در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: content analysis,Qualitative study,Competencies,Translation Trainer
- چکیده:
- چکیده انگلیسی: In this study, the directed (deductive) content analysis approach was adopted to explore the components of translator trainers’ competencies through in-depth individual semistructured interviews conducted with 10 expert Iranian translator trainers at different universities around Iran. Theoretical model was the translator trainer profile proposed by The European Master’s in Translation (EMT) Group, including fundamental requirements, instructional competence, assessment competence, field competence, organizational competence, and interpersonal competence. Initial codes were extracted from the interview data and subsumed under the existing subcategories of the framework or formed new categories. Subcategories were, then, analyzed and subsumed under the existing main categories or caused new subcategories to emerge. As a result, for the theme fundamental requirements, the main categories ‘research skills’ and ‘linguistic-cultural-general knowledge,’ for the theme assessment competence, the main category ‘using different assessment methods in the class in addition to the summative assessment,’ for the theme instructional competence, the main category ‘the ability to improve students’ competencies and metacompetencies,’ for the theme field competence, the main category ‘the ability to provide students with congruent tasks and being able to do the tasks,’ and ‘knowledge and practice of translation technology,’ for the theme interpersonal competence, the main category ‘complying with the personal/educational ethos,’ and for the theme organizational competence, the main category ‘the ability to manage change’ emerged. So, all the themes were retained with the exception that the theme ‘interpersonal competence’ was changed into ‘personal and interpersonal competence.’
- انتشار مقاله: 14-06-1398
- نویسندگان: Masoud Azizinezhad,Gholam-Reza Tajvidi,Abbas Ebadi
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Horticultural Science and Technology
- نوع مقاله: Journal Article
- کلمات کلیدی: total phenol,Peroxidase,Gerbera jamesonii,Phenylalanine ammonia lyase,phenylpropanoid pathway,stem curvature
- چکیده:
- چکیده انگلیسی: Scape bending disorder is the most important factor affecting postharvest loss of gerbera cut flowers. One of the ultimate reasons for gerbera stem bending is lignin, with deformation structural functions and defensive mechanisms. This postharvest experiment was conducted to evaluate the role of phenylalanine ammonia lyase (PAL) and peroxidase (POD) enzymes activity in stem bending of two gerbera cultivars; (‘Beaudine’ (sensitive)) and (‘Aqua’(resistant)). This experiment was based on a completely randomized design with three replications over eight days. Results showed the significant effects of cultivar on stem bending percentage, total phenol content, PAL and POD enzyme activities and lignin content (P<0.05). The ‘Aqua’ cultivar had the highest phenol and lignin content and the lowest stem bending percentage. The maximum and the minimum PAL and POD enzyme activities were observed in resistant and sensitive cultivars, respectively. Based on the results, induction of PAL and POD enzymes activity, and consequently lignin formation could have direct effects on stem strength and as a result reduce gerbera stem bending disorder.
