حسن سودمند افشار

حسن سودمند افشار

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۱۷ مورد از کل ۱۷ مورد.
۱.

Criticality in EAP Education in Iran: a missing link(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۰, Fall & Winter ۲۰۲۱ 333 - 350

کلید واژه ها: EAP EAP teachers and students critical EAP inhibitors facilitators

حوزه های تخصصی:
تعداد بازدید : 498 تعداد دانلود : 737
Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, 40 EAP teachers and 150 EAP students were selected based on convenience sampling. The study drew on both qualitative and quantitative approaches as the participants completed a researcher-made questionnaire and attended an interview. The quantitative and qualitative data were analyzed through descriptive statistics and independent-samples t -tests and inductive content analysis respectively. The quantitative results indicated that Iranian EAP classes (from both teachers and students’ views) suffered low levels of criticality and that there was a significant difference between teachers’ and students’ perspectives on the existence of criticality in EAP classes. The qualitative findings also confirmed EAP teachers’ low familiarity with criticality in EAP courses. The inhibitors and facilitators in the journey towards criticality were finally identified based on the teachers’ perspectives. 
۲.

EFL Learners’ Language Learning Strategy Use, Instrumental Motivation, Self-efficacy, Self-regulation, Autonomy, and L2 Achievement: A SEM Analysis(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۱ , N. ۴ , ۲۰۲۲ 133 - 160

کلید واژه ها: Language Learning Strategy use instrumental motivation Self-Efficacy self-regulation autonomy L2 Achievement

حوزه های تخصصی:
تعداد بازدید : 635 تعداد دانلود : 162
The idea that individual characteristics impact the language learning process has led scholars to consider various aspects in relation to learners and their learning. The current study explored the associations among EFL learners’ language learning strategy use, instrumental motivation, self-efficacy, self-regulation, autonomy, and L2 achievement. To do this, 220 Iranian EFL learners (95 males and 125 females) took part in the study by filling out five questionnaires related to the abovementioned variables. The learners’ GPAs were also collected and adjusted and regarded as their L2 achievement. Structural equation modeling (SEM) was performed to examine the causal relationships among the variables. The results showed that the use of language learning strategies, self-efficacy, and autonomy were significant positive predictors of L2 achievement. However, instrumental motivation and self-regulation did not predict L2 achievement. Furthermore, L2 achievement had the highest positive association with autonomy and the lowest positive association with self-regulation. The results are discussed in detail and the implications are presented.
۳.

Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۲ , ۲۰۲۱ 89 - 110

کلید واژه ها: Critical teacher education course critical language teacher identity Critical Pedagogy EFL Teachers Identity

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تعداد بازدید : 650 تعداد دانلود : 595
The importance of language teacher identity has been widely recognized recently as teachers’ professional development is highly influenced by the ways teachers view themselves. Critical orientation towards identity has also received considerable attention recently. The present study, thus, investigated the effect of a Critical Teacher Education Course (CTEC) on EFL teachers’ identity (re)construction. The participants included thirteen teachers who were first interviewed using a 20-question interview checklist whose items enabled the researchers to elicit teachers’ professional identity with a focus on critical pedagogical orientation. The teachers then attended an in-service CTEC held for ten sessions. The course was primarily dialogue-based where different premises of transformative education and critical pedagogy were introduced and discussed. This was followed by the second interview session in which the teachers were asked the same questions as the first interview. In the meantime, the teachers were also required to critically reflect on their classroom practices through reflective journals. The data were subjected to content analysis (inductive category development). The findings revealed that prior to their participation, the teachers viewed teaching English as a neutral act unaffected by contextual factors, whereas after the CTEC, they became more aware of the social, cultural, economic and political factors that might affect the whole process. Secondly, compliance with the rules and regulations, policies, and the status quo marked teachers' identities. However, they changed to more integrative teachers with critical orientations after CTEC. The findings might imply that EFL teacher training/education programmes become more localized, dialogic, interaction-based, negotiation-oriented and integration-driven.
۴.

