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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Written Corrective Feedback (WCF),Portfolio-keeping Models,Written Feedback Sources/Types,L2 Learners' Proficiency Level,Writing Improvement
- چکیده: ایجاد پوشه کار پنجره ای را می گشاید به سمت شیوه هائی که مدّرسان زبان انگلیسی در پی به کارگیری آن برای ارزشیابی روند رشد مهارت نگارشی و یادگیری فراگیران می باشند. هدف از اجرای این نوآوری آموزشی در پژوهش فعلی، ارتقا تعاملی پویا بین معلّم و فراگیر در ارائه و دریافت بازخورد اصلاحی نوشتاری بوده است. به این منظور، دانشجویان دو کلاس نگارش پیشرفته در مطالعه حاضر شرکت کردند و هر کلاس در معرض یک مدل پوشه کار (توسعه ای - فعّال برایWorking Portfolio Group و نمایشی برای Showcase Portfolio Group) قرار گرفتند، در حالیکه بازخوردهای اصلاحی نوشتاری را از منابع بازخورد سه گانه: از خود به خود (خودارزیابی/ ویراستاری)، از طرف هم کلاسی و توسط معلّم (در دونوع غیر مستقیم- جامع / مستقیم- متمرکز) دریافت می کردند. هر دو گروه بر اساس برآورد میانگین عملکردشان در "آزمون نگارش انگلیسی تافل" با نمراتی که از درس نگارش ترم قبل (دستور زبان پیشرفته و جمله نویسی) کسب کرده بودند به سه سطح مهارت علمی ضعیف، متوسط و قوی تقسیم شدند. نوشته های جمع آوری شده برای نشان دادن روند متفارتی که آنها از بازخوردهای اصلاحی نوشتاری بهره برده بودند تجزیه و تحلیل شد. یافته های به دست آمده نشان داد که فراگیران گروه مدل پوشه کار توسعه ای- فعّال نسبت به این سبک تاثیر پذیری و پیشرفت نگارشی بیشتری داشتند تا دانشجویان گروه مدل پوشه کار نمایشی که ارزشیابی معلّم را با تاخیر دریافت کرده بودند. پس از بحث راجع به نتایج حاصله، پیشنهاداتی در ارتباط با شیوه های به کارگیری بازخورد برای بهبود کیفیّت نگارش و تقویت یادگیری از طریق مهارت نگارش ارائه شده است.
- چکیده انگلیسی: Keeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To this end, two intact classes of EFL university students participated, each experiencing a distinct portfolio-keeping model (working vs. showcase) while receiving WCF from triadic sources (self, peer, & tutor) and varying tutor feedback types (indirect-unfocused vs. direct-focused). Students' performance on "TOEFL Test of Written English"andtheir grades in the previous writing course, namely "Advanced Grammar and Sentence Writing"were averaged out for both groups (Working Portfolio Group/WPG and Showcase Portfolio Group/ SPG) to assign them as low-, medium- and high-proficiency L2 writers. Written products kept in their portfolios were examined to see how differently the participants benefited from WCF sources/types. The findings revealed that WPG participants were more responsive to the working portfolio model than those in SPG who received delayed tutor evaluation in showcase portfolio approach. The article concludes with some pedagogical implications on how to use feedback to improve the quality of revised written texts and to support learning through writing.
- انتشار مقاله: 14-10-1398
- نویسندگان: Mojgan Hamidnia,Saeed Ketabi,Zahra Amirian
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Teacher Education,Core Reflection,Theoretical Knowledge,Pedagogical Practice,Reflection Levels,Reflection Phases
- چکیده:
- چکیده انگلیسی: This study was an attempt to examine the levels of teacher activity and reflection phases Iranian prospective language teachers go through in a way to put into practice the concepts and theories explored on campus within their workplace. To this end, Core Reflection Model was practiced by drawing on reflective journals, focus group discussions, and field notes collected over a four month period. The findings indicated that reflections on all six levels of the core reflection model took place mostly being on the level of convictions or beliefs, followed by competencies, behavior, environment, identity, and mission. Moreover, through the movement of reflection among the five phases, a shift from the second phase, looking back at action, to the third one, awareness of essential aspects, was observed and held on to the last phase; the reason could be the lack of mentorship and supervisory interventions for promoting guided reflection practice for prospective teachers in English language teacher education in Iran. In general, utilizing core reflection model in language teacher education for prospective teachers seems to be successful, because the model fostered the reflection of language teachers on all levels and phases and could empower them in their practice.
