درخت حوزه‌های تخصصی

این تحقیق تلاشی در فعال کردن دانش لغوی غیرفعال از طریق توجه دهی و بررسی تأثیر جمله نویسی به عنوان فعالیت پس توجه دهنده بر تقویت تأثیر توجه دهی است. چهل و دو دانشجوی زبان انگلیسی سطح متوسط به بالای بزرگسال خانم، در دو گروه هم سطح از یک دانشگاه سراسری انتخاب شدند. آنها در تحقیقی شرکت کردند که در آن توجه به کلماتی که تولید آنها به آسانی فهمیدن آنها نبود، از طریق علامت زدن آن کلمات در یک متن خواندن انجام شد. سپس، شرکت کنندگان در یک فرآیند ٤ هفتگی جمله نویسی متراکم/ پراکنده شرکت کردند؛ شرکت کنندگان یک گروه هر هفته در طول ٤ روز پی در پی در هر روز، یک جمله با یکی از ١٦ لغت توجه شده نوشتند و گروه دیگر این فرآیند را یک بار در هفته تجربه کردند، به گونه ای که آنها بدون هیچ وقفه زمانی، ٤ جمله با ٤ کلمه توجه شده نوشتند. نتایج نشان داد که ارائه فعالیت پس توجه دهنده بر ارتقاء دانش لغوی تولیدی هر دو گروه به طور معناداری تأثیرگذار است. تعامل بین عامل زمان و روش های یادگیری معنادار بود. همچنین، نتایج عملکرد گروه پراکنده بهتر از گروه متراکم بود، ولی این تفوق معنادار نبود.

The current study aimed at investigating the academic learning needs of Iranian undergraduate students of English Language and Literature from the perspective of 320 stakeholders including undergraduate students (n=252), graduates (n=51), English literature instructors (n=7), and language instructors (n=10). To this aim, atriangulation of the most important data collection instruments of needs analysis (i.e., questionnaires, class observations, and semistructured interviews) was adopted for data collection at eight different Iranian state universities. The results of data analysis revealed that the above-mentioned students are not adequately equipped with learning and communication strategies during their academic and preacademic studies. The results of the current study may promise implications for the provision of some extracurricular EFL courses at the tertiary and senior high school levels in order to enhance students’ sociocultural and strategic competence based on the shared decision-making process among different stakeholders in the course design community

To investigate the effects of etymological elaboration, contextual pragmatic clues, and lexical knowledge on L2 idioms comprehension and production, 60 male intermediate level EFL students in three groups were selected. Each group was randomly assigned to one treatment condition. Group one participants were presented with the etymological explanation of idioms. In group two, the same idioms were presented in short, familiar contexts, and in the third group, the participants focused on the exact meaning of the constituent parts of each idiom. At the end of the experimental period, comprehension and production posttests of idioms were administered. Two one–way ANOVA procedures were used to analyze data. Results showed that the participants of the etymological elaboration group performed significantly better than the participants of the lexical knowledge group on idiom production. The differences between the means in all other comparisons were not statistically significant. These findings may have implications for teachers, learners, and syllabus designers.

An understanding of language as ‘open, dynamic, constantly evolving and personal encompasses the rich complexities of communication (Shohamy, 2007, p.5). Knowing about the important role of culture as well as psychological aspects of language can give us a broader view of languageteaching and learning. In order to obtain a better understanding of different aspects of language teaching, the present study aims to investigate the possible relationship between Iranian EFL teachers’home-culture attachment and its underlying components, with their emotional intelligence. To this aim two questionnaires namely: Home culture Attachment/dependency and Bar-On EI test were distributed among 80 EFL teachers, both men and women who taught at different levels in state schools in Birjand, Kermanshah and Zabol. Data were analyzed using Pearson’s correlation coefficient and multiple regressions. Finally results of the study revealed no significant relationship between Iranian EFL teachers’ home culture attachment and its underlying components, with their emotional intelligence. The most important result of this study is bringing about awareness for EFL teachers, EFL syllabus designers, teacher educators and policy makers about the important factors in cultural attachment or detachment of Iranian EFL teachers that consequently affects their teaching and transfer of cultural values into their students.

The importance of input has been a broadly documented concept in the field of second or foreign language acquisition. However, kinds of input and ways of its presentation are among the controversial issues in L2 classroom research. Therefore, this study was designed to compare the effects of three kinds of input-based instruction on intake and acquisition of the English causative structures by Iranian EFL learners. A total of 105 university students in four intact classes were randomly assigned to four different conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control (CO). A pretest/posttest (immediate and delayed) design was used, where participants’ ability to interpret and produce the target structure was assessed through administering a multiple choice interpretation test and a sentence-level production test. Moreover, a grammaticality judgment test was run to assess the amount of intake. Results revealed that learners in the PI group significantly outperformed learners in the other groups on both immediate/delayed production posttests. The findings also indicated that, C-R group could not retain the significant effect of instruction on delayed production posttest and TE tasks were not effective in improving the learners’ production of the target structure. Moreover, the PI group outperformed the other groups on grammaticality judgment test too. Based on these findings, we can conclude that PI which encompasses the most outstanding features of both focus on form and meaning instruction might be a more effective approach in helping EFL learners to acquire the target grammatical forms.

