درخت حوزه‌های تخصصی

The role of teachers in the educational context could go beyond simply teaching the subject matter. It is not uncommon for some students to be greatly influenced by certain teachers and even consider them as their role models. An interesting and novel way of inferring the impact a teacher has on the students is through revealing the status of the teacher as perceived by the students. The present study pursued two goals: first, to construct and validate a teacher status scale (TSS); and second, to reveal the relative status of English language teachers as compared to other school teachers in students’ perceptions. Regarding the first goal, an 18-item teacher status scale was designed and, using the data collected from 200 students, its construct validity was substantiated through Rasch model. As for the second goal, 650 junior high school students rated their 300 teachers. The data was then analyzed using Chi-square test. In addition, 135 students participated in short interviews and a total of 530 minutes of recorded interviews constituted the qualitative data. Based on the results, English teachers were found to have the highest status of all school teachers as perceived by the students. Finally, statistical results were discussed, and implications were provided for English language teaching in the formal context of education.

One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexity (CAF). The purpose of the present study is to compare the relative effect of task repetition and task recycling on Iranian EFL (English as a foreign language) learners’ oral performance in terms of CAF. To this end, eight intermediate EFL learners, randomly selected from 30 students in two classes of 15, took part in this study. The participants in both task repetition and task recycling groups were assigned to perform a total of eight tasks. Four of these tasks were identical in both groups. Each session included one task plus its second performance, namely repetition for the first group and recycling for the second. Wilcoxon Signed Ranks Test was used to statistically analyze the recorded data of learners' performances on all eight occasions in terms of CAF. The results revealed a significant effect of task repetition on all three measures of performance while task recycling did not prove to have a significant effect except for fluency. On the level of between-group differences, task repetition was found to be dominant outweighing task recycling in all three measures of oral performance. Task repetition is hence advised to be incorporated in teaching English, particularly in EFL contexts as a viable tool to hone learners’ oral performance on CAF.

این مقاله گزارش پژوهشی است درباره رابطه میان هوش هیجانی گروهی از فراگیرندگان زبان انگلیسی ایران و انسجام نوشته های آنها. در راستاس این پژوهش یک آزمون توانش زبانی که شامل 40 پرسش چهار گزینه ای مربط به دستور زبان، لغت و درک متون انگلیسی بود و از پایایی با کرونباخ آلفای 742. برخوردار بود به تعدادی از فراگیرندگان زبان انگلیسی داده شد تا آن هایی که توانایی تولید متون نوشتاری معنادار را داشتند مشخص شوند. پس از آن مقیاس هوش هیجانی شات (شامل 33 پرسش) به شرکت کنندگان در پژوهش داده شد و نیز از آن ها خواسته شد تا مقاله ای کوتاه در مورد موضوعی مشخص بنویسند. از 110 نفری که آزمون توانش زبانی، پرسشنامه هوش هیجانی و تکلیف مقاله نویسی را گرفتند، 79 نفر به هر سه پاسخ دادند. 45 نفر از 79 نفر توانستند به بیش از 23 پرسش از 40 پرسش آزمون توانایی زبانی پاسخ دهند و از این رو پاسخ های آن ها به پرسشنامه هوش هیجانی و نوشته های آنها مورد بررسی قرار گرفت. برای ارزیابی عینی نوشته ها، از مقیاس انسجام متن کل نگر بامبرگ (1984) استفاده شد که دارای 5 درجه، از کاملا منسجم (4 امتیاز) تا غیرقابل نمره دادن (صفر امتیاز)، است. برای مشخص کردن ارتباط میان انسجام نوشته ها و هوش هیجانی نویسندگان از آزمون اسپیرمن استفاده شد. اما برخلاف انتظار پژوهشگران، رابطه میان دو متغیر مورد بررسی قوی و معنادار نبود.

