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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: appraisal,Prosody,Logogenecy,Dialogic and Monologic Positionings
- چکیده: این پژوهش به بررسی
- چکیده انگلیسی: This study explored the patterns of evaluative language in applied linguistics blurbs to see how attitude is reflected in these advertising texts. Following a qualitative approach, the study was informed by pragmatic and discourse-semantic perspectives in exploring the overall structuring of blurbs. Findings indicated that blurbs are frequently charged with appreciation as a category of attitude in the appraisal framework. Graduation as another element in the appraisal framework was also found to be employed both as intensification and quantification. With respect to the communicative settings of blurbs, it was found that blurbs are mainly constructed monologically. Meanwhile, results also showed that blurbs are logogenetically constructed due to the interpersonally prosodic flow of attitudinal resources across the whole components of blurbs. The study concluded that blurbs are logogenetically constructed by means of the monologic pressure of attitudinal resources for increasing the impact of persuasion as the primary tool of advertising discourse in blurbs.
- انتشار مقاله: 30-05-1398
- نویسندگان: Reza Banari,Alireza Jalilifar,Zohre G. Shooshtari
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: academic discourse,Lexical Density,Action Normalization,Hard and Soft Sciences
- چکیده: این پژوهش به مطالعه مبتنی بر پیکره زبانی فرآیند نامسازی و توزیع آن در ساختار thematic بخشهای مقدمه مقالات پژوهشی در مقالات علوم سخت در مقایسه با مقالات علوم نرم میپردازد. با استفاده از نرم افزار UAMCorpus Tool پیکره زبانی موضوع پژوهش به منظور پیدا کردن موارد نام سازی نشان گذاری شد. به منظور خارج کردن مواردی که با معیار های نام سازی مطابقت نداشت و هم چنین گنجاندن مواردی نام سازی که به صورت اشتقاق صفر ( (zero-derivationبدست آمده بودند، پیکره زبانی مورد شمارش فراوانی به صورت دستی قرار گرفت. فراوانی نامسازی به صورت معناداری در بخش های مقدمه مقالات پژوهشی علوم سخت بیشتر از بخش مقدمه مقالات علوم نرم بود (χ2 = 39.850, P = .000). با این وجود، نتایج تفاوت معنیداری در بین بخشهای مقدمه دو گروه از نظر تراکم واژگانی نشان نداد. علاوه بر این، تمایل بالایی در میان نویسندگان مقالات برای استفاده از نام سازی در بخش rheme جملهها مشاهده شد که میتوان آن را به نقش rheme در ساختار اطلاعاتی (information structure) جملهها نسبت داد. مدرسان درس نوشتار انگلیسی برای اهداف ویژه (ESP Writing) ممکن است از یافته های این مطالعه برای افزایش آگاهی شاگردان از نقش حیاتی نامسازی در تسهیل تولید گفتمان آکادمیک مناسب بهره گیرند.
- چکیده انگلیسی: This study reports on a corpus-based study of action nominalizations and their distribution in the thematic structure of introduction sections of research articles (RAs) across hard and soft sciences. Using the UAMCorpus Tool software, the corpus was tagged to locate the action nominalization instances. Manual text analysis was undertaken to exclude cases which did not comply with action nominalization criteria and to include instances of zero-derivation nominalizations. Action nominalizations were significantly more frequent in the introduction sections of hard science RAs (χ2= 39.850, P=.000). Results, however, did not show a significant difference in the lexical densities of the introduction sections of the two text groups. Moreover, the writers of RAs indicated a higher tendency to employ the action nominalizations in clause rhemes which may be attributed to the role of clause rhemes in the information structure of clauses. ESP writing instructors may use the findings of the present study to raise the awareness of the novices of the vital role of nominalization in facilitating their production of appropriate academic discourse.
- انتشار مقاله: 26-09-1396
- نویسندگان: Khodayar Mehrabi,Alireza Jalilifar,Abdolmajid Hayati,Peter White
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: textbook,grammatical metaphor,Readability,Nominalization
- چکیده:
- چکیده انگلیسی: This study sought to investigate the variational use of nominalization in Physics and Applied Linguistics textbooks representing the hard and soft ends of the continuum of sciences, respectively. The study also aimed to compare and contrast the functions of nominalization used in the respective textbooks. To do so, 16 textbooks, eight in each discipline, suggested by experts in each field were selected; four of the textbooks in each discipline were the representatives of a higher level of linguistic difficulty and the other four exemplified a lower level. Analysis involved extracting nominal expressions and estimating nominalization density. The results showed that besides minor variations, we could identify little appreciable difference in the way nominal expression types are rendered in Physics and Applied Linguistics textbooks. It can also be concluded that nominalization is not regarded as characteristic of all academic disciplines but it might be possible to arrange disciplines on a cline of nominalization. This being so, one argument raises doubts over the use of nominalization as a rhetorical strategy to increase density or technicality at least in some, if not in many, disciplines. The idea appears premature, and thus further research might reveal more disciplinary tendencies and inclinations.