این تحقیق یادگیری لغات انگلیسی برای درک مطلب دانش آموزان از طریق آموزش تکلیف محور را مورد بررسی قرار داد. صد و سی وپنج دانش آموز دختر دبیرستانی از دو سطح مختلف تحصیلی یعنی کلاس اول و چهارم از یکی از دبیرستان های شهر اصفهان انتخاب شدند. آن ها به طور تصادفی در چهار گروه یعنی دو کلاس شاهد و دو کلاس آزمایش در دو سطح مختلف قرار گرفتند. جهت ارزیابی درک مطلب دانش آموزان در ابتدای شروع ترم و قبل از تدریس دروس یک آزمون از هر چهار گروه به عمل آورده شد. گروه های آزمایش لغات چهار درس را از طریق آموزش تکلیف محور و گروه های شاهد همان تعداد دروس را به شیوه ی سنتی آموزش دیدند. در پایان ترم، درک مطلب دو گروه در هر دو سطح توسط آزمون دیگری مورد ارزیابی قرار گرفت. نتایج به دست آمده از طریق مقایسه ی میانگین بین دوکلاس شاهد وآزمایش در هر دو سطح نشان داد که گروه آزمایش که از طریق تکلیف محور آموزش دیده بودند بهتر از گروه کنترل که به شیوه سنتی آموزش دیده بودند به آزمون پاسخ داده بودند. همچنین تست نمونه مستقل نشان داد که عملکرد کلاس اولی ها بهتر از عملکرد کلاس چهارمی ها بود.

روند تدریس/ یادگیری مهارتهای شفاهی در زبان فرانسه، توسط عرب زبانان به معنای تصاحب یک سیستم لغوی، دستوری، آواشناختی کاملا متفاوت از زبان مادری می باشد . این تصاحب، وابسته به نقاط شباهت و تفاوت بین این دو زبان (بیگانه و مادری)، می تواند باعث تسهیل (انتقال مثبت) و یا باعث ایجاد مانع (ترکیب) شود. هدف از این مقاله بررسی تفاوتهای لغوی، دستوری، آواشناختی بین زبان فرانسه و زبان عربی و بویژه زبان فرانسه و گویش مصری است. برای این منظور، چند نمونه از اشتباهات ناشی از ترکیب زبانی این دو زبان در سطح شفاهی ارائه خواهیم داد. همچنین چند روش برای اصلاح این اشتباهات و تسهیل کار معلمان زبان فرانسه و چند روش برای انجام فرایند تدریس/ یادگیری زبان فرانسه به عرب زبانان بکار خواهیم برد.

Reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. However, since the introduction of cloze test, different varieties of it have been proposed by the testers. Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three different types of cloze procedure used for measuring reading comprehension. To this end, one C-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels. The participants of the study were 30 (male &female) freshman university students majoring in English literature. The results of ANOVA test showed that there were not any statistically significant differences at the 0.05 level of significance among the performance of the students on the three tests measuring their reading comprehension. Therefore, it was concluded that against the advocates of each test who claim superiority of it over the other types, these three types of cloze tests in this study assessed the reading comprehension in a similar way. So, the testers can be confident to make use of these tests as reading comprehension tests interchangeably.

Almost little is known about creative writing. In this research, creative writing has been introduced as an alternative to academic writing. The aims were to introduce creative writing as an alternative to academic writing to boost the participants’ attitude towards writing in general. The participants were 32 senior university students studying English Translation at Islamic Azad University, Tehran. The study includes two phases: quantitative and qualitative. For the quantitative phase, the participants were given a questionnaire so that the researchers could measure their attitudes about writing. Then, a creative writing pretest was administered, followed by a posttest to see to what extent the treatment could help the participants improve their writing skill. For the qualitative phase, a videotaped oral interview with the participants was closely examined to find out about the participants’ attitudes towards writing. The means of the pretest and posttest indicated a three-fold increase in the scores after the treatment was over. The oral interview, furthermore, showed that most participants had a negative attitude towards creative writing. It was finally concluded that creative writing might be considered as a useful asset in academic contexts, expected to alleviate the negative attitude of learners towards writing to feel more confident.

Assessing learners’ present and real life language needs can contribute to learners’ active participation in learning processes. Assessing learners’ taskbased needs and aligning them with pedagogical tasks are significant in English for medical purpose (EMS) courses. The main objectives of the present study were to assess learners’ needs and to determine whether they are practiced in EMS courses. In this study, pedagogical tasks practiced in EMS courses at universities of medical sciences in Iran were identified and the taskbased language learners practiced by stakeholders in real life situations were assessed. The results showed that some of the pedagogical tasks were not aligned with the real life task-based needs. Moreover, the pedagogical tasks and task-based needs were not aligned in terms of mode, channel, and degree of interaction. The results can be applied by EMS teachers and material developers for meeting the learners’ specific needs.

این مطالعه موردی به بررسی این موضوع می پردازد که یک معلم تایوانی که در یک دوره ی کارشناسی ارشد آموزش زبان شرکت کرده است چگونه از زبانشناسی ساختارمند- نقش گرا و آموزش سبک محور در طراحی و آموزش زبان به فراگیران زبان انگلیسی در تایوان استفاده کرده است. با استفاده از روش مدت دار قوم شناسی، نتیجه این تحقیق نشان داد که برداشت و تصور این معلم از دستور زبان از دیدی سنتی، محدود به جمله و متمرکز بر ساختار به فهمی کاربردی تر از ارتباطات پیوسته مابین سبک و ویژگی های متن تغییر قابل توجهی کرد. این تغییر زمانی رخ داد که معلم توانست از زبانشناسی ساختارمند- نقش گرا برای فهم عملکرد زبان در ادبیات کودکان استفاده کند. با این وجود، میزان توانایی این معلم برای استفاده از زبانشناسی ساختارمند- نقش گرا و آموزش سبک محور در تمرینات کلاس تا حدی تحت تاثیر چارچوب برنامه ریزی شده ی اجباری تدریس و آزمون های رایج در مکانی بود که وی پس از بازگشت به تایوان در آن مشغول به کار شد. این تحقیق بیشتر در ایجاد فهمی جدید از دستور زبان در آموزش زبان انگلیسی و تربیت معلمان بهتر در آسیا کاربرد دارد.