در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Accuracy,Task Complexity,Cognition Hypothesis (CH),Triadic Componential Framework (TCF),reasoning demands
- چکیده:
- چکیده انگلیسی: This study aimed to investigate the impact of task sequencing, along +/- reasoning demands dimension, on writing task performance in terms of accuracy. The study was motivated by Robinson’s Cognition Hypothesis (CH) as well as previous studies investigating the relationships between task complexity and second language production. The participants of the study were 90 intermediate students at the Islamic Azad University, Shahr-e-Qods Branch, chosen from three classes based on their performance on the Preliminary English Test (PET). The participants in the three classes were assigned to three groups: Experimental 1, Experimental 2, and a Control group. At first, the students in all groups took part in the writing pre-test. Next, the treatment sessions including 8 sessions of picture description task performance began, during which the first experimental group received a series of picture description tasks based on a randomized order of cognitive complexity. The second experimental group received the same tasks, but ordered from simple to complex, based on their required reasoning demands. The control group, however, received some writing activities from the course book. Finally, during the last session, the post- test was administered to all participants. The results of the data analysis showed a significant positive impact for sequencing tasks from simple to complex on accuracy in writing task performance.
- انتشار مقاله: 11-05-1395
- نویسندگان: Laleh Fakhraee Faruji,Farid Ghaemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Fixed mindset,Grammar achievement,Growth mindset,Mindsetting,Mixed mindset
- چکیده: پژوهش حاضر جهت بررسی مقایسه ای تاثیر انواع طرز فکر روی یادگیری گرامر توسط زبان آموران انگلیسی به عنوان زبان خارجه صورت پذیرفت. شرکت کنندگان در این پژوهش از بین دانشجویان مقطع کارشناسی تربیت مترجم زبان انگلیسی (آقایان و خانم ها با محدوده سنی 18 تا 35 سال) به صورت نمونه گیری غیرتصادفی از سه کلاس دستور و نگارش یک در دانشگاه های آزاد اسلامی کرج و شهریار انتخاب شدند. تعداد شرکت کنندگان در هر گروه سی نفر بود. این دوره به صورت شانزده جلسه متوالی برگزار شد. شرکت کنندگان در سه گروه آزمایشی سازماندهی شدند. پژوهشگران از سه نوع طرز فکر به ترتیب در غالب سه گروه آزمایشی یک (طرز فکر ثابت)، گروه آزمایشی دو (طرز فکر رشدیافته)، و گروه آرمایشی سه (طرز فکر ترکیبی) برای آموزش گرامر بهره مند شدند.متغیرهای مستقل سه نوع طرز فکر ثابت، رشد یافته و ترکیبی و متغیر وابسته یادگیری گرامر انگلیسی بودند. در پایان دوره شرکت کنندگان در هر سه گروه آزمایشی در یک آزمون گرامر یکسان شرکت نمودند و پس از تحلیل آماری داده ها مشخص شد شرکت کنندگان در گروه آزمایشی طرز فکر رشد یافته به شکل چشمگیری عملکرد بهتری نسبت به شرکت کنندگان در دو گروه دیگر داشتند. این پژوهش شامل مجموعه ای از دلالت های آموزشی برای معلمان و زبان آموزان انگلیسی به عنوان زبان خارجه است.
- چکیده انگلیسی: The present study was conducted to investigate the comparative impacts of three types of EFL teach- ers' mindsettings on EFL learners' grammar achievement. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. The researchers provided interventions in terms of Fixed-mindsetting (Experimental group 1), growth-mindsetting (Experimental group 2), and mixed-mindsetting (Experimental group 3) to teach English grammar to them. The independent variables in this study were human mindsets which were grouping variables to three levels of mixed-mindset, growth-mindset, and fixed-mindset. The depen- dent variable was EFL learners' grammar achievement. At the end, a same grammar test was adminis- tered among participants in all three groups and it was demonstrated that the students in growth- mindsetting group outperformed significantly higher than those of the other two groups. This study includes a variety of instructional implications for both EFL teachers and EFL learners.
- انتشار مقاله: 24-10-1399
- نویسندگان: Hojat Sarlak,Farid Ghaemi,Mohamad Hashamdar
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Fluency,Task Complexity,Cognition Hypothesis (CH),Triadic Componential Framework (TCF)
- چکیده:
- چکیده انگلیسی: This study investigated the effect of sequencing tasks from simple to complex along +/- reasoning demands on fluency in writing task performance of English as Foreign Language (EFL) learners. The participants of this study included 90 intermediate EFL learners from three intact class divisions at the Islamic Azad Uni- versity, Shahr-e-Qods Branch. They were distributed in three groups: Experimental A, Experimental B, and a Control group. The students in all groups participated in the writing pre-test. During the eight treatment sessions (in relation to task performance) the first experimental group received a series of picture description tasks in a randomized order of cognitive complexity. The second experimental group received the same tasks, but ordered from simple to complex based on their required reasoning demands. The control group, however, did not receive any picture description tasks; rather they received some typical writing activities. Finally, the post-test was administered to all participants. The results of the data analysis, through Analysis of Variances (ANOVA) using the SPSS software, showed no significant impact for sequencing tasks from simple to complex on fluency in writing task performance.
