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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Focus on form,Trade-Off Hypothesis,Spoken Complexity,Spoken Specific Accuracy
- چکیده: یکی از نتایج منفی بازخورد تصحیحی، به عنوان روشی برای تمرکز بر ساختار، برقراری تعادل بین پیچیدگی و صحت کلام زبان آموزان بهعلت محدویت در توجه آنهاست. در نتیجه هدف این تحقیق مطالعه تاثیر روشهای مختلف بازخورد تصحیحی بر صحت و پیچیدگی کلام زبان آموزان ایرانی و تعادل بین آن دو بود. بدین منظور 4 کلاس بطور تصادفی بترتیب بعنوان گروه های شاهد، بازخورد تصحیحی صریح و فرازبانی متاخر، بازخورد بازتولیدی کلامی گسترده و بازخورد بازتولیدی کلامی متمرکز انتخاب شدند. همه گروه ها 6 جلسه در فعالیت بازگویی داستان شرکت کردند و به خطاهای کلام آنها به روشهای مختلف واکنش نشان داده شد. تمامی داده های کلام آنها رو نویسی شده و پیچیدگی و صحت انها محاسبه شد.نتایج تجزیه آماری نشان داد با اینکه تاثیر باز خوراند های مختلف تصحیحی بر روی پیچیدگی کلام از نظر آماری معنی دار نبود، بازخورد تصحیحی از نوع صریح و فرازبانی متاخر صحت کلام زبان آموزان را بطور معنی داری افزایش داد. همبستگی بین پیچیدگی و صحت کلام غیر معنی دار بود. باز خورد های مختلف تاثیر معنی داری بر این همبستگی نداشت. نتایج این تحقیق حاکی از آنست که بازخورد تصحیحی از نوع نوع صریح و فرازبانی متاخر میتواند در افزایش صحت کلام زبانآموزان ایرانی موثر باشد و وجود و عدم وجود بازخورد تصحیحی تاثیری روی پیچیدگی کلام زبان آموزان ایرانی ندارد.
- چکیده انگلیسی: One of the possible negative consequences of the corrective feedback (CF), as a way of focus on form, can be a trade-off between the learners' spoken complexity and accuracy, due to their attentional limitations. Consequently, the purpose of the current study was to investigate the effects of the different CF types on Iranian EFL learners' spoken complexity and accuracy and the trade-off between them. To this end, four preintermediate intact classes were randomly selected as the delayed explicit metalinguistic CF, intensive recast, extensive recast, and control groups. All groups' participants participated in spoken reproduction tasks for six sessions and their errors were treated differently. Then, the data were transcribed, coded for the complexity and accuracy, and statistically analyzed. The results indicated that different CF types had insignificant effects on the complexity of the spoken production. However, the delayed explicit metalinguistic CF group significantly increased the spoken specific accuracy. Considering the trade-off between the spoken complexity and accuracy, it was revealed that the correlations between them was statistically insignificant and different CF conditions had no significant effect on it. These findings suggest that CF, of the delayed explicit metalinguistic type, can be an effective way for the development of the spoken specific accuracy of the Iranian EFL learners. In addition, its development has no negative effects on their spoken complexity.
- انتشار مقاله: 26-09-1396
- نویسندگان: Farahman Farrokhi,Mohammad Zohrabi,Mohammad Hassan Chehr Azad
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: clustering,Vocabulary Learning,Graphic Organizer Strategy
- چکیده:
- چکیده انگلیسی: This study aimed at investigating the effect of graphic organizer strategy on improving Iranian EFL learners’ vocabulary learning. Fifty students participated in this study which lasted for one academic semester. The students were divided into two groups: one experimental group in which students were taught new vocabulary items through graphic organizers in form of clusters and pictures, and one control group whose students were taught the same items through traditional instruction. At the beginning of the program, the researchers conducted Cambridge Mover Tests in order to assure the homogeneity of the students’ proficiency level. A pretest was subsequently administered on learners’ vocabulary knowledge. Then the intervention commenced. At the end of the sessions, one posttest was conducted for measuring effectiveness of the treatment. Then the researchers analyzed the gathered data. Because there were two groups in this study, the researcher used t-test for analysis, paired t-test for comparing the results within groups, and independent t-test for comparing the results between groups. The results showed that graphic organizers were indeed conducive to L2 vocabulary learning by the learners.
