this study seeks to close this gap. Additionally, it investigates the extent to which these perspectives are manifested in their instructions. A total of 120 English language instructors at an Iraqi university willingly took part in this research. The findings highlight a significant disparity between the attitudes that teachers claim to have and the teaching methods that they use, based on the survey. The results also illuminated the barriers that prevented the participants from using translanguaging in their instruction.
Investigating the Role of Interpersonal Grammatical Metaphor in Scientific and Literary Texts of Azeri Turkish: A Comparative Study Based on Halliday’s Framework(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۵, Winter ۲۰۲۵
77-88
حوزههای تخصصی:
Language, as the main tool of human communication, has diverse structures and features that play an important role in the transmission of meaning and social interactions. One of the important approaches in language analysis is functional grammar or systemic functional grammar, which examines how language functions in different situations. In this framework, grammatical metaphor is considered as one of the key concepts that can play an important role in shaping and representing meanings in different texts. Halliday introduced and distinguished three types of grammatical metaphors, including ideational, interpersonal, and textual metaphors. In this study, the extent and way of using grammatical metaphors in literary and scientific texts in the Azeri language from an interpersonal perspective was investigated. For this purpose, the analytical-descriptive research method was used. In this study, for the scientific genre, the book "Dil and Dilchilik" by Ali Dashkin and for the literary genre, selected articles from the magazine "Anna Varlig" were selected as the data and analyzed. The results showed that there was no significant difference in the use of interpersonal grammatical metaphors in the two genres of science and literature. Furthermore, the examination of the components indicated a significant difference in the use of grammatical metaphors of mode and modality between the two genres; so that modality was used significantly more in science texts than in literary texts, and mode was used more in literary texts than in science texts.
Stylistic Fracture and Mental Distress: A Cognitive-Linguistic Analysis of Schizophrenic Narration in One Flew Over the Cuckoo’s Nest and The Bell Jar(مقاله پژوهشی دانشگاه آزاد)
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۵, Winter ۲۰۲۵
195-207
حوزههای تخصصی:
This study examines how linguistic style in One Flew Over the Cuckoo’s Nest by Ken Kesey and The Bell Jar by Sylvia Plath enacts psychological disturbance through formal textual mechanisms. Drawing on Foregrounding Theory, cognitive narratology, and clinical psycholinguistics, it investigates how stylistic deviations—such as metaphor saturation, syntactic fragmentation, referential ambiguity, and narrative disjunction—function as mimetic simulations of schizophrenia and depression. Through a mixed-methods approach that integrates close literary analysis with corpus-based annotation tools, the research analyzes selected passages for psycholinguistic markers associated with mental illness, including deictic confusion, lexical minimalism, and temporal distortion. Chief Bromden’s hallucinatory narration and Esther Greenwood’s affectively flattened voice are shown to linguistically instantiate psychosis and depressive cognition, respectively. The study contributes to interdisciplinary understandings of literature as a diagnostic interface, demonstrating that literary texts do not merely represent mental illness but cognitively perform it. Ultimately, this research offers a novel framework for analyzing narrative pathology, expanding the analytical reach of cognitive stylistics and underscoring literature’s potential to model and communicate disordered mental states.
The Self-Regulatory Blueprint: Assessing Its Role in Word Knowledge and Speaking Competence(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۸, No.۳۶, Spring & Summer ۲۰۲۵
123-144
حوزههای تخصصی:
Self-regulation is crucial in foreign language acquisition, requiring learners to set clear goals, choose effective strategies, and manage their learning. However, many face challenges in applying these strategies, indicating a need for educator support. This study examined the impact of Self-Regulated Learning (SRL) strategies on word knowledge and speaking competence among Iranian EFL learners. Data was collected from 200 pre-intermediate and intermediate students using the Vocabulary Levels Test (VLT), Self-Regulating Strategy in Vocabulary Learning Scale (SRCvoc), and Key English Test (KET), along with semi-structured interviews with 30 learners in Urmia, Iran. Analysis included descriptive statistics, multiple regression, ANOVA, and thematic analysis. Results showed that learners utilized SRL strategies for vocabulary learning above average, with specific subscales positively affecting acquisition. Commitment control emerged as the most significant factor influencing speaking proficiency, explaining 58.6% of the variance, while satiation control had minimal impact at 15.8%. Challenges in time management, motivation, and anxiety were also identified. The research advocates for targeted interventions to enhance commitment and motivation, contributing valuable insights for educators to improve learning outcomes through tailored instructional strategies that integrate self-regulation training into language curricula.
