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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Identity,political discourse,Discourse Strategy,media discourse,critical discourse
- چکیده: تحقیقات پیشین در زمینه برساخت هویتها در متون سیاسی و رسانه ای عمدتا محدود میشود به مطالعه استراتژیهایی که مجریان سیاست در گفتارشان استفاده میکنند. اما عاملان سیاست بجهت اینکه از قدرت یکسان در استفاده از کلام گفتاری و نوشتاری خود برخوردار نیستند، ممکن است از استراتژیهای مختلفی برای برساخت هویت دیگران استفاده کنند. این تحقیق به بررسی استراتژیهایی که سیاسیون مختلف انگلیسی و فارسی برای برساخت هویت دیگران در گفتار و نوشتار خود استفاده میکنند میپردازد. تعداد 66 متن انگلیسی و فارسی که توسط سه گروه از سیاسیون مختلف (شامل مجریان سیاست، گزارشگران سیاسی و محققین سیاسی) تولید شده بود بطور تصادفی انتخاب شدند. سپس بر اساس روش تحقیق تحلیل انتقادی کلام که توسط ودک ( 2001 ، 2007، 2009 ) ارایه شد، تعداد و نوع استراتژیهای استفاده شده برای برساخت مثبت یا منفی هویتهای دیگران مورد بررسی قرار گرفتند. نتایج بدست آمده از تحلیل انتقادی کلام در گفتارها و نوشتارهای مربوطه و همچنین آزمونهای خی (کا اسکویر) نشان داد که هم به لحاظ کمیت و هم کیفیت عاملین سیاسی مختلف انگلیسی و فارسی استراتژیهای متفاوتی برای برساخت هویتهای دیگران استفاده میکنند. عاملان فارسی بمراتب بیشتر از عاملان انگلیسی از استراتژیهای ضمنی، غیر مستقیم، پوشیده، بینام و گنگ برای صحبت در مورد دیگران استفاده میکنند. کاربرد نتایج این تحقیق برای تهیه و تدوین مطالب درسی وطراحی برنامه های آموزش زبان جهت بالا بردن آگاهی دانشجویان در سطح پیشرفته مورد بحث قرار گرفت.
- چکیده انگلیسی: Previous research on identity construction in political and media discourse is mostly limited to the study of strategies employed by politicians in their spoken discourse. However, different political agents, by way of assuming different degrees of power, may employ different strategies for the construction of others' identities. This study is set to investigate how political agents differ in the strategies they employ for the linguistic construction of identities across cultures: English and Persian. A total number of 66 English and Persian texts, produced by three groups of political agents (actors, reporters & researchers) were randomly selected. Then, following Wodak's (2001, 2007, 2009) critical discourse analysis approach, they were analyzed in terms of the quality and quantity of the strategies proposed for positive/negative representation of others. The results of the critical discourse analyses as well as Chi-square tests of statistical significance indicated qualitative/quantitative differences in the type and frequency of discourse strategies employed by English and Persian agents. p ersian agents tended to be more indirect, covert and anonymous than their English counterparts by using more implicit strategies for other representation. The implications are drawn for material development and designing teaching programs to raise advanced level students' awareness of the relevant discourse strategies for other representation.
- انتشار مقاله: 08-10-1398
- نویسندگان: Forouzan Rezaei,Reza Ghafar Samar,Gholamreza Kiany
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Professional Development,TEFL,Qualitative Meta-synthesis,Teacher Evaluation
- چکیده:
- چکیده انگلیسی: Advancements in theory and practice of Teacher Evaluation maintain that effective teaching is the most important factor in realization of success or failure of an education system. Therefore, any attempt to explore the dynamic and complex nature of teachers' performance is considered critical. In the same vein, this paper is an attempt to introduce a Framework of Reference for Teaching English as a Foreign Language (FRTEFL) at the threshold of I.R. of Iran; a local model aligned with global perspectives. To this end, adapting a qualitative meta-synthesis approach, all possible dimensions of teachers' performance criteria reflected in 17 High-stake resources were explored; scrutinizing the twofold mapping of both curriculum and evaluation standards. For the application of meta-synthesis, grounded coding and thematic analysis was carried out by two research assistants also fifteen teacher training experts participated in validation analysis. The output of meta-synthesis resulted in emergence of overall 6293 Grounded Codes, 1655 Themes, and 218 Super-themes. Based on the results, the framework contains 8 Domains, 35 Key Areas, along with their validation measures: Planning and Preparation for General Pedagogy, Planning and Preparation for Language Pedagogy, Planning and Design for Learning, Management of Learning Environment, Effective Instruction, Organizational Responsibilityand Professionalism, Socio-cultural Capital and Social Agency, and Spirituality, Morality and Theism. The proposed framework is believed to represent a localized framework of teachers' practice in the context of an Islamic Education System, provide considerable implications for enhancement of teachers' professional development, and to be a major step in validation of local and large-scale Teacher Evaluation programs.