An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 Achievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم مرداد و شهریور ۱۴۰۰ شماره ۳ (پیاپی ۶۳) ۱-۲۴

کلید واژه ها: EFL Learners Language Learning Strategies language learning strategy instruction less successful learners L2 Achievement

حوزه های تخصصی:
تعداد بازدید : 811 تعداد دانلود : 195
The present study investigated the impact of language learning strategy instruction on the enhancement of less successful Iranian English as a Foreign Language (EFL) learners’ L2 achievement. To this end, 40 less successful EFL students took part in the study, 20 of whom were trained based on CALLA (Cognitive Academic Language Learning Approach) and the rest formed the control group. A complete TOEFL PBT test was administered to the 40 participants of the study to homogenize them in terms of language proficiency.The results of two independent samples t-tests and two separate paired samples t-tests indicated that explicit strategy instruction had a significant positive impact on L2 achievement of less successful Iranian EFL learners as the participants in the experimental group significantly outperformed their counterparts in the control group. The results of the current study might contribute to the educational policymakers, materials writers, syllabus designers, curriculum developers, and foreign language teachers to incorporate learning strategies in their policies, curricula, syllabi, materials, and instructional tasks if they intend to boost EFL learners’ L2 achievement.
۵.

The Role of Task Complexity and Working Memory Capacity in L2 Accuracy and Fluency(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۷, Spring & summer ۲۰۲۱ 389 - 416

کلید واژه ها: task-based language teaching argumentative task task complexity working memory Accuracy fluency

حوزه های تخصصی:
تعداد بازدید : 446 تعداد دانلود : 506
This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was operationalized by designing differing tasks along the +/- reasoning and the +/- few elements dimensions. Eighty Iranian EFL learners (40 lower-intermediate and 40 advanced) carried out argumentative tasks which differed in complexity level. Working memory capacity was measured by applying the Persian translation of Wechsler's (1987) working memory test, and task performance was measured in terms of accuracy and fluency. The results revealed that for lower-intermediate learners, task complexity led to decrease in accuracy in the complex tasks, while fluency was boosted in simple task condition. For advanced learners, task complexity resulted in improved accuracy, while fluency decreased in complex condition. The results of multivariate analyses revealed that learners' language performance in the complex group significantly differed from that of the simple group on the combined dependent variables for both lower-intermediate and advanced learners. There was no significant correlation between working memory and any performance measures.
۶.

نقد و بررسی کتاب ویژن 3 با تمرکز ویژه بر تحلیل حقوق محور و فرهنگ(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و ترجمه سال پنجاه و سوم زمستان ۱۳۹۹ شماره ۴ 97 - 133

کلید واژه ها: ویژن 3 تحلیل حقوق فرهنگ بومی سازی دانش آموزان و معلمان زبان انگلیسی

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پژوهش حاضر بخشی از پروژه ای در ارزیابی بسته آموزشی کتاب جدیدالتألیف زبان انگلیسی پایه دوازدهم موسوم به ویژن 3 با رویکرد تحلیل حقوق و بررسی مقوله فرهنگ در کتاب است. طرح پژوهش به صورت ترکیبی (استفاده از هر دو روش کمی و کیفی) است. بدین منظور، نخست 200 معلم شامل 117 مرد و 83 زن و 200 دانش آموز پایه دوازدهم شامل 93 مرد و 107 زن از میان معلمان و دانش آموزان سراسر کشور به صورت نمونه های در دسترس انتخاب شدند. این افراد پرسش نامه محقق ساخته پنجاه و شش گویه ای در مقیاس لیکرت را که مورد روایی و پایایی سنجی قرار گرفت به دو روش برخط و کاغذی تکمیل نمودند. از میان این شرکت کنندگان، 15 معلم شامل 8 مرد و 7 زن و 15 دانش آموز شامل 7 مرد و 8 زن به صورت تصادفی با اخذ رضایت در مصاحبه ای نیمه ساختاریافته شرکت کردند. همچنین، پژوهشگران با استفاده از معیارهایی به بررسی ذهنی و تفصیلی کتاب ویژن 3 از منظر تحلیل حقوق و مقوله فرهنگ پرداختند. نتایج آمار توصیفی به دست آمده از تحلیل عاملی پرسش نامه و مصاحبه و همچنین نتایج ارزیابی ذهنی محققان نشان داد که علی رغم ادعای به کارگیری رویکرد ارتباطی در طراحی کتاب، بسته آموزشی ویژن 3 دارای نقاط ضعف جدی است. عدم توجه به نیازها و حقوق معلمان و دانش آموزان در نگارش کتاب، داشتن رویکرد تولیدکننده و مصرف کننده در تولید بسته آموزشی، افراط در بومی سازی و ایرانیزه کردن مقوله فرهنگ و عدم اصالت زبانی مطالب کتاب از نقاط ضعف عمده این کتاب محسوب می شود. بنابراین توصیه می شود که دست اندرکاران و سیاست گذاران تهیه و تدوین و همچنین مؤلفان محترم کتاب ویژن 3، دست کم در مراحل ویرایش کتاب، از نظرات معلمان و دانش آموزان در جهت تقویت نقاط ضعف مذکور، بهره ببرند.
۷.

