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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: tense,Missing Surface Inflection Hypothesis,The Representational Deficit Hypothesis,Full Access/ Full Transfer,Modulated structure building hypothesis,Reassembling,Passivization
- چکیده: شکل زمان و مجهول جمله
- چکیده انگلیسی: The issue of cross-linguistic influence in non-primary language learning has long been an important topic. Studies conducted in this area suggest that a form of L1 or L2 transfer is evident in the language produced by third language learners (Cenoz 2001; Leung 2003; White 2003, among many others). On the nature of this transfer; however, there seems to be no consensus. Whether the acquisition of syntactic structures is a matter of mere parameter setting from a minus value in one language to a plus value in another or a rather painstaking process of reassembling the relevant features from the way they are conditioned and realized in the L1 to that of the L2 or L3 is not yet revealed. While, Hawkins (2003) supports a "Representational Deficit Hypothesis" (RDH) whereby interlanguage grammars are confined to L1 feature values and hence any problem in L2 or L3 initial state is attributed to problems in resetting syntactic features of L1, Lardier (1999, 2000, 2003) argues for a Missing Surface Tnflection Hypothesis (MSTH) in mapping lexical entries onto overt phonological forms. Still there is a third argument which claims that the entire L1 grammar (in the sense of all abstract properties) constitute the initial state in L2 acquisition. Based on this stance, Schwartz & Sprouse (1994, 1996) argue that changes to the initial grammar can take place to the effect that the L2 learners are not confined to representations based on L1 steady state. Finally, Hawkins proposes a moderate modulated structure building Hypothesis (MSBH) which claims for an incremental leaning mechanism for L2 and L3. Inspired by the given issue, the present study attempts to see what effects the interaction of Kurdish and Persian have on Kurdish EFL students' acquisition of syntactic and morphological properties of tense and passive structures in English. To this end, 120 Persian monolingual and Kurdish-Persian bilingual EFL Learners took part in this study. They were assigned to three proficiency bands (after taking a general proficiency test, OPT) and received a grammaticality Judgment and a contextualized functional production tasks. The results showed no significant difference between the performance of monolinguals and bilinguals at each level of proficiency beyond the initial state. Nonetheless, significant differences were found across the levels of proficiency. The findings, interpreted in terms of the viewpoints of the current generative models of L2A, revealed a dominant role for L1 settings in L3 interlanguage grammar especially at the initial state and were more in line with the claims of MSBH.
- انتشار مقاله: 11-09-1385
- نویسندگان: Reza Khani,Manijeh Youhanaee,Hossein Barati
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Proficiency,test-taking strategies,Reading,Task-Based Assessment
- چکیده:
- چکیده انگلیسی: The present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult
EFL learners used when completing the First Certificate in English FCE reading paper. A total of 70 EFL university undergraduates (53 females and 17 males)
took part in the main phase of this study. They were divided into three proficiency groups: high, intermediate, and low. A set of Chi-square analyses was used to
explore the type and frequency of test-taking strategies used by participants. The results suggested that the intermediate group test takers used the strategies significantly different after completing each task (sub-test) in the FCE reading paper. However, the high and low proficient test takers› use of strategies was only significant after completing the third task of the FCE reading paper. The findings also revealed that a pattern could be drawn of the type of strategies used by the three proficiency groups who participated in this study. Nonetheless, such a pattern shifted at times depending on the ability of the test takers and/or the task under
study.- انتشار مقاله: 13-09-1390
- نویسندگان: Hossein Barati,Zohreh Kashkouli
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Context,Reading,DIF sources,ecological model,multiple-variable matching
- چکیده:
- چکیده انگلیسی: Context is a vague notion with numerous building blocks making language test scores inferences quite convoluted. This study has made use of a model of item responding that has striven to theorize the contextual infrastructure of differential item functioning (DIF) research and help specify the sources of DIF. Two steps were taken in this research: first, to identify DIF by gender grouping via logistic regression modeling, an inventory of mostly cited DIF sources was prepared, based on which a list of demographic items was appended to the TOEFL reading paper only to be administered to the intermediate Iranian undergraduates; second, using multiple-variable matching regression (Wu & Ercikan, 2006), a built-in sequence was followed to let every potential DIF source be considered as a covariate, over and above the conditioning variable, and specify whether a particular ecological variable could reduce DIF value/status. Then, all significant variables were analyzed together to show the final DIF predictors. The same procedures, i.e., individual/collective analyses, were employed after the purification of the test. The results indicated three ecological predictors affecting DIF before and after purification: income, administration convenience, and SES. The ultimate predictors helped create an EFL configuration of the ecological model of item responding. The implications for validity arguments are also discussed.