- انتشار مقاله: 03-05-1396
- نویسندگان: Bahareh Khazaeenezhad,Mansoor Tavakoli,Zahra Amirian
- مشاهده
- جایگاه : پژوهشی
- مجله: Reviews in Clinical Medicine
- نوع مقاله: Journal Article
- کلمات کلیدی: Allergy,Vitamin D,atopy
- چکیده:
- چکیده انگلیسی: Recent studies have reported a relationship between vitamin D and atopic diseases such as asthma, allergic rhinitis, and atopic dermatitis, which is due to the recently discovered vitamin D receptors on many immune system cells. Among all atopic diseases, asthma has been studied the most in this regard. However, the role of vitamin D in other atopic diseases such as allergic rhinitis and atopic dermatitis is a matter of controversy. In this paper, we review the literature on the association between atopic diseases and vitamin D level with a focus on the childhood period. As of today, the role of vitamin D in atopic march is not clear and studies show controversial results. Therefore, further studies with adequate sample sizes and correction for perplexing factors are needed since this could be an innovative treatment in atopic children. It is also advisable to examine high-risk groups of children for vitamin D deficiency.
According to the extracted data, vitamin D has a protecting effect against atopic diseases. At the same time, no evidence was found for such an association in some studies, thus, further studies are needed to clarify this issue.- انتشار مقاله: 17-03-1397
- نویسندگان: Zahra Amirian,Fatemeh Behmanesh,Elahe Heidari
- مشاهده
- جایگاه : پژوهشی
- مجله: Reviews in Clinical Medicine
- نوع مقاله: Journal Article
- کلمات کلیدی: Allergy,Vitamin D,atopy
- چکیده:
- چکیده انگلیسی: Recent studies have reported a relationship between vitamin D and atopic diseases such as asthma, allergic rhinitis, and atopic dermatitis, which is due to the recently discovered vitamin D receptors on many immune system cells. Among all atopic diseases, asthma has been studied the most in this regard. However, the role of vitamin D in other atopic diseases such as allergic rhinitis and atopic dermatitis is a matter of controversy. In this paper, we review the literature on the association between atopic diseases and vitamin D level with a focus on the childhood period. As of today, the role of vitamin D in atopic march is not clear and studies show controversial results. Therefore, further studies with adequate sample sizes and correction for perplexing factors are needed since this could be an innovative treatment in atopic children. It is also advisable to examine high-risk groups of children for vitamin D deficiency.
According to the extracted data, vitamin D has a protecting effect against atopic diseases. At the same time, no evidence was found for such an association in some studies, thus, further studies are needed to clarify this issue.- انتشار مقاله: 17-03-1397
- نویسندگان: Zahra Amirian,Fatemeh Behmanesh,Elahe Heidari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Foreign Language Teaching and Translation Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Writing Ability,Achievement,portfolio assessment,Metadiscourse knowledge,Performance testing
- چکیده:
- چکیده انگلیسی: This paper aimed at probing the implementation of portfolio assessment in the writing classroom in an attempt to examine its effect(s) on EFL learners’ metadiscourse awareness. It addressed the following questions: Does portfolio assessment as a teaching technique have positive wash back effect on the participants’ achievement in their writing ability in an academic context? And to what extent do the students develop metadiscourse awareness in their writing by the treatment of portfolio assessment?
The participants were the students of English literature enrolled for their composition course. After being homogenized for their proficiency level, they were randomly divided into an experimental group (EG) and a control group (CG). As the treatment, portfolio assessment was employed as the teaching technique for the experimental group. Data was then subjected to different statistical procedures. The results of data analysis revealed that the participants in the EG outperformed those in the CG with regard to the achievement in their overall writing ability. Second, based on chi-square results, participants in the EG used metadiscourse markers more correctly and efficiently compared with those in the CG. The results of the present study may have some implications for teaching of writing to EFL learners.- انتشار مقاله: 30-08-1390
- نویسندگان: Mansoor Tavakoli,Zahra Amirian
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: theme,Paratext,Preface,Translators,(In)visibility
- چکیده: اگرچه تحقیقات حاضر درک ما را در رابطه با مسایل جامعه شناختی ترجمه، از قبیل پیشگفتارهای مترجمان، افزایش داده، اما کمبود مطالعات در رابطه با زبان هایی مثل فارسی که گسترش کمتری دارند عمیقا احساس می شود. در راستای پر کردن این شکاف، مطالعه حاضر در صدد بررسی پیدایی مترجمان رمان های ایرانی از منظر فرامتن ها برآمده است. عوامل فرامتنی، خصوصا پیشگفتار،از جمله باارزش ترین تفسیرهای شخصی مترجمان بوده که فرصتی را برای ارتباط مستقیم با خوانندگان فراهم ساخته و جایگاه و حضور آنان را در حرفه خودشان برجسته می سازد. دادده های این بررسی، که شامل 300 رمان ترجمه شده از انگلیسی به فارسی می باشد، از طریق تکنیک نمونه گیری دردسترس انتخاب شد. این مجموعه گستره وسیعی از نویسندگان انگلیسی و مترجمان ایرانی را درمی گیرد. پیشگفتارهای مترجمان با استفاده از فرایند «تحلیل محتوایی» چندین مرتبه مورد بررسی قرار گرفت و الگوهای معنادار آنها استخراج شد و نهایتا به چند عنوان کلی با محتوای یکسان طبقه بندی شد. نتایج نشان داد که نبست زیادی از موضوعات استخراج شده از پیشگفتارهای مترجمان مرتبط با نویسندگان اصلی و آثار آنان می باشد. در نتیجه، این نظرات، حتی تحت عنوان نام مترجم هم، تاثیر چندانی در افزایش پیدایی آنها در کارشان نداشته است. این مطالعه پیامدها و مضامینی برای مترجمان تازه کار در رابطه با جایگاه و انعکاس صدایشان در ترجمه هایشان به همراه خواهد داشت.
