درخت حوزه‌های تخصصی

This study attempted to investigate the effects of cultural background knowledge on vocabulary learning through reading culturally oriented texts. The study was conducted with 150 upper-intermediate male ( n = 75) and female ( n = 75) EFL students. The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC) and group C (Culture-Free = CF). After homogenizing the participants through a researcher-made vocabulary pretest, three groups received the treatment which was reading comprehension materials reflecting a particular culture. During the treatment, some reading passages related to American and English cultures, Persian culture, and culture free materials were taught to group A, group B, and group C, respectively. At the end of the study, a researcher-made vocabulary posttest was administered. Results of one-way ANCOVA and paired samples t test revealed the significant effects of cultural familiarity whereby vocabulary gains were greater after participants read within the culturally oriented text. Moreover, the results showed that there was no significant difference in vocabulary knowledge posttest between male and female learners.

Purpose : The objective of the present study was to identify and explain the current status of evaluating physical education curriculum of the primary schools to present and validate an optimal model. Methodology : The present study is applied in terms of purpose and descriptive-exploratory in terms of nature and the data were collected using Delphi method (interview with experts). The statistical population of the study included 10 experts in the field of primary school physical education in Lorestan Province who were selected selectively by purposeful sampling. Using Delphi method, after conducting the interview to ensure the validity of the data and results, research data were collected. The data collection tool using Delphi method was interviews with experts in the field of physical education, those involved and executive planners in the field of curriculum planning of the General Directorate of Education of Lorestan Province. For data analysis, Smart PLS software was used to identify the variables. In addition to mean comparison of values and standard deviation, Kendall's Coefficient of Concordance by SPSS software was used to determine the degree of consensus among panel members. Findings : The study results showed that 9 important elements of evaluating the physical education curriculum from the perspective of experts included objective, content, learning references, learning activities, implementation method, evaluation method, grouping, time and space. The model obtained from Delphi analysis and the view of experts is also presented. Conclusion : Evaluation makes it possible to improve curricula. Therefore, in the definition of curriculum evaluation, there is an orderly search for judging and agreeing on the value of a curriculum, in order to improve it to reduce the gap between current and optimal results. The study results can help physical education planners and teachers improve the physical education curriculum.