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 ۴۲۱ تا ۴۴۰ مورد از کل ۱۱٬۱۳۸ مورد.
۴۲۱.

A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 427 - 442

کلیدواژه‌ها: rubric literary short texts Literary Authentic Texts Reading Comprehension Instructional Materials

حوزه‌های تخصصی:
تعداد بازدید : ۲۶۷ تعداد دانلود : ۱۴۵
The usefulness of using literature in language teaching has always been acknowledged by language teaching researchers who have studied the said issue from different aspects and in various contexts. The present investigation tries to discover if the use of authentic and simplified literary texts could improve learners’ reading achievement, and then check if the impacts of these two types of texts on the learners’ reading were significantly different. Employing a quasi-experimental design, the researchers included ninety high school students in the data collection process. These students were taught in three groups including two experimental and one control, comparing the two types of literary texts with the usual course materials. Using pre-tests and post-tests scores, the learners' performance was compared, then t-test and ANOVA were employed to analyze the significance of the differences found between the means. It appeared that the use of literary texts could assist high school learners improve their performance in reading compared to the use of usual course materials. The findings further confirmed that the use of simplified literary texts could improve the learners’ reading better than the authentic literary texts. The findings are specifically important in teaching reading, which serve as the basic skill for building the required knowledge in EFL contexts. Literature-based language teaching seems to enjoy the power to change and improve language teaching programs through presenting on-demand and productive teaching materials and add to learners’ life awareness besides the language knowledge.
۴۲۲.

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

حوزه‌های تخصصی:
تعداد بازدید : ۳۵۷ تعداد دانلود : ۲۳۴
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.
۴۲۳.

The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۳, Summer ۲۰۲۴ 27 - 52

کلیدواژه‌ها: ChatGPT-based instruction Flipped language learning instruction interactional metadiscourse

حوزه‌های تخصصی:
تعداد بازدید : ۳۳۹ تعداد دانلود : ۲۰۳
The advent of ChatGPT, an all-purpose intelligent Chabot created by Open AI, has created a multitude of prospects and opportunities within the realm of language education. Owing to its exceptional capacity to produce a wide range of textual outputs, ChatGPT responds to queries in a matter of seconds. The present study aimed to examine the appropriateness of ChatGPT-based instruction and flipped language learning instruction (FLLI) in classrooms in terms of enhancing EFL learners’ interactional metadiscourse realization across language proficiency levels. Sixty-three English language learners were divided into four distinct groups: 16 in the advanced and 16 in the intermediate FLLI group, 15 in the advanced, and 16 in the intermediate ChatGPT group. Before initiating the study, all participants were given a pretest that specifically assessed the use of interactional metadiscourse markers (IMMs) in argumentative writing. The four experimental groups were separately exposed to ChatGPT-based instruction and FLLI during eight sessions. Results from a two-way analysis of variance (ANOVA) procedure through SPSS (version 25) revealed that the ChatGPT-based instruction was more effective than FLLI, and both intermediate and advanced language learners following the ChatGPT-based instruction used IMMs in argumentative writing more successfully. Moreover, the participants’ perceptions of ChatGPT and FLLI were analyzed through MAXQDA (version 2020), showing more positive attitudes towards using ChatGPT in language learning in general and IM realization in particular. The findings have the potential to provide advantages for teacher educators in terms of utilizing ChatGPT learning approaches.
۴۲۴.

Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۴, fall ۲۰۲۴ 87 - 116

کلیدواژه‌ها: Lexical Bundles Book reviews evaluative language Natural sciences human sciences

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۲۲۰
Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the disciplines of human and natural sciences. Drawing from a corpus of 737 book reviews, the study investigates the functional roles and structural patterns of these recurrent linguistic units. The research aims to bridge a gap in the literature by exploring how lexical bundles vary across disciplines. Employing a quantitative-qualitative approach, the study first quantitatively identifies the most common 4-word lexical bundles and compares their distribution between the two disciplines. The researchers then qualitatively analyzed the context in which these bundles are used, observing that they often serve to refer to or evaluate the structure, content, audience, or scope of the book under review. Findings reveal that while both human and natural sciences book reviews share some lexical bundles, they exhibit variations in their distribution, structures, and functions. Notably, natural sciences book reviews employ a greater frequency of lexical bundles signaling an evaluative context, particularly contexts related to the assessment of a book. The study also uncovers differences in the structural preferences of lexical bundles between the two disciplines. This research contributes to a deeper understanding of the genre-specific utilization of lexical bundles and underscores their role in conveying evaluative meaning in scholarly discourse. Furthermore, the study suggests avenues for further exploration, providing a foundation for future investigations into the intricate interplay between linguistic features and disciplinary preferences.
۴۲۵.