This article was written based on the key concept of polysystem theory which, in translating any literary text, emphasizes the transference of the social systems in which a text is embedded. As stated by Tynjanov (1978a), polysystem theory saw translated literature as a system operating in the larger social systems of the target text. Thus, the task of understanding as well as transferring such systems in their translations, which can certainly affect the readers’ adequate understanding of texts, is a challenging job for most of the literary translators. After identifying three main social systems in The Great Gatsby as the corpus which was ranked second in the lists of the 100 Best Novels of the 20th Century, the source and the target texts were studied attentively, to study the way the respective systems were translated by the Iranian literary translators. Therefore, the prominent element of Nord’s textual analysis (1991), macrostructure, was focused throughout data collection procedure. Then, it was demonstrated that especially through an appropriate transference of the major conflict between the two predominant classes in the novel, the translator has managed to suitably convey most of the text’s social systems in his translation. Finally, it could be deduced that most of the literary translators in Iran, somehow transferred the concerned systems into some significantly adequate equivalents in their works.

A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two communities of practice (English and Arabic) developed the professional identity of language teachers. The results of the semi-structure interviews with 5 language teachers highlighted some differences between English and Arabic language teaching communities of practice in terms of the situated learning activities they provide for language teachers to develop their professional identity. Furthermore, since the community of practice can be considered a potential curriculum that may be learned by newcomers with legitimate peripheral access, it would be considered as a main source of identity formation of both English and Arabic language teachers. The findings of the study can be used to better understand the nature of being a professional language teacher in non-native contexts. They have implications for novice and experienced language teachers as well as for teacher educators to review the content of the teacher training courses

یادگیری لغات اغلب باید به صورت اتفاقی از طریق شنیدن و خواندن به وجود آید. این یکی از دلایلی است که به اهمیت وجود یک برنامه خواندن وسیع و قابل توجه در یادگیری زبان انگلیسی اشاره می کند. مطالعات وسیع این فرصت را به فراگیران زبان می دهد تا به خواندن حجم زیادی از مطالب و موادی که در سطح سواد آنهاست بپردازند. یادگیری زبان از طریق شرایطی چون تکرار، بازیابی، استفاده خلاقانه و توجه کامل به وجود می آید. این شرایط را می توان در حین خواندن به شیوه های مختلفی از طریق باریک خوانی، خواندن مجدد، خواندن و ارتباط با مهارت های دیگر، خواندن و بحث، و یادگیری از طریقه تمرینات خواندن افزایش داد. فعالیت های رایانه ای می توانند با فراهم کردن فرصتی برای یادگیری عمدی موثر واقع شوند، اما باید در نظر داشت که یادگیری عمدی نباید جایگزین خواندن وسیع شود.

بررسی کارپوشه تولید گفتاری زبان آموزان ایرانی در زبان فرانسه (از ارزشیابی تکوینی به خودارزشیابی) روح الله رحمتیان دانشیار دانشگاه تربیت مدرس، تهران r_rahmatian@yahoo.com مرضیه مهرابی دانشجوی دکتری دانشگاه تربیت مدرس،تهران marzieh_mehraby@yahoo.fr ژاله کهنمویی پور استاد دانشگاه تهران jkahnomi@ut.ac.ir تاریخ دریافت:28/11/1391 تاریخ پذیرش: 23/5/1392 امروزه متخصصان علم آموزش بر این باورند که ارزشیابی جزء لاینفک فرایند یاددهی/ یادگیری زبان هاست و باید با استفاده از ابزارهای مناسبی مانند کارپوشه تحقق یابد. هدف پژوهش حاضر، بررسی کاربرد و کارآمدی کار پوشه تولید گفتاری زبان آموزان ایرانی در کلاس فرانسه به عنوان زبان خارجی بوده است. به عبارت دقیق تر، مؤلفه های زبان گفتاری از جمله توانش دستوری، تلفظ و آهنگ کلام، توانش گفتمانی، روانی در کلام و تعامل میان زبان آموزان تحلیل شده است. در این جستار، ابتدا چارچوب نظری موضوع بررسی و سپس نتایج حاصل از تحقیقات مطالعه میدانی ارائه شده اند. جامعه آماری متشکل از یازده زبان آموز بزرگسال در سطح B1 زبان فرانسه می باشد. بر اساس دستاورد این تحقیق، زبان آموزان به کمک روش کار پوشه در تمام مؤلفه های تولید گفتاری پیشرفت داشته اند و توانسته اند توانایی خودارزشیابی خویش را رشد دهند. کلید واژگان: ارزشیابی، کار پوشه، تولید گفتاری، زبان آموزان ایرانی.