- انتشار مقاله: 04-12-1395
- نویسندگان: Laleh Fakhraee Faruji,Farid Ghaemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: Culture-oriented Content,EGAP,EGAP Tasks,First Culture,Lecture Presentation
- چکیده: اگر چه محتوای فرهنگ محور می تواند به عنوان عاملی تعیین کننده در اجرای فعالیتهای دریافتی و تولیدی دانشجویان زبان انگلیسی با اهداف آکادمیک در نظر گرفته شود، اما کمبود بررسی ها در خصوص تاثیر مواد آموزشی فرهنگ محور بر نحوه اجرای فعالیتهای دریافتی و تولیدی این دانشجویان به شدت احساس می گردد. به منظور برطرف نمودن این نقیصه، ابتدا یک کتاب درسی انگلیسی فرهنگ محور با اهداف عمومی آکادمیک بر مبنای چارچوب بهبود مواد آموزشی تاملینسون (2001) تالیف گردید. در همین راستا، 180 دانشجو بر اساس دانش زبانیشان انتخاب شدند و به چهار گروه فعالیت شامل ارایه سخنرانی، یادداشت برداری، نگارش آکادمیک، و تصویر نگاری تقسیم گردیدند. پس از بیست جلسه تمرین، دانشجویان به پاسخگویی پس آزمون پرداختند. نتایج حاصله نشان داد که محتوای فرهنگ محور تاثیر به سزایی در اجرای هریک از فعالیتهای فوق دارد. همچنین، یافته ها به طور ضمنی بیانگر اهمیت فرهنگ بومی به عنوان زیربنای تولید مواد آموزشی انگلیسی با اهداف آکادمیک می باشد. این بومی سازی با ایجاد فعالیتهای دریافتی و تولیدی انگلیسی با اهداف عمومی آکادمیک به طور کلی، و ارایه سخنرانی به طور ویژه محقق خواهد گردید.
- چکیده انگلیسی: Although culture-oriented contents can be regarded as determining factors in the performance of EAP university students' receptive and productive tasks, a paucity of investigation on the impacts of culture-oriented materials on their receptive and productive tasks performance is strongly felt. To partly fill this gap, a culture-oriented English for General Academic Purposes (EGAP) course book was developed based on Tomlinson's (2001) materials development framework. A total of 180 participants were selected according to their language proficiency results, and were stratified into four receptive and productive EGAP task groups encompassing Lecture Presentation, Note-taking, Academic Writing, and Figure Drawing. Then, the developed course book was taught and practiced in each of the EGAP classes, and the treatments pertaining to each EGAP task were implemented separately in each group. Having passed twenty treatment sessions, the participants were administered a posttest including the main four skills. Then, through a modified version of Mukundan, Hajimohammadi, and Nimehchisalem's (2011) course book evaluation checklist, the students were shown to have positive attitudes towards the culture-oriented content. Furthermore, a one-way ANOVA test was used for analyzing task performance and indicated that culture-oriented content had a significant impact on the Iranian EAP university students' task performance. Similarly, a paired samples t-test revealed that culture-oriented content affected the EAP students' Lecture Presentation, Note-taking, Academic Writing, and Figure Drawing separately. It was further observed that Lecture Presentation as a productive task for enhancing the speaking skill was highly influenced by culture-oriented content in the EGAP classrooms. The findings suggest that the significance of the first culture as the determining yardstick for incorporating materials attributed to the second culture in EAP language teaching arenas should be taken into consideration. This can materialize by conducting receptive and productive EGAP tasks in general, and lecture presentation in particular.
- انتشار مقاله: 06-01-1399
- نویسندگان: Esmaeil Hassannejad,Farid Ghaemi,Natasha Pourdana
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL,language proficiency,pragmalinguistic,recognition,sociopragmatic
- چکیده:
- چکیده انگلیسی: This study investigated the effects of English as foreign language (EFL) proficiency on what the authors of this study called pragmalinguistic and sociopragmatic recognition of EFL learners. To elicit the data, the study used two types of pragmatic measures: a pragmalinguistic recognition (PLR) test and a sociopragmatic recognition (SPR) test. Both tests were developed by the researchers of this study based on the distinction made by Leech (1983) between pragmalinguistics and sociopragmatics. Subsequent to the development of the tests, 80 Iranian EFL students were divided into two groups based on their EFL proficiency level: the low level group (n = 41) and the high level group (n = 39). Each participant group was tested on the two pragmatic measures. Pearson correlation results indicated construct differences between PLR and SPR of speech acts. Moreover, independent samples t-test results revealed that there were developmental differences in pragmalinguistic and sociopragmatic recognition of speech acts by EFL learners. The findings offer insights to EFL teachers and testers regarding pragmatic instruction and assessment.