Students’ Needs or Teachers’ Wishes? A Triangulated Survey of Medical EAP in Iranian Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۲, No. ۲, ۲۰۲۰ 225 - 260

کلید واژه ها: Needs students’ perception teachers’ perception medical EAP subject-matter teachers EGP teachers

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تعداد بازدید : 600 تعداد دانلود : 485
Mixed in method, the present study investigated whether there was any significant difference between students’and teachers’perceptions of Iranian medical English for Academic Purposes (EAP) students’ language needs. In so doing, 220 EAP students of medicine, 30 subject-matter teachers of EAP, and 20 teachers of English for General Purposes (EGP) teaching medical EAP completed a Likert-scale questionnaire. Fifty of the students and 20 of the teachers also attended a semi-structured interview. The results of both descriptive statistics and inferential statistics indicated that, overall, there was a significant mismatch between the students’and the teachers’perceptions of medical EAP students’ needs. However, both teachers and students perceived reading comprehension as the most important language skill. Moreover, the students, in general, were found not to be satisfied with the EAP program presented to them. The results might prove fruitful for curriculum designers, materials developers, and teachers in (medical) EAP contexts to hear students’voices and to incorporate them in their programs, syllabi, and teaching.
۸.

English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۸ , N. ۱ , ۲۰۱۹ 78 - 114

کلید واژه ها: Critical Pedagogy Reflective teaching EFL Teachers Perception Classroom Implementation

حوزه های تخصصی:
تعداد بازدید : 801 تعداد دانلود : 261
The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers’ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation. The instruments adopted for data collection purposes included the CP Questionnaire developed by Pishvaei and Kasaian (2013) and the RT Inventory developed by Akbari, Behzadpour and Dadvand (2010) which were validated through pilot-testing and factor analysis. Then, the CP Classroom Observation Checklist, was developed by the researchers and was viewed by an expert. The results of one-way ANOVA showed that there were significant differences among the three groups of university, school, and language institute EFL teachers regarding CP perception. Also, the results of Pearson correlation showed a significant relationship between participants' perception of CP and RT. Moreover, the results of Factorial ANOVA indicated that gender and teaching experience did not significantly differentiate the participants concerning CP perception; however, academic degree did so. Furthermore, the results of Independent Samples t-test revealed significant differences between the participants' reported perception of CP and their actual classroom implementation of it. The findings of the study might imply that English teachers should be equipped with the knowledge of how to put CP into practice in actual classroom settings in addition to the propositional knowledge of the concept.
۹.

EFL Teachers' Critical Consciousness: The Role of Gender, Age, Academic Degree, Teaching Experience and Workplace(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۱, No. ۱, ۲۰۱۹ 57 - 92

کلید واژه ها: Critical Consciousness Gender Age Academic Degree EFL Teachers workplace

حوزه های تخصصی:
تعداد بازدید : 66 تعداد دانلود : 615
The study investigated EFL teachers’ current level of critical consciousness as well as their beliefs about the educational context where they taught. The study also explored how gender, teaching experience, workplace, and academic degree differentiated the participants with regard to their critical consciousness. Drawing upon the related literature and the existing questionnaires in the field, we designed and validated a questionnaire applying technical statistical procedures (e.g., confirmatory factor analysis). The questionnaire was then completed by 310 English teachers teaching in different language institutions across the country. The findings revealed that, in general, EFL teachers’ current level of critical consciousness was above average. However, they believed that the educational context did not encourage and cultivate in them critical consciousness. It was also found that, contrary to expectations, the academic degree did not differentiate teachers in this regard. Moreover, male and female teachers were found not to be significantly different in their critical consciousness. The theoretical and pedagogical implications are discussed in the paper.
۱۰.

