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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: corpus,EFL Context,lexical bundles,Lexical Resource
- چکیده: هدف از انجام این مطالعه بررسی تناسب استفاده از دسته واژگان در نگارش انگلیسی دانشجویان در محیط انگلیسی به عنوان زبان خارجی بود. در این خصوص، چهار مولفه واکنش به موضوع، منبع واژگانی، دامنه و صحت گرامری، و انسجام و یکپارچگی متن مورد ارزیابی قرار گرفتند. سی دانشجوی پزشکی مقطع علوم پایه دانشگاه علوم پزشکی شیراز در این مطالعه دو مرحله ای شرکت داده شدند. در مرحله اول،پس از انجام پیش آزمون، اصول پاراگراف و مقاله نویسی آموزش داده شد و سپس پس آزمون به عمل آمد که به عنوان پیش آزمون مرحله دوم نیز د رنظر گرفته شد. تحلیل آزمون تی حاکی از تغییر چشمگیرهمه مولفه ها بجز دامنه و صحت گرامری بود. در دومین مرحله، محقق به معرفی و تدریس دسته واژگان به دانشجویان پرداخت وبا استفاده از نرم افزار تحلیل پیکره، دانشجویان قادر به جستجوی پیکره و یادگیری دسته واژگان در متن بوذند. همچنین، لیستی از دسته واژگان به صورت مجزا در اختیار دانشجویان قرار گرفت و با نحوه استفاده از دسته واژگان در نگارش خویش آشنا شدند. پس آزمون دوم به عمل آمد و نتایج مرحله دوم نیز با ازمون تی تحلیل گشت که نتایج آن نشان دهنده اثر چشمگیر آموزش دسته واژگان بر مولفه منبع واژگان بود. این بدین معنی است دانشجویان میتوانند با استفاده از دسته واژگان، به طور طبیعی تر نوشته، از منبع واژگان و نیز همنشین های مناسب بهره برده و کیفیت نگارش خویش را ارتقا بخشند .این یافته میتواند برای دانشجویان، مدرسین نگارش، طراحان برنامه درسی و مولفین مواد آموزشی مورد استفاده و موثر باشد.
- چکیده انگلیسی: This study aimed at investigating the applicability of teaching lexical bundles to the writing performance of medical students in an EFL context. Four components of the writing proficiency, namely Task Response (TR), Lexical Resource (LR), Grammatical Range and Accuracy (GRA) and Cohesion & Coherence (CC), were investigated with regard to the effect of teaching lexical bundles. Thirty medical students in the preclinical stage at Shiraz University of Medical Sciences participated and the study was performed through a two-phase procedure. In the first phase, paragraph and essay writing principles were taught after a pretest. The posttest was administered following the treatment. Data were analyzed through T test. The results of the first phase indicated that all components except GRA changed significantly. In the second phase, the students were introduced and exposed to four-word lexical bundles extracted from the medical corpus. Having access to the corpus analysis software, the students could explore the corpus and learn the lexical bundles contextually. They were also given the list of lexical bundles for explicit exposure and were guided to use them appropriately in their writing assignments. The essays assigned following the lexical bundle teaching were regarded as the posttest of the second phase while the posttest of the first phase was regarded as the pretest of the second phase. Data analysis revealed that LR changed significantly and the students were able to benefit from lexical bundles to improve their LR that enabled them to write more naturally and use collocations more appropriately. Students, writing instructors, syllabus designers, and material developers can best benefit from the findings of the present study.
- انتشار مقاله: 26-05-1396
- نویسندگان: Reza Ghafar Samar,Nasrin Shokrpour,Elham Nasiri
- 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: Pragmatics,request,Dictogloss task,consciousness raising task,input/output based tasks,interpersonal vs. linguistic intelligences,requestive downgraders
- چکیده:
- چکیده انگلیسی: As a follow-up to our previous study (i.e., Ahmadi, Ghafar Samar, & Yazdani moghaddam, 2011), we utilized dictogloss (DIG) as an output-based task and consciousness raising (CR) as an input-based task to explore the interaction between the effects of these tasks and EFL learners’ multiple intelligences (MI) on the development of requestive downgraders. Prior to the experiment, 110 Iranian EFL learners were asked to participate in the study to help the researchers develop the instruments, i.e., a recognition and a production test. Also, 43 American native English speakers were employed to provide the baseline data for the development of the recognition test and the instructional materials. To carry out the study, the researchers matched 60 subjects in two groups based on their scores on the Oxford Placement Test (2004) and their inclination to interpersonal or linguistic intelligence. The groups were then randomly assigned to instructional conditions, namely the DIG and CR tasks. These tasks were utilized to implement the instructional treatment in eight sessions. The results revealed no significant differences between the participants in the DIG and CR tasks on the production and recognition measures. Due to the initial differences on the recognition measure, the pretest-posttest mean differences revealed that the DIG task was more effective in the enhancement of learners’ recognition ability. While the effects of MIwere not significant on pragmatic measures, a significant interaction in favor of learners with an inclination to interpersonal and linguistic intelligences was respectively observed for the participants in the DIG and CR tasks.
