درخت حوزه‌های تخصصی

This study aims to compare the effects of four types of FFI on second language vocabulary learning. To do so, the study adopted a quasi-experimental pretest-posttest design, including five groups, each receiving a distinct treatment. The participants were 80 fourth-grade male students ranging in age from 17 to 19. Before the treatment phase, the participants took a researcher-made test of vocabulary as a pretest which was meant to measure the participants’ prior knowledge about the target words. After the treatment phase, the participants took a researcher-made test of vocabulary as posttest to measure the students' achievement of the target words. Independent samples t-test and one-way ANOVA were run to analyze the scores from the pretest and the posttest. The results indicated that there was no statistically significant difference between proactive and reactive FonF in the comprehension mode in terms of promoting vocabulary learning. There was also no statistically significant difference between these two forms of FonF in the production mode in terms of promoting vocabulary learning. However, there was a statistically significant difference between the comprehension-based and production-based FonF in enhancing vocabulary learning. These results extend the positive effect of FFI to L2 vocabulary teaching/learning.

Theoretically framed within Vygotskyan sociocultural theory of mind (SCT), Dynamic assessment (DA) is a new approach to classroom assessment offering mediation to help learners perform beyond their level of independent functioning. As a web-based qualitative inquiry into the nature of mediation in DA and its impacts on the participants’ private speech patterns, this study explored the role of private speech as a social and psychological tool to mediate learners' thinking and performance in online DA. The subjects of the study were two Iranian university students along with two English native speakers orally narrating a series of picture stories and having weekly DA mediation with the researcher via Skype. In the present study, the students' private speech markers’ typology emerged out of thematic analysis of oral narratives transcribed before and after DA mediation and it was presented as a criterion to evaluate the learners' progression towards self-regulation. The frequency of occurrence of the learners’ private speech markers was reported and interpreted based on the emergent typology to evaluate the possible changes in their use as the result of DA mediation. Meanwhile, the differences between native speaker participants and the learners’ use of private speech markers in oral narratives were highlighted and discussed. The results of the study indicated that mediation was effective in reducing the number of private speech markers in the learners' narratives after mediation which reflects their progression towards self-regulation in online DA. The findings of the study highlight the importance of private speech as a mediating tool in DA which reflects learners’ struggle to take control of direction of learning and move beyond their current capabilities.

Teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (Dalton Puffer, 2007). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’ interactions. Drawing on conversation analysis through adopting socio-cultural perspective, this study, however, aims to examine how EFL teachers manage understanding-check questions in their talk-in-interaction. For this purpose, six EFL teachers’ discursive classroom practices were observed, video-recorded, and transcribed line-by-line in its entirety. Through the microanalysis of the transcribed data, our findings suggest that EFL teachers vary in their management of understanding-check questions and the teachers’ understanding-check questions tend to serve different functions in the different micro-contexts identified. Three major sequential environments emerged to feature understanding-check questions in this study: Activity-boundary environment, post-instruction environment and within-activity environment. The findings of the study indicate that understanding-check questions at activity boundary environment are designed to accomplish dual functions, however those launched in post-instruction and within-activity environments maintain a singular focus on ensuring absolute understanding of the just-given explanation or instruction.

ELT has recently witnessed a shift away from a method-bound orientation and toward a post-methodic view of teaching English. Consequently, the focus of some second language teacher education programs has shifted toward sociopolitical aspects of ELT (Miller, 2004) and its contributions to reinforcement or transformation of the status quo (Kumaravadivelu, 2003a). Yet, in many countries, including Iran, ELT teacher education has maintained a relatively method-bound focus on technical dimensions of teaching English and has avoided adopting a critical and sociopolitical approach to ELT. In order to investigate the ways in which teacher education as currently practiced facilitates or stifles implementation of postmethod in ELT, the present study explored English teachers’ perceptions of the dominant approaches to teacher education in ELT centers in Iran and their ideological and pedagogical bases. To this end, 23 language teachers were interviewed about the logistics, content, and procedures of the teacher education programs they had attended. The analysis of the interviews, as directed by grounded theory, yielded three themes, namely no/little teacher learners’ involvement in course design and implementation, dominance of a transmission model, and dominance of a linguistic and technical focus

This study was an attempt to investigate the relationship between teachers' personality type (feeling vs. thinking) and speaking skill of pre- intermediate EFL students in Iranian context. Twelve teachers and forty eight students from a local language institute participated in the study. The Myers Briggs Type Indicator (MBTI), an instrument based on Jung’s personality theory, was taken from teachers and students were administered Preliminary English Test (PET) interview. SPSS was used to calculate the required analyses. The results showed a statistically significant positive relationship between teacher’s’ personality type and learners’ speaking skill. It was also indicated that there is a statistically significant difference between speaking skill of learners taught by feeling teachers vs. thinking teachers. In fact students in the feeling group had higher speaking scores than their counterparts in the thinking group.