A Genre Analysis of the Introduction Section of Applied Linguistics and Chemistry Research Articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۱, No. ۱, March ۲۰۱۸ 163-214

کلید واژه ها: Genre Analysis Move structure Introduction Research Articles Applied linguistics Chemistry

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تعداد بازدید : 996 تعداد دانلود : 265
This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales’ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one discipline, but completely absent in another. Finally, based on the results, some implications were presented to postgraduate students and novice researchers in Chemistry and Applied Linguistics to help them write effective research articles in their field. The findings of the study could also provide some practical implications for the EAP teachers to help their students become better writers. In addition, some suggestions were presented to genre analysts to help them obtain more dependable results when analyzing the generic structure of various sections of research articles.
۱۱.

Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۷, Issue ۳, fall ۲۰۱۸ 169 - 210

کلید واژه ها: professional development Perception low-experienced teachers high-experienced teachers model development and validation

حوزه های تخصصی:
تعداد بازدید : 646 تعداد دانلود : 408
The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed and pilot-tested (i.e. subjected to exploratory factor analysis) with 82 similar EFL teachers. The questionnaire was then expert viewed and administered to all the 200 participants of the study and was subjected to another factor analysis to ensure its validity and reliability more comprehensively. The findings yielded a valid model or inventory for assessing EFL teachers’ perceptions of professional development.  The results also revealed that the participants perceived professional development enhanced their pedagogical knowledge, improved students’ learning outcomes, and helped them understand their own pedagogical weak points and strong points and those of their colleagues. Furthermore, the results of chi-square analyses indicated that high-experienced teachers had significantly more positive perceptions of professional development than their low-experienced counterparts. The results of the current study yielded a valid and reliable model for measuring English teachers’ perception of professional development which can be adopted safely by other similar studies. The findings might also contribute to policymakers and managers of language institutes to establish proper professional development activities for their teachers which might consequently lead to learners’ improvement in learning.
۱۲.

EFL Teachers’ Beliefs and their Actual Classroom Practices: Any Difference?(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, No. ۲, ۲۰۱۷

کلید واژه ها: Teachers’ beliefs teachers’ classroom practices high school teachers language institute teachers EFL Teachers

حوزه های تخصصی:
تعداد بازدید : 331 تعداد دانلود : 117
The present study investigated the possible difference between EFL teachers’ beliefs and their actual classroom practices. To this end, 210 Iranian EFL teachers (103 teachers from high schools and 107 from language institutes) participated in the study. The 45-item Likert-scale Beliefs About Language Learning Inventory (BALLI) developed originally by Horwitz, (1985) and validated by Kasraee Nejad (2014) for the context of Iran and an observation checklist, devised and validated by the researchers, comprised the data collection instruments adopted in the current study. The results of paired t-test revealed statistically significant differences between beliefs of Iranian EFL teachers and their actual classroom practices. Moreover, the results of Independent Samples t-test indicated that the two groups of high school and language institute teachers were significantly different with regard to their beliefs on language learning. In addition, the results of Chi-square analysis demonstrated 43 out of 45 teachers’ specific beliefs were significantly different from their actual classroom practices. In the light of the findings of the present study, educational policy makers and managers in both high schools and language institutes are recommended to introduce ways to raise EFL teachers’ awareness of their beliefs to enhance their efficiency in their actual classroom practices.
۱۳.