- انتشار مقاله: 06-03-1399
- نویسندگان: Touraj Jalili,Hossein Barati,Ahmad Moein Zadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: conceptual metaphors,contextual definitions,etymological elaboration
- چکیده:
- چکیده انگلیسی: The purpose of this study was to investigate the effect of two strategies of explicit teaching of economic terms on learners' vocabulary learning and retention. In the first explicit strategy, known as 'etymological elaboration', the focus was on presenting conceptual metaphors through 'identify-the-source' tasks, that is, providing the learners with the source domains underlying the metaphors, i.e., the literal meaning of the concepts. In the second explicit method, using 'identify-the-meaning' tasks, the metaphors were instructed by means of the context-based definitions. To be sure if there is any effect for the explicit teaching of metaphors or not, a third group was selected to function as the control group. In this group, the economic texts were taught in the traditional way, that is, by translating the texts into the learners' first language, i.e., Persian. The participants were three intact groups of university students majoring in Economics at Isfahan University, Isfahan, Iran. The results of the study demonstrated that the learners in Experimental Group 1 outperformed those in Experimental Group 2 and Control Group in vocabulary and retention tests. The study concluded that making students acquainted with the literal meaning of the conceptual metaphors, i.e., their underlying source domains will help them in learning and retention of technical economic terms.
- انتشار مقاله: 19-08-1394
- نویسندگان: Adeleh Heidari,Azizollah Dabaghi,Hossein Barati
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Rehabilitation Sciences and Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Flexibility,Osteoarthritis,knee
- چکیده:
- چکیده انگلیسی: Background: Approximately 60% of individuals above 50 years of age are affected by knee osteoarthritis (KOA). KOA is most commonly assessed through radiographic evaluation and classified using the Kellgren -Lawrence (KL) grading system with KL Grade 0 (KLG0) indicating a definite absence of radiographic KOA (RKOA) and KLG2 presenting a definite presence of RKOA.
The current study compared knee joint muscle flexibility among three groups with KLG0, KLG2, and KLG3 RKOA.
Methods: In this descriptive cross-sectional study, 94 KLG0, KLG2, and KLG3 knees on 57 women aged ≥40 years were examined. The flexibility of the quadriceps, hamstring, iliotibial band, adductor, and gastrocnemius muscles was compared.
Results: Iliotibial band flexibility was lower in subjects with KLG3 RKOA than those with KLG2 (p <0.05) or KLG0 (p ≤0.001) RKOA, with the latter two groups being statistically equivalent (p =0.075). In addition, quadriceps muscle flexibility was lower in subjects with KLG3 RKOA than those with KLG2 (p ≤0.001) or KLG0 (p ≤0.001) RKOA, with the latter two groups being statistically different (p ≤0.001). No significant differences were found between groups regarding other muscles (p >0.05).