- انتشار مقاله: 18-11-1393
- نویسندگان: Mohammad Javad Nazarideljou,Masoud Azizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Motivation,Writing Ability,Teacher Corrective Feedback,Draft Specific Scoring (DSS),Learners’ perception
- چکیده: قبل از حصول اطمینان در خصوص توجه زبان آموزان به بازخوردهای اصلاحی از طرف معلم و کاربرد آن در نوشته های آتی خود، هرگونه قضاوت در مورد میزان تاثیرگزاری بازخوردهای اصلاحی معلم در مهارت نوشتاری غیرمنطقی به نظر می رسد. در اغلب مطالعات انجام شده در این خصوص، دریافت بازخورد به وسیلۀ زبان آموزان با توجه ایشان به آن و کاربرد آن در نوشته های آتی ایشان برابر فرض می شوند در حالیکه هیچ گونه تلاشی برای راستی آزمایی این فرضیه صورت نمی گیرد. مطالعه حاضر تلاشی بوده است در راستای بررسی تاثیر بازخوردهای اصلاحی معلم بر مهارت نوشتاری زبان آموزان بعد از حصول اطمینان از توجه ایشان به بازخودرهای دریافتی. در این راستا از تکنیک ارزشیابی پلکانی (عزیزی، 2013؛ نعمتی و عزیزی، 2013) استفاده شد. در ارزشیابی پلکانی، دانشجویان می توانند با اعمال نظرات استاد اقدام به بهبود کیفیت نوشته های اولیه خود نموده و بر اساس کیفیت نسخه ی اصلاح شده، نمره ی دریافتی خود را ارتقا بخشند. این روند می تواند تا ٢ مرتبه ادامه یابد. نمره نهایی دانشجو، میانگین نمراتی خواهد بود که وی در آخرین نسخه ی اصلاح شده ی هر یک از تکالیف خود در طول ترم تحصیلی کسب کرده است. مطالعه ی حاضر، تلاشی در راستای بررسی تاثیر این شیوه ی جدید بر توانایی نوشتاری بود. همچنین نظرات، احساسات و نوع نگرش دانشجویان نسبت به این نوع ارزشیابی مورد بررسی قرار گرفت. نتایج به دست آمده نشان داد که میزان پیشرفت توانایی نوشتاری زبان آموزان در گروه آزمایش به طور معنا داری از گروه گواه بیشتر بود. همچنین مشاهده گردید که دانشجویان گروه آزمایش از دید مثبت و انگیزه ی بالا در به کار گیری نظرات استاد برخوردار بودند.
- چکیده انگلیسی: One may not comment on the effectiveness of teacher corrective feedback (CF) before first ensuring learners’ attendance. The majority of the studies carried out on teacher CF have mistakenly presupposed learners’ attendance to and noticing of teacher feedback without any attempt to check or ensure them. The present study was an attempt to examine the effect of CF on learners’ writing ability when it is accompanied by Draft Specific Scoring, a technique designed to maximize learners’ motivation to attend to teacher feedback while minimizing the negative effect grading might have on learners’ attention (Azizi, 2013; Nemati & Azizi, 2013). In so doing, 57 intermediate students of English Language Literature at University of Tehran, in the form of two groups with one receiving CF and the other one receiving CF plus Draft-Specific Scoring (DSS), were studied. The results of the Split-plot ANOVA between the two groups’ pretest and posttest indicated that the treatment group could significantly outperform the control group in overall writing proficiency as well as the four components assessed in IELTS writing task 2. In addition, learners’ motivation, attendance, and attitudes were explored into using a questionnaire and a written interview. The participants experiencing DSS reported a high level of motivation and attendance. They also held a very positive attitude toward the technique they had undergone. The results indicate that it is possible to make teacher corrective feedback work if the intervening variables, more particularly motivation, are taken care of.
- انتشار مقاله: 28-02-1398
- نویسندگان: Masoud Azizi,Majid Nemati
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Writing,Fluency,Draft-Specific Scoring,grammatical complexity,Accuracy
- چکیده:
- چکیده انگلیسی: Learners are often reported not to be motivated enough to attend to teacher feedback. Teachers
also tend to grade learners’ writing samples when providing them with corrective feedback
though they know it may divert their attention away from teacher feedback. However, not
grading learner writings does not seem to be an option due to both learners’ demands for it and
institutional regulations that require teachers to have summative evaluation. In order to
overcome such contradictions, a new technique called Draft-Specific Scoring (DSS) was
devised in order to use grading as a motivating, rather than demotivating, device in order to
encourage learners to attend to teacher feedback and apply it to their first drafts to improve the
quality of their writing accordingly. DSS is a grading system in which learners can improve
their received grade by applying teacher feedback to their writing samples in order to improve
its quality. The score they receive will improve as a result of the improvement in the quality of
the revisions they make. They have two opportunities to go through this procedure. Their final
score will be the mean score of all the grades they receive in their last drafts submitted. This
experimental study was an attempt to check the effect of the use of this technique in error
feedback provision on three measures of fluency, grammatical complexity, and accuracy. The
results showed that DSS could help learners improve in all three measures while the control
group receiving only error feedback without DSS could only improve in fluency.- انتشار مقاله: 21-01-1392
- نویسندگان: Majid Nemati,Masoud Azizi
- مشاهده