- انتشار مقاله: 05-01-1392
- نویسندگان: Abdolhossein Ahmadi,Reza Ghafar Samar
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: teacher cognition,mixed-method research design,pedagogical knowledge base,stimulated recall interviews
- چکیده:
- چکیده انگلیسی: Drawing on language teacher cognition research and using a mix-method research design, the present study tried to offer a conceptual framework for the pedagogical knowledge base in English Language Teaching (ELT). The aim was to see what categories of knowledge Iranian English language teachers use in their teaching. Stimulated recall interviews were used with 6 practicing EFL teachers to map out the categories and units of pedagogical knowledge that they drew upon in their teaching practices. At the same time, semi-structured interviews were carried out with 10 Subject Matter Experts (SMEs) and 10 experienced EFL teachers to probe into their judgments and opinions regarding the important domains of pedagogical knowledge for English language teachers. Overall, the findings pointed to a 7 component model of pedagogical knowledge in ELT. The components of this tentative model included Knowledge of Language, Knowledge of Teaching, Knowledge of Learning, Knowledge of Classroom Management, Knowledge of Students, Knowledge of Culture, and Knowledge of Context. The implications of these findings for teacher education programs are discussed at the end.
- انتشار مقاله: 06-12-1390
- نویسندگان: Ramin Akbari,Babak Dadvand,Reza Ghafar Samar,Gholam Reza Kiany
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: English Teachers,institutional identity,high school teachers,teacher efficacy
- چکیده:
- چکیده انگلیسی: Teacher identity has recently been under extensive investigations to understand its impacts on and relationships with classroom variables. Considering the effect identity has on individuals, an immediate relationship is that between teacher identity and an index of an effective teaching, i.e. teacher efficacy. The present study tries to understand the possibility of a direct relationship between the two concepts. 37 English teachers were given an efficacy scale to gauge and rank their efficacy indices. The top 5 participants in teacher efficacy list were then regularly observed during an academic semester and interviewed to study their institutional identity. Meanwhile, similar procedure was conducted for 5 teachers with the least teacher efficacy scores, too. Detailed qualitative analysis of interview transcriptions and observation notes revealed the two groups were distinct regarding their institutional identity. In other words, it was shown that institutional identity and teacher efficacy were positively associated with each other.
- انتشار مقاله: 18-03-1390
- نویسندگان: Reza Ghafar Samar,Gholam Reza Kiany,Ramin Akbari,Hadi Azimi
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Fluency,Accuracy,Complexity,Lexical Density,planning condition,task structure
- چکیده: بررسی اثر
- چکیده انگلیسی: This study focuses on the effect of different variables on the nature of language performance in the context of task-based instruction. The effects of three different tasks with various inherent structures (the personal, the narrative, and the decision-making tasks), two planning conditions (pre-planning and noplanning), and gender on the variables of fluency, accuracy, complexity, and lexical density were investigated. The findings of the study revealed strong effects of planning on all aspects of learners' performances. Also, significant differences were found among the three tasks with the personal and the narrative tasks resulting in better performance than the decision task. No significant differences were found between males and females groups. In addition, interactions were found between task type and planning condition. The findings justifies the integration of planning time and the use of different tasks in writing courses as they clearly promote some aspects of performance.
- انتشار مقاله: 03-01-1389
- نویسندگان: Gholam Reza Kiany,Reza Ghafar Samar,Sakineh Jafari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: Metadiscourse,personal MD,impersonal MD
- چکیده:
- چکیده انگلیسی: The purpose of the present study was to investigate the use of personal and impersonal metadiscourse (MD) by Persian- and English-speaking writers in academic writing. For this purpose, 80 abstracts were selected (40 written by Persian-speaking writers and 40 by English-speaking ones) and analyzed. These abstracts were selected from endocrinology and metabolism journals published during 2010 to 2012. The results of the study indicated that Persian speakers used more impersonal MD while the use of personal MD was higher in English speakers’ written text. Among the four subcategories of impersonal MD, code glosses and references to text/code were used more by Persian speakers, while English speakers used more Phoric markers and discourse labels in their writing. The use of first person plural we as a type of personal MD was more frequent than the first person singular I, and in comparison with Persian speakers, English speakers used nouns as a type of personal MD more in their writing.