- انتشار مقاله: 05-12-1395
- نویسندگان: Sajjad Askari Matin,Gholamreza Kiany,Reza Ghafar Samar
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: ESP Tests,Washback,teaching ESP,ESP teachers
- چکیده:
- چکیده انگلیسی: High-stakes tests are often used as agents for change, but attempts to introduce change in the classroom are not as effective as their designers wished they would be (Wall, 1997). The English for specific purpose (ESP) tests in Iran are such a case. The primary function of ESP tests in Iran is to select candidates for institutions of higher education (master and doctoral degrees). They are also designed specifically to promote changes in teaching ESP/ English for academic purposes at Iranian universities. This study was set out to examine washback effects of these tests on teaching ESP at Iranian universities. In doing so, data were collected through a questionnaire and classroom observations. The questionnaire was administered to 45 subject specialists teaching at Iranian universities. 10 other ESP teachers were also observed. The data were analyzed through descriptive and inferential statistics. Surprisingly enough, the results indicate that the ESP tests have fallen short of the goal. That is, these tests do not lead to innovation in teaching ESP, not do they influence teachers' teaching activities and ESP contents.
- انتشار مقاله: 13-05-1388
- نویسندگان: Gholamreza Kiany,Goodarz Albakhshi,Ramin Akbari
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Proficiency,threshold level,ACTFL,High school EFL teachers
- چکیده:
- چکیده انگلیسی: Evaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a significant factor in teaching effectiveness, this study intended to set threshold listening, speaking, reading and writing proficiency levels for the Iranian high school EFL teachers based on ACTFL proficiency guidelines. To this end, a concurrent mixed-method qualitative quantitative approach was conducted. Data were collected through conducting semi-structured interviews with 40 teacher educators and administering a seven-point Likert scale questionnaire to 212 high school EFL teachers. The results indicated that high school EFL teachers must be able to understand, speak, and write English at a minimum level of Advanced-Low and be able to read English at a minimum level of Advanced-Mid as defined in the ACTFL proficiency scale in order to teach English effectively. The results of this study can be used as benchmarks in prospective high school EFL teachers’ initial certification and licensing and in the design of pre-service EFL teacher education program at Farhangian University.
- انتشار مقاله: 11-12-1396
- نویسندگان: Sadegh Shariatifar,Gholamreza Kiany
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Assessment,Performance Assessment,Accountability
- چکیده:
- چکیده انگلیسی: Accountability concerns in language education call for the development of more valid and authentic measures of assessment. In light of these concerns, performance assessment has received increasing interest in the context of teacher education programs and teacher licensing over the last decade. In Iran, a recent policy adopted by Farhangian University aims at assessing the professional competencies of its ELT graduates by requiring them to go through a performance assessment as part of the licensing requirements. Mounting concerns regarding the validity of traditional tests used for teacher certification (Mitchell, Robinson, Plake, & Knowles, 2001) have motivated Farhangian University to develop its own performance assessment. Therefore, the present study explored the components of the performance assessment through detailed analysis of the Curriculum Document of the English Major, review of literature, and investigation of the stakeholders' perspectives. To this end, in this exploratory study, convenience, purposive, and cluster sampling procedures were used for the selection of the teacher educators, student-teachers, and mentor teachers. Then, in-depth interviews were conducted with the stakeholders. Finally, based on the content analysis of the above-mentioned sources which resulted in a strong agreement, a performance assessment scheme with seventeen items was developed. However, results of the factor analysis yielded a thirteen-factor performance assessment scheme to be used as the criterion for assessing the professional competencies of student-teachers.
- انتشار مقاله: 03-08-1395
- نویسندگان: Gholamreza Kiany,Mohammad Nabi Karimi,Monireh Norouzi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Textual input enhancement,Causative Construction,Interactionally modified input,VAK learning style
- چکیده:
- چکیده انگلیسی: This study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as well as the interactional effect of perceptual learning styles and input types on the causative construction development of EFL learners. To this end, 120 female Iranian EFL learners from three language schools in Tehran participated in this research and were divided into two experimental groups of 60. The study adopted a pretest-posttest design and learner’s grammar knowledge was measured before and after providing them with instructional treatment through IM input and TIE techniques. The data were analyzed through a two-way ANOVA. The results of the study indicated that IM input was significantly more effective than TIE in promoting the participants' knowledge of the target structure. The comparison of the posttest means scores also revealed that the VAK style was not an influential factor in second language learners’ target form knowledge, while a significant interaction between input type and learning styles turned out to have a beneficial effect if they synchronize in classrooms.
- انتشار مقاله: 26-08-1397
- نویسندگان: Motahar Tavakoly,Gholamreza Kiany,Mohammad R. Hashemi
- مشاهده