درخت حوزه‌های تخصصی

Due to the vital role of back channels in mutual understanding and their use in many aspects of language learning, the present study investigated the attitudes toward back-channeling in Iranian EFL online versus regular classes. The study was quasi-experimental in design, with interviews and recording of course sessions by ZDF Soft Screen Recorder and the voice Memos application in both classes to measure the duration of silence, TTT (Teacher Talk Time), STT (Student Talk Time), BC (Back Channels), and other activities such as TCS (Teachers' Code-Switching), SCS (Students’ Code-Witching), S (the time passed in silence). In doing so, two online classes included 30, two regular ones included 27, and four English teachers of the participants were randomly selected from the Kanoon Language Institute in Isfahan, Iran, to take part in the study. Learners received four and a half hours of instruction per week within the course period. In the next step, all the data gathered was analyzed and statistically addressed by using, IBM SPSS Statistics (Version 26) software. The results revealed back channels had positive effects on learners in both classes. Besides, teachers and learners had positive attitudes toward using back channels, however, in online classes, learners were more willing to use back channels. The findings of this study could be fruitful for improvement with well-designed materials and explicitly teaching back channels, which can provide opportunities for learners to express their emotions, and ideas, and enhance their strengths.

Статья посвящена анализу особенностей современной российской деловой переписки. Функционирование текстов писем коммерческой направленности, используемое в практике речевого взаимодействия деловых партнеров, и речевая ситуация ведения деловой переписки рассматривается в представляемом тексте в качестве процесса, обусловленного сложившейся традицией контактов в коммерческой среде и в то же время современными тенденциями формирования либерального и демократического дискурса социальной коммуникации. Практика интерпретации текста делового письма, различные семантические аспекты этого текста, подтекстное содержание передаваемой в письменной форме информации изучается в рамках статьи в конкретном контексте речевого взаимодействия. Позиционирование участников коммуникации, выстраиваемая между ними речевая дистанция и применяемые речевые тактики делового этикета рассматриваются в статье в качестве форм речевого действия. Применяемый в статье метод концептуального анализа семантических свойств деловых писем дает возможность не только понять содержание и осуществить оценку текста, но и определить наиболее успешную стратегию речевого взаимодействия (фреймирования) в целях достижения практически значимых и научно обоснованных результатов. Деловая переписка рассматривается в статье как концептуальный продукт, обладающий всеми признаками фрейма и, в частности, заранее определенным сценарием.

This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.