- انتشار مقاله: 22-10-1395
- نویسندگان: Alireza Jalilifar,Mehran Memari
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Collaborative learning,individual learning,letter writing notes,short texting
- چکیده:
- چکیده انگلیسی: This study aimed at uncovering the extent to which individual and collaborative learning and practicing English letter writing via short texting (SMS) affect Iranian students' English letter writing ability. Accordingly, 60 intermediate university students who managed to complete the second stage of a letter writing test (Hulteinus, 2010) were divided into two groups, collaborative and individual, to learn 30 English letter writing features in ten virtual sessions through the medium of short texting; that is, three new notes per session. Using SMS, the first group of learners, divided into 10 triple groups, received the didactic materials from educational center (i.e., intelligent server) and then learned and practiced them collaboratively, while the learners in the second group received the same content from the same channel, but practiced it individually. Finally, the students took part in a test of letter writing, namely, a battery composed of three subtests, the data of which were analyzed through descriptive and inferential statistics. Also, to study the participants' attitudes about individual or collaborative ways of practicing English through SMS, they were required to answer a Likert type attitude questionnaire. Analyzing learners' performance in the test battery indicated that the learners who practiced learning content (English letter writing notes) with their peers outperformed their counterparts in the second group who learned the materials individually. In addition, although both groups displayed favorable attitudes towards collaborative learning and the application of SMS as a medium, the amount of tendency for m-learning was higher among the learners of the collective group.
- انتشار مقاله: 06-05-1392
- نویسندگان: Gholam Reza Zarei,Alireza Jalilifar,Saeed Khazaie
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: syntactic features,headline,stylistic features,New York Times,Tehran Times
- چکیده: تحلیل مقابلهای
- چکیده انگلیسی: Among the various news genres, the distinctive telegraphic syntax and stylistic features of newspaper headlines have drawn a good deal of linguistic attention. However, no substantive analysis has been conducted to compare English headlines published in native and non-native contexts. To this end, the present study was done in two phases. In the first phase, 2000 English headlines were randomly selected from the electronic versions of New York Times (1000) and Tehran Times (1000) and analyzed syntactically and stylistically based on Haixin's (2003) model. Results indicated differences in syntactic and stylistic features of the headlines of the two newspapers. In the second phase, 26 male and female senior BA students of English were asked to translate 60 headlines chosen from the two newspapers. The analysis of the translations revealed that, in general, the participants experience greater difficulty comprehending and translating English headlines of New York Times, suggesting contextual variations being important in comprehending and translating headlines.
- انتشار مقاله: 05-12-1388
- نویسندگان: Alireza Jalilifar,Alireza Jalilifar,Alireza Jalilifar
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Academic and journalistic texts,appraisal framework,attitudinal resources,evaluative language,lexico-grammatical Resources
- چکیده:
- چکیده انگلیسی: This study examined academic articles and journalistic reports in 5 disciplinary areas to explore how similar contents might attitudinally be realized in two different genres. To this end, 25 research articles and 210 news reports were carefully selected and underwent detailed discourse semantic and grammatical analyses with the purpose of identifying the evaluative linguistic patterns. The findings showed that academic texts are attitudinally charged with appreciation rather than other categories of attitude. This suggests that markers of appreciation are responsible for detachment, impersonality, and objectivity. On the contrary, notwithstanding the frequent use of appreciation in journalistic texts, other categories of attitude (affect and judgment) are also effectively used. This suggests that affective and judgment markers account for the subjectivity of journalistic texts. One of the findings emerging from this study is that frequent instances of appreciation in the different parts of an RA might be attributed to the development of language use within an individual which does not lead to lowering the level of objectivity in academic texts but enhancing interpersonal communication.
