درخت حوزه‌های تخصصی

Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study. In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed

The importance of demotivation in language learning has been overshadowed in the commonplace research on language learning motivation and even in mainstream psychology (Dörnyei, 2005). The purpose behind conducting this study was to investigate the relationship between students’ demotives for studying in general and English language in particular. Besides, the importance of educational context was investigated through explaining the changes in students’ responses based on the type of university and gender. In Iran, university education is highly important for youngsters and the type of university with their various contexts is determining for their future. There are popular state universities among which one technical university as well as its satellite campus were selected. Besides, a distance-education and a unisexual university were represented in the present sample, overall comprising 194 bachelor students of different majors. Consequently, the factors considered as demotives are ranked, elaborated on and analyzed in order to shed light on the educational context-specific demotives and the pros and cons of current practices of EFL instruction in the universities.

این تحقیق در نظر دارد مجموعه ا ی کتاب های زبان عمومی تالیف شده توسط نویسندگان انگلیسی زبان (4کتاب) و فارسی زبان (5 کتاب) را از حیث اهداف یادگیری در چارچوب اصلاح شده ی بلوم (2011) ارزیابی کند که دریابد کدام سطوح از چارچوب اصلاح شده ی بلوم در این کتابها بارزتر هستند . بدین منظور محتوای کتابها براساس طرح کدگذاری شده که توسط رزمجو و کاظم بور (2012) طراحی شده، کدگذاری شد. پایایی طرح کدگذاری شده نیز مورد آزمایش قرار گرفت. سپس اطلاعات موجود مورد ارزیابی قرار گرفت و فراوانی و درصد وقوع اهداف یادگیری متفاوت مورد محاسبه واقع شد. طبق یافته های این تحقیق, برجسته ترین سطوح یادگیری در کتابهای تالیف شده توسط نویسندگان انگلیسی زبان و فارسی زبان، سطوح پایینی مهارتهای اندیشیدن یا همان سه سطح پایینی در چارچوب اصلاح شده ی بلوم می باشند. با این وجود، سطوح بالایی مهارتهای اندیشیدن یا همان سه سطح بالایی در چارچوب اصلاح شده ی بلوم در کتاب های تالیف شده توسط نویسندگان انگلیسی زبان بیشتر دیده میشود . به طور کلی از تحقیق حاضر برمی آید که کتاب های تالیف شده توسط نویسندگان فارسی زبان نمی تواند زبان آموزان را به تفکر انتقادی وادارد. در پایان پیشنهاداتی چند به معلمان و همچنین طراحان کتاب ارایه شده است.

Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers’ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF

How language teachers talk is a key factor in organizing and facilitating learning specifically in language classrooms where the medium of instruction is also the subject matter. This study aimed to examine the extent and ways of teacher talk adaptation to students’ proficiency levels in the Iranian EFL context. Two EFL teachers who were teaching three different proficiency levels were observed and recorded. They were also interviewed to see if they would make any conscious effort to adapt to their students’ proficiency level. Furthermore, the students of the same classes were interviewed for the comprehensibility of their teachers’ talk. Data were analyzed for four major areas of adaptation including speech rate, vocabulary, syntax, and discourse. The results showed that teachers’ adaptation to students’ level does happen clearly for elementary students, but the adaptation boundary between the intermediate and advanced levels is fuzzy. The findings also indicated that in spite of what they think, teachers’ talk is not tuned to elementary students’ understanding.

To date, little research on pragmatic transfer has considered a multilingual situation where there is an interaction among three different languages spoken by one person. Of interest was whether pragmatic transfer of refusals among three languages spoken by the same person occurs from L1 and L2 to L3, L1 to L2 and then to L3 or from L1 and L1 (if there are more than one L1) to L2. This study aimed to investigate the production of refusals in three languages and to specify the impact of linguistic knowledge on pragmatic transfer of refusals. To this end, 161 participants in 5groups filled out a Discourse Completion Test (DCT). Data was coded and analyzed according to semantic formula sequences. The data obtained from Kurdish learners of English who were also fluent in Farsi (Trilinguals) were compared with those in other four groups: 1)Native English speakers; 2)Monolingual speakers in Farsi; 3) Monolingual speakers in Kurdish; and 4) Bilingual Farsi learners of English. The results revealed that pragmatic transfer exists in choice and content of semantic formulae. It was also found that the sociocultural norms of English, Farsi, and Kurdish languages differ with respects to the refusal speech act and that individuals’ social power and relative distance play a critical role in performing such a speech act. This research suggests that, in spite of the norm differences existing among these languages, transfer of refusals mostly occurs from Kurdish as L1but not from L2 (Farsi) to L3 (English).

امروزه داشتن رویکرد ارتباطی-معنایی و یا به عبارت دیگر ارجحیت معنا به فرم و ساختار در زمینه زبان امری اجتناب ناپذیر در تهیه و تدوین دستور زبان های معنامحور می باشد. به نظر می رسد که تنها راه از بین بردن شکاف ناخوشایند در بین تمرین های دستور زبانی و یا به طور کلی تمارین مربوط به ساختار کلی زبان و فعالیتهای ارتباطی اتخاذ حرکتی روش مند می باشد که از معنا به سوی فرم و ساختار در حرکت است. برای رسیدن به این هدف آموزشی کوشیده ایم تا در این مقاله به معرفی دلایلِ لزوم آموزش گرامر معنا محور و همین طور روشهای آموزش آن بپردازیم. این پیشنهادات هر چند که ممکن است پایه ای نظری داشته باشند ولی در کاربرد آموزشی دستور زبان معنایی در دانشگاهای ایران مرحله ای اساسی و مهم به شمار می آیند. آشنایی مدرسین ایرانی زبان فرانسه با مفاهیم رویکرد مفهومی-کارکردی باید به شکلی کلی در نظر گرفته شود تا آنها بتوانند به نوبه ی خود این نقطه نظر آموزشی را در مورد ساختارهای زبانی بلافاصله پس از شروع کلاسهای آموزش زبان خود اتخاذ کرده و آن را به کار بندند. به عبارت دیگر، از نظر نگارندگان این مقاله آشنایی با معانی گرامری و یادگیری آنها در شروع آموزش هر زبان خارجی امری اجتناب ناپذیر است چرا که در صورت به کار نبستن رویکرد معنا محور در مورد گرامر یا همان دستور زبان در آغاز یادگیری آن زبان، زبان آموز از به کار بردن ترکیباتی که برایش نامفهوم هستند اجتناب خواهد کرد.