Conclusion: In patients with RKOA, the flexibility of the iliotibial band and quadriceps muscles may decrease as the disease progresses from KLG2 to KLG3. Moreover, quadriceps and iliotibial band flexibility may be lower in KLG3 compared to KLG0, with a lower likelihood of quadriceps flexibility in KLG2 compared to KLG0. These results suggest that quadriceps and iliotibial band stretching may be potentially important components of treatment.- انتشار مقاله: 30-02-1399
- نویسندگان: Hedieh Moallem,Amir Hossein Barati,Elham Shirzad Araghi,Anoshirvan Kazemnejad
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Rehabilitation Sciences and Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Neck,Proprioception,Biodex,basketball
- چکیده:
- چکیده انگلیسی: Background: Balance is an indispensable part of daily activities and is considered important in examining the performance of athletes especially in basketball. Despite the advantages of neck proprioceptive neuromuscular facilitation (PNF) training on neck proprioception, it has remained understudied. Neck proprioception is very important for performance in exercise. Therefore, the aim of this study was to evaluate the effect of neck PNF training on neck proprioception on postural stability and limit of stability in elite female basketball players. Methods: In this study, 30 female basketball players with at least three years of basketball activity were randomly assigned into two groups: experimental group (neck PNF training) and control group. The experimental group participated in 4-week neck PNF training sessions (12 sessions per week). On the other hand, the control group performed only daily routine exercises. Limit of stability and postural stability index of the participants were determined by the Biodex balance test before and after the exercise program. Independent t-test (between the two groups) and paired t-test (in each group) were applied using the SPSS-18 software to analyze the obtained data, with a significance level of p<0.05 adopted. Results: The results indicated that after 4 weeks of neck PNF training, the means of overall stability index in the exercise group decreased from 1.47±0.27 to 0.92±0.07 (P<0.001). Also, for mediolateral index, it declined from 1.17±0.37 to 0.85±0.35 (P=0.04), and for the anteroposterior index it fell from 1.14±0.13 to 0.92±0.08 (P<0.001). However, there were no significant differences between prepost training in the control group. Conclusion: These results provide evidence that neck PNF training can be used to enhance the postural stability and limit of stability indices of basketball players. The neck proprioception may be improved with training programs, and neck PNF training improved postural stability index can reduce sports injuries and enhance athletic performance.
- انتشار مقاله: 21-04-1397
- نویسندگان: Homa Naderifar,Hooman Minoonejad,Amir Hossein Barati,Alireza Lashay
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: evaluation scheme,Mentoring,EFL Teacher Education,In-service education
- چکیده: هدف از پژوهش حاضر بررسی نگرش و باورهای دبیران زبان انگلیسی در آموزش و تربیت آنها و نقش نظارت و مشاوره در ایران است. در این پژوهش 235 دبیر زبان انگلیسی (در مدارس عمومی 108 شهر ایران) و 30 استاد-معلم زبان انگلیسی (از شعبه های مختلف دانشگاه فرهنگیان 9 شهر ایران) دیدگاهها و عقاید خود را از طریق دو پرسشنامه در ارتباط با عواملی از قبیل: (الف) استخدام دبیران زبان انگلیسی و استاد معلمها، (ب) برنامه های ضمن خدمت دبیران زبان انگلیسی، (ج) نظارت و مشاوره در راستای آموزش به دبیران زبان انگلیسی و (د) سیستم ارزیابی و بازخورد در تربیت دبیران، ارائه کردند. نتایج نشان می دهد که هیچ یک از روشهای استخدام دبیران زبان انگلیسی در ایران از برنامه های پیشرفتی ضمن خدمت که به وسیله آموزش عالی ایران ارائه شده است بهره مند نمی شود. همچنین دبیران زبان انگلیسی از برنامه های نظارت و مشاوره در محل کار خود بی بهره هستند و در نتیجه به ندرت مورد ارزیابی قرار می گیرند و به آنها بازخورد مناسب داده نمی شود. علاوه بر این، شرکت کنندگان در این پژوهش بر این باور هستند که به دلیل برنامه ریزی نا مناسب و اثرگذاری ناچیز مربیان بر برنامه های ضمن خدمت، این برنامه ها در دستیابی به اهداف خود موفق نبوده اند. چنین دیدگاههایی از پاسخهای دبیران زبان انگلیسی در مدارس عمومی و استاد-معلمین موجود در شعبه های مختلف دانشگاه فرهنگیان مشهود است. بنابراین در این پژوهش پیشنهاد میشود که تغییرات و اندیشه های جدید باید در برنامه های ضمن خدمت دبیران کشور اعمال گردد و همچنین ساختارها و روندهای موثر در نظارت، مشاوره و ارزیابی از بخش های عمده و اساسی برنامه های آموزش به دبیران باشند.