Opportunities and Challenges of Implementing Locally Developed English Storybooks for Young Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۱ , ۲۰۲۴ 163 - 192

کلیدواژه‌ها: locally developed materials opportunities/challenges Persian literature storybooks Young EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۳۳۲ تعداد دانلود : ۲۰۶
As the mainstream English course books on the market written by native speakers include concepts such as exchange students, host family, online dating, and the like not in line with Iranian/Persian culture and moral values, the present study worked on innovatively devising three contemporary storybooks. These storybooks were prepared based on shared moral themes extracted from the didactical Persian classic literature and further administered in practice. The current "classroom-ethnography" research explored the opportunities/challenges of practically implementing the locally devised materials for young learners in the real EFL context in Iran. These strengths/drawbacks were scrutinized through the "triangulation" technique in which the perceptions of the recipients of the storybooks, including the young learners and ten experienced teachers anticipating the process of study before the practical phase of the research were inspected. The researcher/teacher's observation of the study process and the class video recording were also investigated. Then, the common points extracted from the acquired data were classified and coded systematically. The research resulted in some opportunities, such as enhancing the young learners' English proficiency level and improving their critical thinking ability. However, the main challenges are the time restrictions and locating an appropriate English setting for the practical study of such local English materials. In alignment with the novelty of created storybooks and the entrenched moral themes illustrating Iranian moral values, the practical section discussing the strengths and drawbacks of implementing the devised materials in a real EFL context would differentiate the current research from the related literature in Iran.
۴۲۶.

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

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۷ تعداد دانلود : ۳۵۵
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.
۴۲۷.

Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 298 - 315

کلیدواژه‌ها: Academics EFL Curriculum Critical thinking perceptions PhD Candidates

حوزه‌های تخصصی:
تعداد بازدید : ۴۴۶ تعداد دانلود : ۳۲۱
Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula in Iran. Moreover, it aimed to identify the primary obstacles teachers may have while employing CT skills, and suggest some necessary strategies to strengthen students' CT abilities. To do so, a total of 50 male and female EFL academics as well as 50 male and female PhD candidates specializing in Applied Linguistics, Linguistics and Literature, as well as Translation at different universities in Iran participated in this study. The present investigation employed a mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT questionnaire was used. Moreover, semi-structured interviews were undertaken with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore the need for educational policymakers and curriculum developers to recognize the significance of CT in language learning and to infuse more systematic and explicit approaches to teaching CT in Iranian EFL context. The pedagogical implications of the study were accordingly discussed. 
۴۲۸.

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

حوزه‌های تخصصی:
تعداد بازدید : ۲۹۰ تعداد دانلود : ۱۹۱
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.
۴۲۹.

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 : ۱۲۶ تعداد دانلود : ۸۲
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.
۴۳۰.

A Cross-Cultural Scrutiny of Rhetorical, Pragmatic, and Semantic Strategies in Political Discourse: Comparative Manipulation Strategies in English and Arabic Contexts(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 117-129

کلیدواژه‌ها: Pragmatic strategies Rhetorical devices Semantic Analysis political discourse manipulation comparative analysis

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۲ تعداد دانلود : ۱۶۴
This study provides a comparative analysis of the rhetorical, pragmatic, and semantic strategies used by English-speaking and Arabic-speaking politicians to manipulate their audiences. By examining political speeches from both linguistic contexts, the research reveals distinct cultural patterns in manipulation. English-speaking politicians often employ direct, fact-based appeals (logos), while Arabic-speaking politicians rely more on emotional and collective identity appeals (pathos). These strategies reflect the cultural and linguistic norms of each group. Additionally, the study highlights the evolving impact of digital media on political communication, showing how manipulative strategies have adapted to new technological platforms. The findings have important implications for political communication strategists, media professionals, and educators. They underscore the need for culturally nuanced communication strategies in cross-cultural political discourse, offer insights for enhancing public media literacy to combat manipulation, and provide a framework for further research into the role of digital platforms in shaping political rhetoric. Additionally, the study highlights the evolving impact of digital media on political communication, showing how manipulative strategies have adapted to new technological platforms. The findings have important implications for political communication strategists, media professionals, and educators. They underscore the need for culturally nuanced communication strategies in cross-cultural political discourse, offer insights for enhancing public media literacy to combat manipulation, and provide a framework for further research into the role of digital platforms in shaping political rhetoric.
۴۳۱.