- انتشار مقاله: 17-01-1394
- نویسندگان: Reza Ghafar Samar,Shahrzad Amini
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: Collocations,formulaic language,holistic processing,linear mixed-effects modelling (LMM),psycholinguistics
- چکیده: با توجه به افزایش روز افزون علاقهمندی حیطه یادگیری زبان دوم به دانش باهمآیی کلمات، یافتههای تحقیقات بر روی پردازشهای همادین کلیشههای زبانی میتواند از این ایده که این واحدهای زبانی پرداز زبان را بهبود می بخشند حمایت می کند. این مطالعه تفاوت بین پردازش همایندها در زبان اول و زبان دوم را بررسی کرد. یک آزمایش بلندخوانی به گروهی از تکزبانهها و گروهی از دوزبانهها با مهارت بالا داده شد تا زمان واکنش آنها را نسبت به همایندهای همساز در مقایسه با ناهمایندها بررسی کنیم. با در نظر داشتن رویکرد بسامد محور نسبت به همایندها، لیستی از همایندها با بسامد بالا و لیستی از ناهمایندها تهیه شد. فرض بر آن بود که هنگامی که دوزبانهها دارای مهارت زبانی بالا هستند، نرخ پردازش آنها نباید با تکزبانهها تفاوت قابل توجهی داشته باشد. این مطالعه همچنین فرضیات مدل سیستم دوگانه را بررسی کرد. دادهها توسط مدل اثرات آمیخته خطی تحلیل شدند. نتایج آزمایش بلندخوانی نشانگر آن بود که تاثیر باهمآیی قابل ملاحظه نیست، در حالی که پردازش همایندها زمان واکنش پایین تری را در تکزبانهها در مقایسه با دو زبانهها نشان داد، که مغایر فرضیات ما و همراستا با فرضیات مدل سیستم دوگانه است.
- چکیده انگلیسی: With the renewed interest in the field of second language learning for the knowledge of collocating words, research findings in favour of holistic processing of formulaic language could support the idea that these language units facilitate efficient language processing. This study investigated the difference between processing of a first language (L1) and a second language (L2) of congruent collocations. A read-aloud task was administered to monolinguals (Persian) and advanced bilinguals (Persian-English) to assess their reaction time (RT) to collocations in comparison to non-collocations. With respect to the frequency-based approaches to the study of collocations, a list of high frequency items and a second list of non-collocations were compiled. It was hypothesised that when bilinguals are at advanced levels of proficiency their processing rate should not differ significantly from monolinguals. The study also examined the assumptions of dual-route system model (Wray, 2002). The data was analysed using linear mixed-effects modelling. The results suggested no advantage for processing of collocations over non-collocations, whereas collocational processing displayed higher response rate for monolinguals in comparison to bilinguals which contradicted our hypotheses and is in line with dual-route model assumptions.
- انتشار مقاله: 29-01-1396
- نویسندگان: Parastoo Harati Mokhtari,Reza Ghafar Samar,Gholam Reza Kiany
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Nomination,Perspectivation,Political Actor,Political Researcher,Discourse Historical Approach
- چکیده:
- چکیده انگلیسی: Previous literature on the study of identity representation in political discourse has been mainly concerned with the spoken discourse and the representation of self. However, the way different groups of political agents represent others’ identities across languages has not attracted much attention. Using Wodak’s (2007) Discourse Historical approach to CDA, the present study investigates the way EL2 and English speaking political actors and researchers in the context of Iran and the U.S represent others’ identities in their political discourse. Through purposive sampling, 28 English political speeches and columns produced by native and non-native (Persian) speakers of English were selected for analysis. The results of CDA, as well as Chi-square tests of statistical significance, indicated there were differences in the quality and quantity of the strategies employed by the two groups of political agents across language groups. EL2 speakers of English used more implicit, covert, anonymous and less transparent as well as more distant representation strategies than English agents who tended to use more explicit, direct and involved strategies. Implications were drawn for ESP material development at an advanced level.
- انتشار مقاله: 02-07-1398
- نویسندگان: Forouzan Rezaei,Reza Ghafar Samar
- مشاهده