- انتشار مقاله: 05-05-1397
- نویسندگان: Alireza Jalilifar,Ali Bardideh,Zohreh, Shooshtari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: academic writing,ESAP,Multimodality,learning transfer,team-teaching
- چکیده:
- چکیده انگلیسی: This paper presents a detailed examination of learning transfer from an English for Specific Academic Purposes course to authentic discipline-specific writing tasks. To enhance transfer practices, a new approach in planning writing tasks and materials selection was developed. Concerning the conventions of studies in learning transfer that acknowledge different learning preferences, the instructional resources were designed to be multimodal to engage all participants in construing the principles of academic writing. To promote the relevance of writing practices and their transferability to future professional settings and to ensure the success of the multimodal presentations, a practice of team-teaching between the English Language and content lecturers was rigorously embraced. A sample population of 28 postgraduate medical students from Jondi Shapur University of Medical Sciences in Ahvaz participated in this research. The data were collected through interviews and writing samples throughout a whole semester and were subsequently analyzed both quantitatively and qualitatively based on James' (2009) checklist of writing outcomes. The results indicated that the instruction did stimulate transfer from the course to the authentic tasks notably in the skills associated with organization and language accuracy; however, the transfer of some outcomes appeared to be constrained particularly the use of punctuation marks. Implications of the findings for theory, practice, and future research in discipline-specific writing practices are discussed.
- انتشار مقاله: 15-06-1395
- نویسندگان: Zohreh Gooniband Shooshtari,Alireza Jalilifar,Somaye Biparva Haghighi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: ideological square,Editorial,x-phemism,(De) legitimization
- چکیده:
- چکیده انگلیسی: This paper examines the relationships between language and ideology and how ideology is constructed and presented via different language choices in English editorials published in different socio-cultural contexts. Van Dijk’s (2000a) ideological square in terms of representation of the self and other was applied to the editorials. Through a comparative analysis of Iranian, Turkish and Saudi Arabian newspaper editorials with different ideologies, the study attempts to reveal how these ideologies are represented differently in the texts regarding civil crisis in Syria in 2012. It aims to show how writers, by using various strategies such as evil doing, humanitarianism, cause of crisis, and history as lesson manipulate the realizations of agency and power in the representation of action to produce particular meanings which are not always explicit for all readers. Data gathered for the analysis were 45 editorials from three newspapers of Tehran Times, Today Zaman, and Arab News during the first half of the year 2012 (15 from each). Careful selection of 6 editorials for qualitative analysis indicates that the three newspapers focus on different aspects of reality and, by using various language strategies, influence readers' understanding of the events.
- انتشار مقاله: 07-02-1392
- نویسندگان: Forough Amin,Alireza Jalilifar
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: pragmatic transfer,adjacency pairs,dispreferred responses,preference organization,oral interaction
- چکیده:
- چکیده انگلیسی: The present study, on the one hand, attempted to investigate the strategies applied in dispreferred responses by Iranian university students of English and the extent to which pragmatic transfer could occur. On the other hand, the study aimed to probe into the association between dispreferred organization and turn-shape. To this end, 31 relevant naturally occurring conversations, totaling 120 min drawn from approximately 9 hr of audio-taped conversations from 40 voluntary students, were recorded from which the refusal strategies and complexity of turns were elicited. The findings suggested that a sizable number of the learners delivered responsibility to other sources using accounts and discourse markers. As for preference organization, the results showed that solidarity was the dominant aspect among the learners. Moreover, the study compared 2 measures of L2 competence: oral interaction and a discourse completion test (DCT). The results showed that the 2 methods induced somewhat different production samples from the learners in terms of frequency, type of refusal strategies, and turn shapes. These variations suggest that production through DCTs cannot depict the complexity of natural conversations in which the speakers find themselves free to control the conversation. Finally, it is important to consider cultural differences in language usage by emphasizing the significance of a curriculum that utilizes the act of refusal within its cultural contexts.
- انتشار مقاله: 20-09-1391
- نویسندگان: Alireza Jalilifar,Roqayeh Dinarvand
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Genre,Generic Structure,politeness,Face,Acknowledgments
- چکیده:
- چکیده انگلیسی: This contrastive study, in the first place, examined the generic structure and, in the second place, explored the face theory proposed by Arundale (2006) in 140 doctoral dissertation acknowledgments written by native speakers of Persian (NSP) and native speakers of English (NSE) in 7 disciplines representing soft sciences to find out what discourse genre components writers employ to articulate the communicative purpose of these acknowledgments. The results of the first phase of the study revealed four moves and a number of constituting steps. Careful surveillance uncovered an obligatory acknowledging move framed by two optional resonating and declaration moves. The findings related to the second phase of the study discovered that, approximately, majority of moves and steps exploited by the two groups function as connection face except for the shouldering responsibility step voiced as separation face. Persian writers, guided by their different cultural and literacy practices, utilized this step more than English writers. The study provided valuable information about the academic values, socio-cultural practices, and personal identity of the writer encoded in the rhetorical and organizational components of this genre.
- انتشار مقاله: 30-02-1392
- نویسندگان: Alireza Jalilifar,Mohammad Javad Mohammadi
- مشاهده