- چکیده انگلیسی: Although the existing research has advanced our understating of sociological issues such as translators’ prefaces, a paucity of studies into languages of limited diffusion, including Persian is strongly felt. To partly fill this gap, this study aims to explore Iranian fiction translators’ (in)visibility from the perspective of paratexts. Paratextual elements, especially prefaces, are among the most privileged translators' commentaries that provide opportunities for translators to have a direct contact with readers and foreground their presence and status in their profession. Drawing on a convenience sampling technique, the corpus of the study comprised the prefaces of 300 Persian translated works of fiction from English. The corpus under investigation encompassed a wide spectrum of English writers and Persian translators. The prefaces of the translations were analyzed in accordance with the “thematic analysis” procedure, where the prefaces were examined multiple times, and meaningful patterns were extracted and grouped under several headings sharing the same content. The results showed that a large proportion of the extracted themes from translators’ prefaces elaborated on introducing the original authors and their source texts. Consequently, these commentaries, even under the translators' name, did not significantly contribute to highlighting the visibility of translators within their work. This study may provide implications for novice translators regarding their stance and voice in their translations.
Keywords: Preface, Paratext, Theme, Translators, (In)visibility.- انتشار مقاله: 28-10-1398
- نویسندگان: Ameneh Yari,Zahra Amirian,Mohammad Amiryousefi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: L2 reading,Interest-based Materials,Student Interest,Learners'' Performance,Interest- Based Language Teaching (IBLT),
- چکیده: علاقه نقش مهمی در یارگیری و آموزش زبان دادر. این تحقیق نقش و میزان تاثیر استفاده از مطالب مطابق علاقه انتخاب شده را بر عملکرد دانشجویان در یادگیری زبان دوم (انگلیسی) بررسی می کند. تحقیق حاضر همچنین به بررسی تفاوت مابین عملکرد دانشجویان پسر و دختر در یادگیری مطالب در زمانی که مطالب مطابق علاقه انتخاب می شوند می پردازد.این تحقیق بر روی 60 نفر دانشجو رشته پرستاری انجام شده است که در رشته پرستاری مشغول به تحصیل بوده اند. برای یافتن پاسخ به سوالات این تحقیق از پرسشنامه و آزمون استفاده شده است. نتایج بدست آمده از این تحقیق نشان می دهد که استفاده از مطالب مطابق علاقه انتخاب شده بر عملکرد دانشجویان در یادگیری زبان دوم تاثیر مثبت و اصلاح کننده دارد. این نتایج همچنین نشان می دهند که جنسیت دانشجویان در میزان این تاثیرگذاری نقش موثری دارد، هرچند میزان این تاثیرگذاری در حد معناداری نیست. بنا بر نتایج بدست آمده از این تحقیق به پژوهشگران، مدرسان و برنامه درسی نویسان دروس زبان انگلیسی در دانشگاهها توصیه می شود که از مطالب مورد علاقه دانشجویان بعنوان مطالب درسی استفاده کنند و مفید بودن این موضوع را در اصلاح روند یادگیری زبان انگلیسی برای دانشجویان مورد توجه قرار دهند.
- چکیده انگلیسی: Interest plays a key role in education and language learning. This study investigated if selecting and using interest-based instructional materials could impact learners' performance in L2 reading. It also examined whether there were meaningful differences between male and female learners' performance, concerning the use of interest-based materials. Sixty first-grade university students participated in the study. To answer the research questions, a quantitative method using the 'interest survey questionnaire' and the 'achievement test,' was employed. The collected data were compared and analyzed using t-test, and through SPSS. The results revealed that the use of Interest-Based Language Teaching (IBLT) made a significant contribution to the improvement of learners' performance in L2 reading. They also revealed some interaction of interest and gender, not at significant level though, with respect to the learners' performance in learning. Thus, language teaching researchers, teachers, and particularly material developers are suggested to notice the use and importance of applying interest-based materials in L2 teaching. They should be aware that such materials can lead to better performance in L2 learning.