بررسی و نقد کتاب «زبان انگلیسی پایه اول دوره اول متوسطه» با تکیه بر جنبه های تحلیل گفتمان انتقادی: نمود جنسیت و قدرت(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهشنامه انتقادی متون و برنامه های علوم انسانی سال پانزدهم پاییز ۱۳۹۴ شماره ۳ (پیاپی ۳۶)

کلید واژه ها: جنسیت ارزیابی روابط قدرت کتاب 7 فهرست ارزیابی

حوزه های تخصصی:
  1. حوزه‌های تخصصی زبان شناسی علوم مرتبط آموزش زبان دوم
  2. حوزه‌های تخصصی زبان شناسی نقد و بررسی کتاب
تعداد بازدید : 601 تعداد دانلود : 784
مطالعه حاضر با استفاده از روش پژوهش ترکیبی کتاب زبان انگلیسی پایه اول دوره اوّل متوسطهProspect 1) یا به اختصار کتاب 7( را بررسی کرده است. 21 معلم کتاب 7، پرسشنامه ای 23 سوالی در مقیاس لیکرت را که بر اساس ده فهرست معتبر ارزیابی کتب آموزش زبان انگلیسی تهیه شده و روایی آن مورد تأیید و قضاوت متخصصین رشته قرار گرفته بود، تکمیل نموده و ده نفر از آنها به طور تصادفی انتخاب شده و با اخذ رضایت شان، در مصاحبه ای نیمه ساختار یافته شرکت نمودند. همچنین محقق با استفاده از 23 معیار مذکور به بررسی ذهنی و تفصیلی کتاب 7 مخصوصاً از نظر وجود/عدم وجود تعصب جنسیتی و برابری/نابرابری روابط قدرت در مطالب کتاب پرداخت. نتایج آمار توصیفی حاصله از پرسشنامه و تحلیل محتوای مصاحبه ها نشان داد هر چند کتاب از نقاط قوت نسبی برخوردار است، نقاط ضعف جّدی مانند واقعی و طبیعی نبودن برخی از مطالب، ارائه یکسویه و متعصّبانه مقوله فرهنگ، عدم جذابیت مطالب و موضوعات، محدود بودن موقعیت های موجود در کتاب (به درس و کلاس و مدرسه) است. همچنین نتایج تحلیل استنباطی (خی دو) نشان داد، کتاب 7 در بیان جنسیت در مطالب و تصاویر به طور معناداری به نفع مردان معتصب است.
۱۴.

مقاله به زبان انگلیسی: رابطه میان استفاده از راهبردهای شنیداری، اضطراب آزمون و عملکرد آزمون شنیداری فراگیران ایرانی سطوح متوسطه و پیشرفته ی زبان انگلیسی به عنوان زبان خارجی (Listening strategy use, test anxiety and test performance of intermediate and advanced Iranian EFL learners)(مقاله علمی وزارت علوم)

نویسنده:
منبع: تحقیقات کاربردی زبان انگلیسی بهار و تابستان ۱۳۹۳ شماره ۶

کلید واژه ها: متوسطه اضطراب آزمون استفاده از راهبردهای شنیداری عملکرد آزمون شنیداری پیشرفته فراگیران زبان انگلیسی به عنوان زبان خارجی

حوزه های تخصصی:
تعداد بازدید : 481 تعداد دانلود : 170
یادگیری یک زبان خارجی از طرفی با نوعی دانش راهبردی و از طرف دیگر با سطحی از اضطراب آزمون ارتباط دارد، اگرچه معمولا داشتن اندکی اضطراب آزمون طبیعی است. مطالعه اخیر به بررسی رابطه میان استفاده از راهبردهای شنیداری، اضطراب آزمون و عملکرد آزمون شنیداری فراگیران ایرانی سطوح متوسطه و پیشرفته ی زبان انگلیسی به عنوان زبان خارجی پرداخت. بدین منظور 80 فراگیرایرانی زبان انگلیسی ( 40 نفر در سطح متوسطه و 40 نفر در سطح پیشرفته ) در این تحقیق شرکت نمودند و پرسشنامه ی استفاده از راهبردهای شنیداری لی (1997)، مقیاس اضطراب آزمون ساراسون(1975) و دو مونولوگ از عملکرد آزمون شنیداری که از بخش شنیداری تافل TOEFL ETS)) انتخاب شده بود را کامل نمودند. نتایج آزمون همبستگی پیرسون نشان داد که بین اضطراب آزمون وعملکرد آزمون شنیداری رابطه منفی معنی دار و بین استفاده از راهبردهای شنیداری و عملکرد آزمون شنیداری رابطه مثبت معنی داری وجود دارد.همچنین نتایج تحلیل رگرسیون چندگانه نشان داد که استفاده از راهبردهای شنیداری پیش بینی کننده ی بهتری برای عملکرد آزمون شنیداری است.به علاوه نتایج آزمون تی مستقل نشان داد که بین فراگیران ایرانی سطوح متوسطه وپیشرفته ی زبان انگلیسی در میزان استفاده از راهبردهای شنیداری و میزان اضطراب آزمون تفاوت معنی داری وجود دارد.
۱۵.