- چکیده انگلیسی: This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respondents believed that even the in-service programs did not gain their objectives as they generally suffered from inefficient planning as well as ineffective tutors. Such ideas were evident in the responses of both PS teachers and teacher educators at various branches of FU. The study, therefore, suggests that serious thoughts need to be put into EFL teacher education programs of the country, and that effective mentoring and evaluation schemes have to included in them.
- انتشار مقاله: 10-06-1398
- نویسندگان: Ahmad Reza Beigi Rizi,Hossein Barati,Ahmad Moinzade
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: validity,Think-aloud Protocol,strategy,Taxonomy,test-taking strategies
- چکیده:
- چکیده انگلیسی: The present study was an attempt to investigate the validity of the English section of Iranian Universities PhD Entrance Exam in TEFL. To this end, 15 EFL learners from university of Isfahan who were in their last semester of that MA education were invited to contribute to the study. A group of 5 university lecturers were also asked to support the study as expert judges. A TOEFL reading paper was used to divide the participants into three ability groups, each consisting of five learners. Think-aloud study was used to find out the strategies each ability group used when completing the test. All the participants completed the reading section of the PhD Entrance Exam while verbalizing their thoughts. The verbal reports were transcribed and coded based on Barati’s (2005) taxonomy of Test-taking strategies. The Chi- square analysis of the think aloud protocols revealed that Monitoring and Evaluation strategies were used significantly more than other strategies by all ability groups. Moreover, the results indicated that the high ability group of test takers were more successful compared with others in maneuvering among different type of strategies. Further, different patterns of strategy use were observed in the three ability groups. The findings of the present study may be of interest to the PhD Entrance Exam developers as well as EFL material designers and classroom instructors.
- انتشار مقاله: 01-12-1397
- نویسندگان: Elahe Nikneshan,Hossein Barati
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Teacher Education,EFL Mentoring,Traditional Mentoring,E-mentoring Software
- چکیده: پژوهش حاضر به بررسی کارایی نرم افزار مدیریت ارتباط به منظور نظارت و مشاوره دبیران زبان انگلیسی (نظارت و مشاوره از راه دور) در ایران پرداخته است. در این راستا پژوهشگران به بررسی سوالات زیر پرداختند: (1) آیا کاربرد نرم افزار در مقایسه با شیوه سنتی نظارت و مشاوره باعث ایجاد و تفاوت در روش تدریس خواهد شد؟ (2) دیدگاه و باورهای دبیران زبان انگلیسی درباره استفاده از این نرم افزار چیست؟ همچنین محققان از دو شیوه های سنتی (نظارت و مشاوره) و شیوه جدید (استفاده از نرم افزارمدیریت ارتباط) برای جامعه ی آماری 30 نفره (متشکل از سه گروه دبیر زبان انگلیسی) ، برای آموزش نگارش به سه گروه یادگیرنده بهره برده اند. دبیران گروه اول به صورت سنتی، دبیران گروه دوم با استفاده از نرم افزار مدیریت ارتباط از راه دور، مورد نظارت و مشاوره قرار گرفتند و گروه سوم به عنوان گروه کنترل هیچ گونه نظارت و مشاوره ای دریافت نکردند. نتایج چک لیست های نظارت به طور میانگین(گروه اول 18.16، گروه دوم 57.8 و گروه سوم 14.13) حاکی از این است که دبیران گروه دوم عملکرد مطلوب تری در آموزش نگارش ارائه داده اند. نتایج پرسش نامه ها (با میانگین کل 3.355) نیز در بردارنده ی نگرش ها و باورهای مثبت دبیران زبان انگلیسی است. همچنین این گروه با ارائه ی باز خورد مطلوب تر از کارایی نرم افزار، به دبیران زبان انگلیسی کمک کرد تا تطابق بیشتری با سیستم مشاوره و نظارت داشته باشند.