In response to the increasing interest in and need for a practical brief measure in language testing, this study explored the properties of an offline short-form test (OSF) versus a conventional lengthy test. From the total of 98 vocabulary items pooled from the Iranian National University Entrance Exams, 60 items were selected for the conventional test (CT). To build the OSF, we created an item bank by examining the item response theory (IRT) parameter estimates. Data for the IRT calibration included the responses of 774,258 examinees. Upon the results of the item calibration, 43 items with the highest discrimination power and minimal guessing values from different levels of ability were selected for the item bank. Then, using the responses of 253 EFL learners, we compared the measurement properties of the OSF scores with those of the CT scores in terms of the score precision, score comparability, and consistency of classification decisions. The results revealed that although the OSF generally did not achieve the same level of measurement precision as the CT, it still achieved a desired level of precision while lessening the negative effects of a lengthy test. The results also signified an excellent degree of correspondence between OSF and CT scores and classification results. In all, findings suggest that OSF can stand as a reasonable alternative for a longer test, especially when conditions dictate that a very short test be used.

لغت عنصر مهمی در مهارتهای چهارگانه زبانی است. مسئله به خاطرسپاری بلندمدت لغات برای معلمان زبان انگلیسی همواره دارای اهمیت زیادی بوده است. چرا که اغلب معلمان شاهد هستند که دانش آموزان لغات آموزش داده شده را پس از مدت کوتاهی فراموش می­کنند. این مطالعه بر آن است تا تأثیر استفاده از نرم افزار ""ورد سیفت"" (word sift)را که ابزاری وابسته به اینترنت برای تولید ابر کلمات است در به خاطرسپاری بلندمدت لغات زبان آموزان زبان انگلیسی بررسی نماید. برای این منظور 60 زبان آموز که داری سنی بین 17 تا 24 سال بودند انتخاب شدند و به دو گروه شاهد و آزمایش تقسیم شدند. 100 لغت که در 6 متن بکار رفته بودند به آنها آموزش داده شد. آموزش اصلی شامل 12 جلسه تدریس بعلاوه یک جلسه اضافی برای بررسی تاثیر آموزش در به خاطرسپاری بلندمدت کلمات بود. نتایج آزمون t و تحلیل واریانس یک راهه نشان داد که استفاده از نرم افزار ""ورد سیفت"" و بکار بردن ابرکلمات به طور کلی تاثیر معنادار مثبتی بر به خاطرسپاری بلند مدت لغات در زبان آموزان زبان انگلیسی دارد.

In this research, different English translations of Sa‘di’s Bustan were studied. An anecdote was selected randomly with its three English translations to identify whether or not the translators have managed to convey the messages of the original poem. The three selected translations were examined according to two of the criteria that Larson (1984) has proposed (accuracy and naturalness) for testing a translation. By accuracy, the researcher intended to see whether, the translators have been successful in rendering the SL text accurately and precisely without radical changes, omission and addition; and by naturalness, it was meant whether the translations sound natural or they contain strange and foreign words. The results of the study show that Edwards has been successful in understanding the main idea of the original poem and conveying it into prose. Clarke’s translation is word-for-word and being literal, the natural criterion has been breached in some instances. Wickens’s has attempted to transfer the exact meaning of the original to the target text. Among the three translations studied, that of Wickens is considered to be the most accurate one.