درخت حوزه‌های تخصصی

هدف از پژوهش حاضر، بررسی تأثیر چهار روش تدریس واژگان تخصصی زبان اقتصاد، یعنی تدریس از طریق تفصیل ریشه ای، تعریف بافتی، ترجمه ی فارسی و تدریس ضمنی، بر درک مطلب متون تخصصی اقتصاد بوده است. یافته های پژوهش نشان داد که در زمینه درک مطلب کلی تفاوت معنی داری بین روش های تدریس وجود ندارد اما در مورد درک ایده ی نویسنده ، روش تدریس تفصیل ریشه ای بر سایر روش ها برتری داشت.

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.

Research has shown that writing skill of Iranian learners is not at a satisfactory level. One of the ways to develop writing ability is improving strategic behavior of learners. The current study set out to compare writing performances and patterns of using metacognitive strategies in bilinguals and monolinguals as well as senior and freshmen students. A total of 176 English major university students took part in the study (88 bilinguals and 88 monolinguals). Data were collected through three instruments: a background questionnaire, a writing metacognitive strategy questionnaire, and participants’ compositions. A two-way factorial ANOVA was used to analyze the data obtained through the strategy questionnaire. Since the composition data were not parametric two Kruskall-Wallis tests were employed for data analysis. The results revealed that bilinguals used more metacognitive strategies and had higher writing scores than monolinguals. In addition, seniors had better writing performance than freshmen while the difference between them in using strategies was not significant. Based on the results it can be concluded that teaching writing metacognitive strategies may result in better writing performance.