درخت حوزه‌های تخصصی

این تحقیق سه نوع تفکر کلامی که در روش تدریس ادراکی جامع رایج است را مورد بررسی و مقایسه قرار داد تا تاثیر این سه شیوه به زبان آوری فکر را در فراگیری وجه مجهول در بین فراگیران زبان دوم مشخص کند. بنابراین چهار کلاس پایه دوازدهم از یک دبیرستان انتخاب شدند و به بطور تصادفی به سه گروه آزمایش و یک گروه گواه تقسیم شدند و به تمام دانش آموزان وجه مجهول آموزش داده شد. در واقع به هر کدام از سه گروه آزمایش به یکی از شیو ه های رایج آموزش ادراکی سیستمی: الف) تفکر کلامی درونی، ب) تفکر کلامی بیرونی، ج) تفکرکلامی درونی و بیرونی آموزش داده شد وبه گروه گواه به روش معمول استقرایی آموزش داده شد. نتایج تحقیق نشان داد که هر سه شیوه ادراکی سیستمی در یادگیری وجه مجهول توسط فراگیران موثربود. البته شایان ذکر است که از سه روش فوق دو روش تفکر کلام بیرونی و روش تفکر کلامی بیرونی و درونی از روش تفکر درونی موثرتر بودند. در حقیقت علت این برتری را می توان در ماهیت منحصر به فرد روش تفکربیرونی جست که همزمان به دو شکل باعث توسعه ذهنی می شود. شکل اول توسعه ذهنی از طریق مفاهیم می باشد که از ویژگی بارز آموزش ادراکی سیستمی است و شکل دوم حالت توسعه ذهنی از طریق تعامل می باشد که از ویژگی های بارز ارزیابی پویا است. به عبارتی دیگردر روش تفکر بیرونی بستری فراهم می شود تا دو مدل آموزش ادراکی سیستمی و ارزیابی پویا نمایان شوند.

Teachers pose different perspectives toward teaching. Some teachers share this attitude that teaching is just a job and a sole source of income, while others believe that teaching is a vocational and moralistic career associated with love, commitment, and devotion. This study, in the form of a qualitative grounded theory approach, aimed to deeply investigate the interrelationship of data emerged from teachers’ perspectives toward teaching as profession to develop a model in this regard. Therefore, twenty-six Iranian English teachers, teaching at schools and Farhang language institute, were requested to share their ideas as to how they view teaching as a profession. A semi-structured interview, in three sessions with 20 participants and focus-group interviews with 6 participants were conducted. Based on Corbin and Strauss's (2014) systematic steps for grounded theory, the data then transcribed and codified. The findings ended with an eight-factor model containing 40 categories. The factors include: a) source of income, b) decreasing motivation, c) poverty and inclination to become a teacher, d) insufficient salary, e) deteriorated quality of teaching, f) experience, g) society negative attitude, h) dissatisfaction. The proposed model opens a new window for teachers and reminds the government educational policymakers, training centers, ministry of education, and those who care about quality education and students’ academic achievements to observe income inequality, and salary differentials, increase teachers’ social status, and motivation, facilitate difficult working conditions, reduce resource wastage, support teachers appropriately, decrease teachers’ financial concerns, terminate the sense of socioeconomic inequality, and speak out the voices of marginalized teachers.

Flipped learning is a rather recent practice where the teacher provides the learners with the content of the teaching and videos of his or her teaching prior to the class meeting. Students are required to study and be prepared, and the class time is devoted to activities which involve higher-order thinking skills. This study aimed at assessing the perception of students of the flipped classroom and the effectiveness of flipped learning in a university testing and assessment class with bachelor's students of English Language Teaching. The first half of the semester was taught through the flipped strategy and a half was taught through traditional lecturing. Results indicated that students had a positive view towards flipped learning, and flipped learning led to a better performance of the students on the section of the exam which involved higher-order thinking skills such as application, analysis, and synthesis. Results further showed that successful intelligence was a better predictor of academic performance of the learners on the exams than the Big Five (NEO) personality traits, and creative intelligence was the component of successful intelligence significantly associated with students’ performance. It can be concluded that flipped teaching is worth the time and energy spent by the teacher and the learners on preparation for the classroom and it can motivate and engage learners.

Language transfer refers to the application of previous language knowledge to the target language learning. Using questionnaires, this paper investigates the lexical transferring behaviors of 230 Dongxiang-Chinese bilingual and monolingual students who are in the early stage of learning English vocabulary. The results display that Chinese predominates the transference, while bilinguals’ Dongxiang Language is described as a barrier during the process of English learning. To show the individual-level differences, several learner-based factors: age, linguistic background, social background, cognitive level, emotion, and learning attitude are also confirmed, which appear to promote or inhibit this transferring behavior. The experiment data suggest that there are two different types of the factors mentioned above, which depend on whether they are affected by context-based factors---learner-based factors and learner-context-based factors. The paper also concludes with suggestions to teachers and policymakers in Dongxiang area for the modification of current teaching methods based on the quantitative analysis of surveys.

The present study aimed to investigate whether Reports on the results and Comments on the results moves’ recycling in the Research Article (RA) Discussion sections is affected by cultural/disciplinary variations. To this end, 600 empirical RAs in six Soft Science disciplines, including Economics, Sociology, Applied Linguistics, Linguistics, Management, and Psychology, with an equal number in each discipline and culture, published in the period from 2006 to 2018 were selected. Weissberg and Buker’s (1990) move model was used as a starting point to analyze the RAs. First, the Reports on the results and Comments on the results moves were identified in the Results sections. The Chi-Square test was then used to calculate and compare the frequency of their recycling in the Discussion sections across cultures and disciplines. The data analysis results revealed that changes in the disciplines or sociocultural settings do not result in variations in recycling the two moves under study. Given that the current study provides a relatively new framework for scrutinizing scientific discourse, it may promise certain pedagogical implications for native and non-native students in Soft Science disciplines, researchers, English for Academic Purposes (EAP) and English for Specific Purposes (ESP) instructors, and course designers.