- چکیده انگلیسی: This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results of the survey on the opinions of the users towards the application of the mentoring software through a close-ended questionnaire (the total average of mean score: 3.355) showed positive attitudes. The study concluded that the outcome of the application of the mentoring software was effective and helped EFL teachers match the mentoring process of the teachers in Group 2 by better results in comparison to traditional mentoring.
- انتشار مقاله: 15-09-1398
- نویسندگان: Ahmad Beigi Rizi,Hossein Barati,Ahmad MoeinZadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Emotional Intelligence,Syntactic Complexity,Literature-based Activities,Lexical Diversity,Goleman’s Framework
- چکیده: این تحقیق 3 هدف در دو مرحله داشته است که در چارچوب مدل گلمن پیاده سازی شده است. در مرحله اول، تاثیر ادبیات بر روی هوش هیجانی، پیچیدگی و تنوع لغات در نوشتارمورد بررسی قرار گرفته است. در این مرحله پس از تعیین سطح دانشجویان رشته مهندسی، متون نوشتاری آنها از لحاظ پیچیدگی و تنوع لغات مورد بررسی قرار گرفت. سپس یک گروه از دانشجویان در معرض خواندن متون ادبی قرار گرفتند و گروه دیگر صرفا متون غیر ادبی را مطالعه کردند و مشخص گردید علیرغم این نکته که دانش زبانی و هوش هیجانی و تنوع لغات به کار رفته توسط دانشجویاننی که در معرض متون ادبی قرار گرفتند، افزایش یافته است ولی در پیچیدگی نوشتار آنها تغییر محسوسی حاصل نگردیده است. در مرحله دوم، محققین به بررسی پیچیدگی و تنوع لغات متون نوشته شده توسط دانشجویان کارشناسی ارشد آموزش که رشته تحصیلی آنها در دوره کارشناسی، مترجمی و یا ادبیات بوده است، پرداختند. در این مرحله، امتحانات پایان ترم درس نگارش دانشجویان کارشناسی ارشد رشته آموزش مورد بررسی قرار گرفت ونتیجه، تاثیر ادبیات را بر روی فزونی هوش هیجانی و تنوع لغات کاربردی توسط دانشجویان ادبیات در مقایسه با دانشجویان مترجمی نشان داد. ولی تاثیری ازادبیات بر روی پیچیدگی متون نوشته شده توسط این دانشجویان مشاهده نشد. نتایج این تحقیق می تواند برای برنامه نویسان، محققان و دست اندرکاران امر آموزش و پرورش و آموزش عالی که سرفصل های درسی را مورد بررسی قرار می دهند مفید باشد.
- چکیده انگلیسی: The purpose of this study was threefold: (1) to see the effect of literature-based activities on the emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions, based on Goleman’s framework (n=133), (2) to examine the relationship between emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions and (3) to investigate whether students in majors more exposed to literary texts depict more improvement in the lexical diversity and syntactic complexity of their written productions. (n=84). In the first phase of the study, the experimental group was given some literary works with highly emotional content. The results indicated that the experimental group scored higher on Emotional Intelligence (EI) test, lexical diversity but not on the syntactic complexity of their written productions compared with the control group. In the second phase of the study, the statistical analysis of the syntactic complexity and lexical diversity of the Literature and Translation students’ written productions revealed no significant difference of complexity but significant difference of lexical diversity of Literature majors’ productions; despite the fact that the mean indices of complexity of their written productions were higher than Translation majors. The results have some implications for teachers and practitioners in EFL context.
- انتشار مقاله: 02-06-1398
- نویسندگان: Zhaleh Beheshti,Daryush Nejadansari,Hossein Barati
- مشاهده