Ideological Reconfigurations and National Identity in Post-2003 Iraqi Presidential Rhetoric: A Critical Discourse Analysis(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 149-159

کلیدواژه‌ها: Critical discourse analysis Iraqi Presidential Speeches National identity and Ideological Shifts

حوزه‌های تخصصی:
تعداد بازدید : ۱۸۰ تعداد دانلود : ۱۵۳
The focus of this paper is to determine the extent to which changes in the ideological frameworks took place after 2003 when the removal of Saddam Hussein's Ba'athist dictatorship set up a democratic system for Iraq. Using the frameworks of Critical Discourse Analysis, more specifically Fairclough's three-dimensional model and van Dijk's socio-cognitive approach, this study conducts a critical investigation into the reframing of national identity, ideological structures, and religious themes in presidential discourse. This article provides an overview of the major ways in which the Iraqi presidents have used language in an attempt to redefine national unity, balance references to Islam, and build legitimacy in light of continuing political transitions. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict.
۴۳۲.

Impact of Positive Psychology-Based Instruction on EFL Learners’ Perceived Use of Anxiety Reducing Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۹, Summer ۲۰۲۴ 61-78

کلیدواژه‌ها: Anxiety reducing strategies Foreign language learning anxiety Positive Psychology

حوزه‌های تخصصی:
تعداد بازدید : ۱۹۵ تعداد دانلود : ۱۶۹
This study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners.
۴۳۳.

Enhancement of EFL Students’ English and Persian Argumentative Performance: Gender, Topic, and Age in Focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۹, Summer ۲۰۲۴ 79-96

کلیدواژه‌ها: Argumentative writing ; The Modified Toulmin model ; IELTS Writing Argumentative Instruction ; Gender Differences; Age Differences

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۳ تعداد دانلود : ۱۶۱
The studies on L2 argumentative writing have surveyed different dimensions of learners’ argumentative behavior and performance. However, less attention has been given to the strategies and techniques enhancing students’ argumentative repertoire. As such, the current study, taking a pedagogy-based perspective, examined the argumentative writing behavior of 30 Iranian IELTS candidates before and after the instruction in both English and Persian languages. The sample questions were of the previous IELTS Writing part 2 essays from a real test by Cambridge University Press, chosen by 3 IELTS instructors in the Institute to meet the research objectives. To this end, 180 IELTS Task 2 argumentative essays were analyzed by 30 volunteers, each having 6 essays, at least 250 words, (Persian and English). As for the students’ English and Persian argumentative writing performance, the results indicated that there were significant differences between the EFL learners’ overall means on English argumentative tests. Furthermore, the candidates chiefly applied ‘data’ and ‘claim’ most frequently in both languages with secondary elements of argument (i.e., counterargument claim, counterargument data, rebuttal claim, and rebuttal data) as the least produced elements detected in the essays. The results demonstrate that a sound pedagogy in argumentation can both influence the use of argumentation elements in both English and Persian written texts. The pedagogical implications for writing instruction and argumentative writing are discussed.
۴۳۴.

بررسی نشانه شناختی داستان از منظر «خواندنی» و «نوشتنی» در نظریه رولان بارت: مطالعه موردی «فارسی شکر است» اثر جمالزاده و «س.گ.ل.ل.» اثر هدایت(مقاله علمی وزارت علوم)

نویسنده:
منبع: ژوهش های زبان شناسی: نظریه و کاربرد سال ۳ زمستان ۱۴۰۳ شماره ۴ (پیاپی ۸) 57 - 78

کلیدواژه‌ها: متن خواندنی متن نوشتنی رمزگان نشانه شناختی پنج گانه داستان رولان بارت

حوزه‌های تخصصی:
تعداد بازدید : ۲۵ تعداد دانلود : ۳۲
اگرچه پژوهش در حوزه رده بندی متون ادبی به دو گروه بسته و گشوده با اقبال فراوانی روبرو شده است، اما متن پژوهی از منظر مفاهیم «خواندنی» و «نوشتنی» در رویکرد انتقادی و تأویلی رولان بارت کمتر صورت پذیرفته است. بدین منظور دو داستان کوتاه «فارسی شکر است» از مجموعه یکی بود یکی نبود اثر جمالزاده و «س.گ.ل.ل.» در مجموعه سایه روشن اثر هدایت انتخاب شده اند. این مطالعه با نگاهی تطبیقی دو اثر مذکور را در تقابل با یکدیگر قرار می دهد و سعی می کند مولفه های این دو نوع متن را در آنها بیابد. خوانش پیش رو بر آن است ویژگی های متن خواندنی را در داستان «فارسی شکر است» و سپس شاخصه های متن نوشتنی را در داستان «س.گ.ل.ل.» نمایان سازد. بدین منظور، با اهتمام به «تحلیل متنی»، متون نام برده را بر اساس قاعده «رمزگان نشانه شناختی پنجگانه» مورد بررسی قرار می دهد. داستان های منتخب جداگانه تحلیل شده اند و یافته های پژوهش صرفاً معطوف به دو داستان مذکور است.
۴۳۵.

DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 87 - 110

کلیدواژه‌ها: Digital visual literacy Digital Image Guide Method speaking proficiency EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۵۵۹ تعداد دانلود : ۳۰۷
The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore and understand the images. More importantly, images have valuable connections to language learning and hold the potential for teaching English effectively. Accordingly, the present study investigated the impact of the DVL-integrated instructions in an English-speaking course on EFL learners' speaking proficiency. The Digital Image Guide (DIG) method was conducted for the DVL instructions. A total of 18 female Iranian EFL learners aged 18-27 from a national university participated in the study, undergoing ten instructional sessions. Various components, such as visual elements in several images, flyers, brochures, memes, and book covers, were introduced to the learners throughout the treatment phase. Using mixed-methods research, quantitative and qualitative data were collected. The quantitative phase employed a pretest-posttest one-group design, and data was collected through the speaking section of the Cambridge English Qualification Test. The qualitative phase collected data on the learners' attitudes toward the course. The data were analyzed using SPSS and content analysis. The findings of a paired-sample t-test examining oral proficiency test data revealed the effectiveness of the course on the speaking proficiency of the learners. The analysis of the interview data revealed that the students held positive attitudes toward the course and the instructions. The findings of this study demonstrated that teaching digital visual literacy through the Digital Visual Literacy (DVL) approach and Digital Image Guide (DIG) Method could help learners with their speaking proficiency.
۴۳۶.

Evaluating the validity of socially-situated assessment: Group dynamic assessment of intermediate EFL listening comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۹, Summer ۲۰۲۴ 129-150

کلیدواژه‌ها: Group Dynamic Assessment Micro-validity Macro-validity Learner L2 development validity arguments and Mediation

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۱ تعداد دانلود : ۱۳۵
This study evaluated the validity of group dynamic assessment (G-DA), grounded in Vygotsky’s (1987) Sociocultural Theory, implemented in a class of intermediate learners to assess and promote L2 listening comprehension. To navigate the dual goals of assessment and instruction, flexible mediation attuned to the zone of proximal development of the learners was provided within the G-DA interactions. This led to the detection of nine mediational strategies. The validity of these G-DA interactions was explored by extending Poehner’s (2011) validation model to classroom setting. Poehner’s (2011) model includes two interrelated foci for DA validation: micro and macro-validity. Following Kane's (2021) argument-based approach to validation, evidence-based arguments were developed to explore the appropriateness of each mediational strategy given to the learners (micro-validity) as well as the success of that mediational strategy and the entire G-DA procedure in promoting learners’ L2 listening comprehension (macro-validity). Class transcripts were analyzed to gain evidence for the micro- and macro-validity of the G-DA interactions. The findings supported the usefulness of Poehner’s validation model in developing validity arguments to determine the appropriateness of the interpretations made about learners’ abilities and the effects of the G-DA procedure on their development. Moreover, the study concluded that the analysis of learners’ independent performance needed to be added to Pohener’s macro-validation model so that it becomes applicable to G-DA
۴۳۷.

Iraqi Kurdish Supervisees` Perceptions of their Thesis Supervisors(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۵۰, Autumn ۲۰۲۴ 57 - 78

کلیدواژه‌ها: EFL instructors Google Translate Supervision Thesis writing

حوزه‌های تخصصی:
تعداد بازدید : ۲۲۹ تعداد دانلود : ۱۶۵
Writing a thesis is crucial in the master's or PhD study process. There is no denying the supervisor's responsibility in this situation. Therefore, this study attempts to investigate the Kurdish students` perceptions toward their supervisors at various universities in Iraqi Kurdistan. In this study, two groups of students took part: 13 master students and 11 PhD students. Students, both male and female, who were studying at different universities in Kurdistan were included. They were all in their last year of studies and writing their theses and dissertations. A questionnaire and interviews were conducted to collect the data. The results revealed that students perceived the supervisors as a supporter, a leader, and a knowledgeable person who give them continuing feedback. The major point regarding the characteristics of effective supervisors was their knowledge of students` research topics, requiring supervisors to acquire enough knowledge and information on the topics of students` theses.
۴۳۸.