- انتشار مقاله: 13-01-1396
- نویسندگان: Majid Asgari,Saeed Ketabi,Zahra Amirian
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Audiovisual Translation (AVT),Subtitling,Gottlieb’s Model,Film,Awards-Winning Dramas
- چکیده:
- چکیده انگلیسی: The increasing impact of audiovisual media and film industry in particular has led researchers to think of audiovisual translation strategies. Huge investments in film industry need global markets. Hence, there is a need for qualified translations and systematic studies dedicated to this area are in great demand. This study aims to investigate translation strategies adopted in the translation of two awards-winning dramas. The selection criterion is based on winning international awards or compliments received in the target community. Although some may argue that these successes are rooted in the selected movies’ ideologies, the role of an accurate translation in transferring such elements is undeniable. The present study analyzes the translation strategies employed in the subtitled version of the following films: A Separation and I Daniel Blake. The theoretical framework of the current study is based on Gottlieb’s (1992) Classification of Interlingual Subtitling. The obtained results depicted that except dislocation and transcription, all Gottlieb’s strategies were applicable. The results also showed that the film’s genre plays an influential role in translators’ decisions. As these films were warmly welcomed by the target audiences, the frequent translation strategies will be useful and practical for the future of audiovisual translation industry.
- انتشار مقاله: 01-06-1397
- نویسندگان: Behnam Rezvani Sichani,Muhammad Amiryousefi,Zahra Amirian
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: self-regulation,Willingness to Communicate,Communication Apprehension,Self-perceived Communicative Competence,need for closure,Tolerance of ambiguity,aggression
- چکیده:
- چکیده انگلیسی: This study aimed at investigating the relationship between Willingness to Communicate and EFL learners’ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, Need for Closure, Tolerance of Ambiguity as well as Aggression. The participants of this study were 300 (197 female and 103 male) Iranian EFL learners of English language institutes in Isfahan. To fulfill the purpose of the study, participants were asked to answer seven questionnaires on Willingness to Communicate (WTC), Communication Apprehension (CA), Self-perceived Communicative Competence (SPCC), Self-regulation (SR), Need for Closure (NFC), Tolerance of Ambiguity (TA) and Aggression (Agg). The results of Structural Equation Modeling confirmed previous studies on the relationship between EFL learners’ WTC and SPCC as well as CA asserting that WTC was positively correlated with SPCC and negatively with CA. It was also found that WTC positively correlated with TA. However, the findings revealed no relationship between WTC and SR, NFC and Agg. This study had implications for EFL learners and teachers regarding the factors influencing WTC in language classrooms.
- انتشار مقاله: 11-01-1398
- نویسندگان: Zahra Amirian,Zeinab Karamifar,Manijeh Youhanaee
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: APLL (Academy of Persian Language and Literature),Acceptability,Neologism,Terminology,Implantation
- چکیده:
- چکیده انگلیسی: The present study investigates the implantation of political science terminology approved by the Academy of Persian Language and Literature (APLL) in the Hamshahri corpus made up of news text from Hamshahri newspaper and their acceptability among MA students of English translation studies (ETS), English literature (EL), and Political science (PS). To conduct this research the frequencies of the political terms approved by the APLL with their competing terms were compiled from the corpus. For analyzing another group of terms without competing terms, 90 MA students were purposively selected from the abovementioned majors. Accordingly, a 60-item 5-point Likert Scale questionnaire (including 60 political terms) along with an open-ended question were administered. The implantation coefficients (IC) of the first group of the terms with competing terms indicate that the factors such as conciseness and derivative capabilities result in higher IC. The descriptive results indicated that around two third of the ETS and EL students agree with the APLL-approved political science terms, while less than half of the PS students accept these neologisms. Moreover, the Chi-Square test (value of 92.000, p= 0.000 < 0.05) revealed that there is a correlation between the level of agreement and the major. In addition, Cramer’s V test result with the value of 0.092 indicated a weak correlation between the academic major and the attitude. Finally, analysis of the open-ended question showed that conciseness, transparency, morphological well-formedness, and familiarity with neologisms were the main reasons for agreeing or disagreeing with them.
- انتشار مقاله: 27-02-1395
- نویسندگان: Akbar Hesabi,Zahra Amirian,Javad Nazari
- مشاهده