- انتشار مقاله: 12-12-1395
- نویسندگان: Hossein Ahmadi,Farid Ghaemi,Parviz Birjandi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: ESP,interactional markers,meta-discourse analysis,interactive markers,method section,ISI journal,non-ISI journals
- چکیده: متا گفتمان به عنوان یک ابزار زبانی خود بازتابی در سال های اخیر توجه مححققان را به خود جلب کرده است و این امر به خاطر نقش پیشرویی است که این ابزار در تغییر درقلم نویسندگان دریافت کرده است. مطالعه حاضر با هدف بررسی تغییرات در استفاده از هر دو نشانگر فرا گفتمان تعاملی بین مقالاتISI و مقالات غیر ISI توسط نویسندگان ایرانی در زمینه زبان شناسی کاربردی نوشته شده است. مجموعه مقالات مورد بررسی در این تحقیق در مجموع 8 مقاله از مجلات ISI و8 مقاله از مجلات غیر ISI که در سال 2016 و 2017 منتشر شد می باشد. ما در توزیع نشانگرها از مدل (2005) هایلند به عنوان یک چارچوب توصیفی استفاده کردیم. نتایج حاصل از تجزیه و تحلیل کمی فاش کرد که کنوانسیون سبک نقش تعیین کننده ای در انتخاب نشانگرهای فراگفتمان توسط نویسندگان این مقالات دارد و این امر موجب شباهت در قلم نویسندگان مقالات ISI و مقالات غیر ISI شده است. علاوه بر این، تفاوت معنی داری بین نوع نشانگر فرا گفتمان تعاملی در ژورنالهای ISI و غیرISI پیدا شد. به لحاظ آموزشی این تحقیق در تعیین اهداف خاص به منظور برنامه ریزی مناسب برای آموزش صریح و روشن در نوشتن مقالات تحقیقی نقش موثری را ایفا می کند.
- چکیده انگلیسی: Meta-discourse as a self-reflective linguistic tool has received considerable attention in recent years. Besides, it plays a leading role in exploring variations in the way authors pen a manuscript. The present study aims at investigating variations in the use of both interactive and interactional meta-discourse markers among ISI and non-ISI articles written by Iranian authors in the field of Applied Linguistics. The corpora in the present study comprised a total of 8 Research Articles (RAs) in ISI and non-ISI journals published in 2016 and 2017. We described the distribution of interactive and interactional markers in Method sections using Hyland’s (2005) model as a framework. The results of the quantitative analysis disclosed that genre expectations of journals had a determining role in the writers’ choice of some meta-discourse markers. Owing to this fact, similarities were found in the use and distribution of meta-discourse markers across ISI and non-ISI data. In addition, a significant difference was found between the types of interactive meta-discourse markers as used in ISI and non-ISI journals. Moreover, the findings revealed similarities in employing the type of interactional meta-discourse markers in our corpora. Our study may promise some pedagogical implications for material development and English for Specific Purposes (ESP).
- انتشار مقاله: 20-03-1396
- نویسندگان: Farid Ghaemi,Giti Sabadoust
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Questionnaire,attitude,Awareness,perception,Plagiarism,Sociocultural beliefs
- چکیده:
- چکیده انگلیسی: Plagiarism is considered as a serious problem in academia around the world. The issue of plagiarism has recently received global inquiry in different fields of science, especially in foreign language (L2) academic writing. To meticulously assess the Iranian academics for plagiarism at both theory and practice grounds, developing an accountable instrument seemed to be inevitable. To bridge the gap, in phase 1 of the study, a conceptual framework for Iranian academics’ grasp of plagiarism and its components was designed after a thorough review of literature. In phase 2,
a number of M.A. graduates and graduate students (n = 224) in six State and Islamic Azad universities in Iran were recruited to partake in piloting the newly-designed plagiarism questionnaire. After a two-step revising the inefficient items (n = 11), the final draft of the developed questionnaire with 36 items was administered with the main sample of participants
(n = 288). An Exploratory Factor Analysis was performed to identify the components of the instrument, followed by Confirmatory Factor Analysis to measure its construct validity. As a result, the final draft of the Sociocultural Plagiarism Questionnaire contained 31 Likert-point and 5 multiple choice items in four components of awareness (10 items), attitude (8 items), sociocultural beliefs (8 items), and perception (5 Likert-point and 5 multiple choice items), which were suggested as having fundamental contributions to the Iranian academic writers’ sensitivity to plagiarism. Findings of the study suggested that (a) the Iranian academic writers’ normative sociocultural beliefs can probably reduce their sensitivity to plagiarism, (b) while the Iranian academics might have relatively high awareness and deep perception about plagiarism, their attitude toward plagiarism seems relatively neutral or even insensitive.- انتشار مقاله: 13-05-1398
- نویسندگان: Maryam Oghabi,Natasha Pourdana,Farid Ghaemi
- مشاهده