به طور کلی، ارزیابی برنامه ی درسی جهت کنترل کارکرد یک واحد درسی از اهمیت بسزایی برخوردار می باشد. بدینگونه که ما می توانیم مطمئن شویم که یک واحد درسی اهداف مورد نظر خود را برآورده می کند و در نتیجه خواسته ها و نیازهای یادگیرندگان را مد نظر قرار می دهد. در این راستا، عملکرد آموزشی واحد درسی «نثر ساده و متون مطبوعاتی» که برای دانشجویان دوره ی کارشناسی در دانشگاه تبریز ارائه می شود و توسط نویسنده ی این مقاله تدریس می شود مورد ارزیابی قرار گرفت. بدین منظور، روش ارزیابی درسی براون (1995)، طبق اهداف و نیازهای درس فوق، مورد بازبینی قرار گرفته و از پنج عنصر به هفت عنصر افزایش یافت: اهداف، دیدگاه ها، نیازسنجی، زمان، فعالیت های کلاسی، مطالب، و ارزشیابی. به منظور جمع آوری داده های کمی و کیفی روش ترکیبی مورد استفاده قرار گرفت. داده های کمی از طریق پرسشنامه جمع آوری شد که شامل 35 مورد بر پایه ی عناصر درسی بود، یعنی پنج مورد برای هر عنصر. همچنین، داده های کیفی از طریق مصاحبه ی نیمه ساختار یافته جمع آوری شد. تعداد 36 نفر دانشجوی دوره ی کارشناسی در این تحقیق شرکت داشتند: 12 نفر پسر و 24 نفر دختر. نتایج مطالعه نشان می دهد که این واحد درسی می تواند در گسترش دادن دانش زبانی، فرهنگی، و اجتماعی دانشجویان بسیار موثر باشد. با این وجود، بایستی تغییراتی در آن انجام شود تا بیشتر مفید واقع گردد. بدیهی است هفت عنصر برنامه درسی پیشنهادی توسط نویسنده ی این مقاله می تواند جهت بررسی هر واجد درسی مورد استفاده قرار گیرد.

Drawing on the literature on the emergence of different varieties of English in the globalized world, current debates surrounding English as an international language (EIL), and more orientation towards intelligibility and mutual understanding in international communication, this article reports the findings of a quantitative and qualitative research study with 112 native American and British, 120 Indian and 120 Iranian teachers as members of Inner Circle (IC), Outer Circle (OC) and Expanding Circle (EC) (Kachru, 1992) to explore their attitudes towards pronunciation pedagogy within the framework of English as an international language and  how they see their role in relation to different varieties of English. The findings demonstrate the extent to which teachers’ acceptance of pronunciation and varieties of English differs. In particular, the Iranian teachers’ norm-bound orientation was found to be the greatest among the three groups. Native English teachers’ replies were also indicative of their acceptance of different varieties of English. Teachers’ preferences will be discussed with consideration of their attitudes towards varieties of English which might have influenced the construction of English teachers’ identity and the educational policy of each country. The findings also highlight the localization of L2 language planning and policies in an EIL pedagogy. This article argues that, together with encouraging and valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of teachers and learners towards global spread of English and the realities of English today which can be really helpful to be more realistic and not just blind followers of a particular model. Keywords: Pronunciation, Intelligibility, English as an International Language, Language Awareness, Identity   نگرش معلمان نسبت به انواع انگلیسی جهانی: معیار های تلفظ در زبان انگلیسی و  نوع آموزش تلفظ زبان انگلیسی در لایه های درونی، بیرونی، و رو به گسترش زبان انگلیسی یکی از مهمترین موضوعات در حوزه آموزش زبان توجه به انواع انگلیسی جهانی از دیدگاه تلفظ زبان انگلیسی و نوع آموزش تلفظ می باشد. تمامی افراد حتی غیر بومی ها عضوی از جامعه انگلیسی به عنوان زبان بین المللی می باشند و هیچ گروهی دستور زبانی خاصی راتعیین نمی کند. بومی سازی زبان نقش مهمی در ارتباط میان افراد در یک جامعه خاص را دارد. اهمیت موضوع تلفظ می تواند به دو دلیل اصلی است: اول، ساخت فهم که اشاره به ایجاد یک گفتمان قابل فهم در میان شرکت کنندگان در یک چارچوب ارتباطی دارد. دوم، با در نظر گرفتن نقش اصلی تلفظ درزبان انگلیسی به عنوان زبان بین المللی و راه آن است که شکل آگاهی زبان آموزان نسبت به هویت فرهنگی اجتماعی خود را شکل می دهد .مقاله حاضر با استفاده از روش تجزیه و تحلیل کمی و کیفی به بررسی دیدگاه معلمان در سه لایه زبانی (112 معلم بومی انگلیس و آمریکا: لایه درونی؛ 120 معلم هندی: لایه بیرونی؛ و 120 معلم ایرانی؛ لایه روبه گسترش)، اعتقادات و نگرش آنها نسبت به هنجارهای تلفظ و آموزش آن می پردازد، چرا که آنها می توانند با توجه به عوامل اجتماعی فرهنگی و سیاسی متفاوت  تغییر کنند.  این مطالعه همچنین نسبت به تغییر نگرش معلمین نسبت به انگلیسی بومی و سوق دادن آنها بسوی اهمیت زبان بر اساس قابل فهم بودن و توجه به ارتباط میان مخاطبین تا تلفظ بومی خاص زبا انگلیسی توجه دارد. توجه ویژه به انواع انگلیسی های جهانی و حفظ هویت فرهنگی خود به هنگام یادگیری زبان خارجی از دیگر اهداف این تحقیق می باشد کلمات کلیدی: تلفظ، گفتمان قابل فهم ، انگلیسی به عنوان زبان بین المللی، آگاهی زبانی ،  هویت