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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: quality,Translation,Assessment,Introspection,Retrospection,Verbal protocol
- چکیده:
- چکیده انگلیسی: A major concern in Translation Studies (TS) has been on what really goes on in the translators’ head while they are translating (not what researchers claim is going on). Among the techniques utilized in studying such cognitive processes and systems, think-aloud protocols (TAPs) have been widely em- ployed. As a content analysis study, this Qual-Quan mixed methods research aimed at exploring the com- parative differences introspective and retrospective TAPs can cause in English-to-Persian translation quality. The selected participants were 15 MA students studying TS at Islamic Azad University, Karaj Branch. The participants were required to translate two English texts into Persian, one introspectively and the other retrospectively, while the participants’ voices were audio-recorded and fully transcribed later. Relying on a recent translation quality assessment scale (Famil Khalili, 2011), the frequency distribution for the 14 encoded themes proved that the participants performed differently in introspection and retros- pection TAP phases. In fact, while the themes coherence and grammaticality had the highest frequency counts in the retrospection phase, dialogical register, linguistic functions and speech acts had a considera- ble improvement in the introspection phase.
- انتشار مقاله: 26-11-1398
- نویسندگان: Samaneh Heidari,Natasha Pourdana,Gholamhasan Famil Khalili
- 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: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Differentiated Instruction,Tiered Tasks,Listening,Mixed-Ability classroom
- چکیده: معلمین زبان انگلیسی معمولا با چالش کلاسهای درس ناهمگون که در آن زبان آموزان با سطح مختلفی از توانایی های زبانی حضور دارند مواجهند. به عنوان یک راه حل در مقابل چالش پیش رو میتوان به استفاده از تکالیف طبقه بندی شده برای زبان آموزان اشاره کرد. بنا بر تعریف، تکالیف طبقه بندی شده گونه های مختلفی از یک ماده درسی می باشند که برای تدریس به زبان آموزانی که دارای توانایی های زبانی متفاوت و در یک کلاس درس حضور دارند و بر اساس آمادگی و علاقه ی زبان آموزان آنها طراحی میشوند. این پژوهش در صدد مطالعه 46 زبان آموز ایرانی با توانایی های زبانی نا همگون در 9 جلسه آموزشی برامده که در آن زبان آموزان پیش از دریافت تکالیف طبقه بندی شده، پیش-آزمون شنیداری را دریافت نمودند. زبان آموزان در گروه تجربی به 3 زیرشاخه (1) زبان آموزان با توانایی بالا، (2)زبان آموزان با توانایی متوسط و (3)زبان آموزان با توانایی پایین تقسم گردیدند. پس از انجام تکالیف طبقه بندی در هر جلسه شده بر اساس عملکرد افراد، آنها به شاخه های بالاتر صعود یا به شاخه های پایینتر سقوط می نمودند. برخی نیز بدون تغییر در جایگاه خود باقی می ماندند. نتیجه این پژوهش بر تاثیر مثبت این تکالیف بر بهبود مهارت شنیداری زبان آموزان ایرانی دلالت داشت اگر چه رابطه معنی داری بین دانش زبان انگلیسی آنها و میزان این پیشرفت در سه شاخه ی گروه تجربی مشاهده نگردید.
- چکیده انگلیسی: Language teachers are usually faced with the challenging classrooms wherein the students with mixed language abilities sit together. One solution to deal with this situation is to apply differentiated instructions in terms of tiered task strategy. By definition, tiered tasks are extracted from the same material or skills, and personalized according to students' readiness, interest and preferred modes of learning. In the same vein, this experiment investigated the role of tiered listening tasks on 46 mixed-ability Iranian EFL learners in 9 intervention sessions. The participants were pre-assessed and assigned in to 3 divisions of high, mid and low achievers. While the control group in this research experienced the conventional one-size-fits-all instructions to listening comprehension, the divisions in the experimental group received open-ended, multiple choice and true-false tiered listening tasks. Moreover, upon the individual’s performance on tiered tasks, their division arrangement changed every 3 sessions so that they either remained or to be removed to higher or lower divisions. Findings statistically implicated the effectiveness of the tiered tasks on the participants’ listening comprehension improvement. However, the observed matrix of multiple correlation coefficients failed to show any powerful association between the participants’ mixed-levels of language proficiency and their successful performance on tiered tasks. The researchers’ concluding remarks on the assessment and teaching benefits of differentiated instructions in EFL contexts were provided too.
- انتشار مقاله: 22-11-1396
- نویسندگان: Natasha Pourdana,Mehdi Shahpouri Rad
- 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