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

حوزه‌های تخصصی:
تعداد بازدید : ۳۵۷ تعداد دانلود : ۱۹۹
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.
۴۳۹.

نقدی بر مقاله: چرا فریدون سومین است؟ رمزگشایی نام فریدون با روش تحلیل خویشکاری اسطوره بر مبنای زبان شناسی تاریخی (ریشه شناسی در زمانی)1(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مهر و آبان ۱۴۰۳ شماره ۴ (پیاپی ۸۲) ۳۲۹-۳۰۳

کلیدواژه‌ها: ریشه شناسی اسطوره شناسی عدم تخصص انتحال ارجاعات کور

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۷ تعداد دانلود : ۱۸۱
در این نوشته به نقد مقاله «چرا فریدون سومین است؟ رمزگشایی نام فریدون با روش تحلیل خویشکاری اسطوره بر مبنای زبان شناسی تاریخی (ریشه شناسی در زمانی)» از آقای فرزاد قائمی پرداخته ایم. از مقاله این گونه برمی آید که نویسنده در حوزه ای مطلب نوشته که در آن تخصصی نداشته است. ناآشنایی نویسنده با مفاهیم، مقدمات و منابعِ حوزه مورد نظر، باعث شده نظرات و تحلیل های ایشان نادرست از کار درآیند. علاوه بر تحلیل ها و نظرات نادرست، نوع ارجاع دهی ها هم در مقاله آقای قائمی عجیب است و بیشتر ارجاعات به گونه ای است که نویسنده فقط خواسته نظرات نادرستش را به منبعی ارجاع دهد تا نشان دهد که حرف و نظرش مستند است. علاوه بر این ها نویسنده مطالبی را (بعضاً عین به عین) از پژوهشگر(ان) دیگری برداشته، اما متأسفانه به ایشان ارجاع نداده است. از آنجا که اشتباهات این چنینی در مقاله فراوان است می توان آن را نمونه خوبی برای واحد درسی روش تحقیق به شمار آورد، زیرا به طور عملی به دانشجویان نشان می دهد که چه کارهایی را نباید در یک مقاله علمی پژوهشی انجام داد.
۴۴۰.

تحلیل مقابله ای مراسم کردی سورانی «مهر زدن» و «نام گذاری» مرتبط با تولد بین دو جنسیت در چارچوب نظریه آمیختگی مفهومی(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ مهر و آبان ۱۴۰۳ شماره ۴ (پیاپی ۸۲) ۴۷۲-۴۴۳

کلیدواژه‌ها: آمیختگی مفهومی آیین و رسوم نام گذاری و تولد آیین مهر زدن فرهنگ کردی سورانی

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۶ تعداد دانلود : ۱۸۵
پژوهش حاضر مطالعه مقایسه ای است درباره آیین های مرتبط با تولد و نام گذاری در فرهنگ کردستان شهرستان سنندج که با گویش سورانی صحبت می کنند. این پژوهش با توجه به عامل جنسیت، به تحلیل منتخبی از این آیین ها در چارچوب نظریه آمیختگی مفهومی پرداخته است. بر این اساس، با شیوه مصاحبه عمیق در دسترس از یک سخنگوی زن میان سال تحصیل کرده کردزبان ، آیین های مختلف مربوط به حوزه مفهومی تولد نوزاد جمع آوری شده و سپس جهت کسب اطلاعات بیشتر، با روش «مصاحبه هدفمند گروهی»، تعداد پنج نفر از سخنگویان زن و مرد بی سواد بین 50 تا 70 سال که زبان مادری آن ها کردی سورانی بوده و مکالمات روزمره خود را به این زبان انجام می دهند، مورد مصاحبه قرار گرفته و روایت آن ها از آیین مورد نظر ضبط شده است. تحلیل آیین های مستخرج از متن مصاحبه ها نشان دهنده آن است که فرهنگ کردی سورانی سنندج جهت خلق معناهای همسو با قالب فرهنگی جنسیتی یا از دروندادهای متفاوت جهت خلق معنا بهره می برد و یا در مواردی جالب توجه تر، با گزینش نگاشت های متفاوت از یک یا چند درونداد واحد، فضای آمیخته مفهومی تازه ای را در تطابق با قالب فرهنگی جنسیتی شامل «زن خوب= زیبا، صبور، همسر» در برابر «مرد خوب= قوی، کوشا، نان آور» شکل می دهد. بر این اساس، قالب های جنسیتی عامل مؤثر در فرایند معناسازی آیین های تولد و زایش فرهنگ کردی سورانی سنندج قلمداد می شوند.

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