- انتشار مقاله: 11-10-1348
- نویسندگان: Elnaz Shoari,Farahman Farrokhi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Basic Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Pain,Melatonin,oxidative stress,diabetes,Vitamin E,Peripheral neuropathy
- چکیده:
- چکیده انگلیسی: Objective(s) Previous studies have indicated that diabetes mellitus might be accompanied by neuropathic pain. Oxidative stress is implicated as a final common pathway in development of diabetic neuropathy. Pharmacological interventions targeted at inhibiting free radical production have shown beneficial effects in diabetic neuropathy. The aim of this study was to investigate and compare the possible analgesic effects of melatonin and vitamin E in diabetic rats. Materials and Methods This study was performed on 32 male Wistar rats divided into 4 groups: control, diabetic, melatonin-treated diabetic and vitamin E-treated diabetic. Experimental diabetes was induced by intraperitoneal streptozotocin (50 mg/kg) injection. Melatonin (10 mg/kg, i.p.) and vitamin E (100 mg/kg, i.p.) were injected for 2 weeks after 21st day of diabetes induction. At the end of administration period, pain-related behavior was assessed using 0.5% formalin test according to two spontaneous flinching and licking responses. The levels of lipid peroxidation as well as glutathione-peroxidase and catalase activities were evaluated in lumbosacral dorsal root ganglia. Results Formalin-evoked flinching and total time of licking were increased in both acute and chronic phases of pain in diabetic rats as compared to control rats, whereas treatment with melatonin or vitamin E significantly reduced the pain indices. Furthermore, lipid peroxidation levels increased and glutathione-peroxidase and catalase activities decreased in diabetic rats. Both antioxidants reversed the biochemical parameters toward their control values. Conclusion These results suggest that oxidative stress may contribute to induction of pain in diabetes and further suggest that antioxidants, melatonin and vitamin E, can reduce peripheral neuropathic pain in streptozotocin-induced diabetic rats.
- انتشار مقاله: 06-07-1394
- نویسندگان: Farrin Babaei-Balderlou,Samad Zare,Reza Heidari,Farah Farrokhi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Digital Game-Based Language Learning,Figurative,Literal,Mobile Apps,Phrasal Verb
- چکیده: این تحقیق بررسی بازی دیجیتال آموزش با هم آیی ها از طریق دو متد رسمی و غیر رسمی را در بر گرفته است. 101 دانشجوی سطح متوسط از طریق روش آمیخته شبه آزمایشی در این تحقیق شرکت نمودند. نمونه تشکیل شده از دو گروه مساوی است. گروه اول در داخل کلاس و از طریق بازی دیجیتال زبان آموخته است و گروه دوم خارج از کلاس. توسعه ی آموزش با هم آیی ها هم شامل دو گروه 1- عینی 2- مجازی هستند. آنکووا برای آنالیز کمی و کیفی از طریق نتایج پرسشنامه انجام گرفت. نتایج نشان می دهد یادگیری باهم آیی ها به مدت 5 هفته به صورت رسمی و درون کلاسی بهتر از غیر رسمی است که در آن دانشجویان بایستی خودکفایی بیشتری نشان می دادند. تفاوت معنی داری بین دو گروه وجود دارد و تفاوت میانگین نمره 3.45 بین دو گروه می باشد. نتایج پرسشنامه حاکی از آن است که دانشجویان بازی دیجیتالی درون کلاسی را بیشتر می پسندند. باهم آیی های هر دو گروه بر طبق سطح مهارت زبان عینی و مجازی به طور مساوی پیشرفت کرده اند. بنابراین پیچیدگی معنایی فاکتور موثر و اصلی در پروسه ی یادگیری نبوده است. کلاس های رسمی از لحاظ تعامل بین همکلاسی ها بازده بهتری داشتند و میانگین نمره ی سهولت بازی بالاتر است.
- چکیده انگلیسی: The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found between Post Literal and Post Figurative mean scores. Thus both literal and figurative phrasal verb categories improve evenly in a digital game play context and it fosters the interpretation of the previously difficult to comprehend figurative verbs in traditional learning context and mean score for play was considerably higher in formal group and performed better compared to the informal game group.
- انتشار مقاله: 15-11-1398
- نویسندگان: Aylar Fallah Vazirabad,Farahman Farrokhi
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Cognitive Task Complexity (CTC),Planning Time,Intentional Reasoning Demands,Language Learning Aptitude.
- چکیده:
- چکیده انگلیسی: This study aimed at examining the main and interaction effects of increased intentional reasoning demands, planning time, and also language learning aptitude on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of 226 EFL learners’ performance on letter writing tasks. The participants were first randomly assigned to three experimental groups to be given a task with differing degrees of reasoning demand (low, medium, and high) to each group. Then, within each reasoning group, we reassigned an equal number of high- and low- aptitude learners to Planning and No-planning groups by random stratified sampling. The results revealed that (a) increasing task complexity with regard to the amount of intentional reasoning demands resulted in greater lexical and syntactic complexity and less fluency while no significant effect was observed on accuracy; (b) increasing task complexity through planning time led to significantly lower syntactic complexity and fluency; (c) reasoning demands and planning time had a significant interaction effect on accuracy; and (d) the interaction effect of language aptitude was significant with neither planning nor reasoning factor, but a three-way interaction effect was found on accuracy. The findings are discussed in relation to cognitive task complexity (CTC) models which were the main impetus for this study.
- انتشار مقاله: 06-07-1396
- نویسندگان: Farahman Farrokhi,Simin Sattarpour
- مشاهده