جنبه های استعاری، مجازی و تعاملی مفهوم سازی ترس: نگاهی شناختی(مقاله علمی وزارت علوم)
حوزههای تخصصی:
با استعاره های مفهومی می توان هیجانات را به صورت تجربه های عینی صورت بندی کرد و با مَجاز، بازتاب آن ها را به شکل تجربه های جسمانی و واکنش های رفتاری مجازبنیاد نشان داد. این پژوهش از نوع پدیدارشناسی توصیفی است و هدف آن، بررسی دو سازوکار شناختی استعاره و مَجاز و شیوه تعامل آن ها در مفهوم سازی ترس است. برای انجام این پژوهش، از هشتادوچهار نفر از دانشجویان رشته زبان و ادبیات انگلیسی در دانشگاه های ملایر و ایلام خواسته شد تا از ماجرایی بنویسند که موجب ترس آن ها شده باشد و ترس خود را توصیف کنند. یافته ها نشان داد که افراد شرکت کننده در پژوهش، از شانزده حوزه مبدأ استعاری و بیست وچهار واکنش جسمانی و رفتاری برای سازمان دهی مفهوم ترس استفاده کرده اند. همچنین، بیشترین فراوانی در حوزه استعاره، مربوط به حوزه های عینی «دشمن/حریف»، «مرگ»، «سفر»، «شنیدن صدا» و «ماده/شی ء» بوده است و واکنش های جسمانی و رفتاری مجازبنیاد، هیجان ترس را بیشتر در قالب «سرما و لرز»، «تپش قلب»، «گریه» و «ناتوانی در حرکت» مفهوم سازی کرده اند. این پژوهش نشان داد که ترس در برخی حوزه ها به شیوه تعاملی و با «استعاره- مجاز»، «استعاره- استعاره»، «مجاز- استعاره» و «مجاز- مجاز» صورت بندی شده است.
A Minimalist Analysis of PRO in Persian: Merge Theory of Control(مقاله علمی وزارت علوم)
حوزههای تخصصی:
The control construction has attracted the attention of a considerable number of linguists since the early development of generative grammar. The present study examines the properties of PRO in Persian, adopting the syntactic approach developed in Kim’s (2003) theory of Merge Control within the minimalist framework. According to this theory, the control construction is fundamentally based on the theta-domain relation between PRO and its controller. The findings indicate that Kim’s theory of Merge Control addresses certain issues related to promise verbs, which challenge two key properties of PRO, namely, the locality and C-command conditions. Within this framework, there is no need to distinguish between obligatory and non-obligatory control; instead, the distinction should be made between complement and adjunct control clauses. Consequently, the violation of the proposed properties of PRO in Persian is resolved because the theory accounts for the objects of promise verbs in control constructions as adjuncts rather than complements. As a result, such objects are neither theta-marked by the promise verbs nor passivized, and they do not function as the controller of PRO.
Effects of Computerized Dynamic Assessment and Computerized Formative Assessment on Iranian EFL Learners’ Vocabulary Learning and Academic Buoyancy(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۸, No.۳۶, Spring & Summer ۲۰۲۵
172-199
حوزههای تخصصی:
Given that technology-enhanced assessment has transformed language education by providing adaptive and interactive evaluation methods, the current research aimed to examine the comparative effects of Computerized Dynamic Assessment (CDA) and Computerized Formative Assessment (CFA) on vocabulary learning and academic buoyancy among Iranian EFL learners. Employing a quasi-experimental, non-equivalent groups pre-test-post-test-control group design, the study involved 60 intermediate male EFL learners aged 15–24 recruited from two language institutes in Tabriz, Iran. Participants were assigned to CDA, CFA, and control groups. The Oxford Placement Test determined proficiency levels, while the Vocabulary Knowledge Scale and Academic Buoyancy Scale assessed vocabulary acquisition and buoyancy, respectively. The CDA group engaged in dynamic, adaptive scaffolding through Adobe Captivate software, while the CFA group used Google Forms and Quizlet for formative feedback. The control group received traditional instruction. Results from ANOVA indicated that CDA and CFA significantly enhanced academic buoyancy, with no significant difference between them. However, CDA demonstrated superior vocabulary retention compared to CFA. These findings highlight CDA's effectiveness in fostering vocabulary acquisition through tailored mediation and CFA’s role in promoting self-regulation and academic buoyancy. The study underscores the importance of integrating adaptive assessment models in EFL instruction to optimize cognitive and affective learning outcomes.
Investigating the Relationship between Iranian EFL Learners' Learning Styles and their Willingness to Communicate(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۸, No.۳۶, Spring & Summer ۲۰۲۵
276-296
حوزههای تخصصی:
This study focused on Iranian EFL learners’ learning styles and their willingness to communicate (WTC) in the classroom as two critical factors causing individual differences in language learners. A sample of 175 Iranian EFL learners studying at elementary, intermediate, and advanced levels at the University of Tehran Language Center participated in this study. The participants were asked to fill out two Likert-type questionnaires of the Willingness to Communicate and the Perceptual Learning Style Preference Questionnaire (PLSPQ). The findings of this study demonstrated that Iranian EFL learners prefer kinesthetic learning style above all others. Moreover, the findings indicated that there is a significant, albeit low, relationship between Iranian EFL learners’ learning styles and their willingness to communicate in the classroom. Furthermore, it was revealed that while Iranian EFL learners’ learning styles are not significantly different across different levels of language proficiency, there is a significant difference in their levels of willingness to communicate in the classroom.