بررسی تطبیقی استفاده از عبارات احتیاط آمیز در بخش های مقدمه و بحث مقالات پژوهشی نویسندگان ایرانی و غیر ایرانی انگلیسی رشته های کشاورزی(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و ترجمه سال چهل و هفتم پاییز ۱۳۹۳ شماره ۳

کلید واژه ها: مقدمه بحث نویسندگان ایرانی عبارات احتیاط آمیز مقالات پژوهشی کشاورزی نویسندگان غیر ایرانی

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تعداد بازدید : 625 تعداد دانلود : 757
مطالعه حاضر، با استفاده ازتحلیل پیکره و مصاحبه، به بررسی شباهت ها و تفاوت های موجود در استفاده از راهبردهای احتیاط آمیزدر بخش های مقدمه و بحث مقالات پژوهشی نویسندگان ایرانی و غیر ایرانی مقالات انگلیسی رشته های کشاورزی می پردازد. بدین منظور، پیکره ای مشتمل بر چهل مقالهٌ کشاورزی (بیست مقاله انگلیسی کشاورزی از نویسندگان ایرانی و بیست مقاله از نویسندگان غیر ایرانی) انتخاب شد. جمع آوری داده های پیکره بر اساس طبقه بندی پیشنهاد شده توسط سلگر- مایر (1994) صورت گرفت. داده ها از طریق نرم افزارSPSS وبا استفاده ازآمار توصیفی و روش آماری مجذور کای(خی دو) مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که تفاوت معنی داری بین فراوانی استفاده از عبارات احتیاط آمیزدر بخش های مقدمه وبحث مقالات نویسندگان ایرانی و غیر ایرانی مقالات انگلیسی رشته های کشاورزی وجود دارد. همچنین در اقدامی نوآورانه، با 32 نفر از نویسندگان ایرانی مقالات انگلیسی رشته های کشاورزی مصاحبه ای انجام شد. تحلیل محتوای مصاحبه ها نشان داد «عدم آگاهی نویسندگان ایرانی از عبارات احتیاط آمیز» و همچنین «ضعف زبان انگلیسی» ایشان به ترتیب بیشترین تاثیررا در عدم استفاده آنها از این عبارات داشتند.
۱۶.

Exploring the Characteristics of Effective Iranian EFL Teachers from Students’ and Teachers’ Perspectives(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان سال ششم ۲۰۱۴ شماره ۱

کلید واژه ها: Effective EFL Teachers Iranian EFL Teachers Iranian EFL Students Teacher Characteristics

حوزه های تخصصی:
تعداد بازدید : 300 تعداد دانلود : 214
This study investigated the characteristics of effective secondary school Iranian EFL teachers from students’ and teachers’ perspectives. To this end, 376 junior secondary school students and 32 EFL teachers teaching at various Iranian secondary schools participated in the study. A validated open-ended questionnaire was distributed among the student and teacher participants and asked for their opinions on key characteristics of an effective EFL teacher. A semi-structured interview was also conducted with the teacher participants to investigate why they deemed the characteristics important. The results of the content analysis of the data obtained from the questionnaire and the interview indicated that students and teachers were approximately of the same opinion, both highlighting teachers’ professional qualities (e.g., knowledge of the subject matter, ability to impart knowledge properly, etc.), classroom management-related qualities (e.g., involving all students by assigning pair work/group work activities, assessing their learning progress regularly, etc.), and interpersonal relationships as being of crucial importance for effective EFL teaching. However, they differed in the degree to which they perceived these qualities to be important
۱۷.

The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۳, No. ۲, December ۲۰۱۴

کلید واژه ها: reflective thinking listening anxiety listening comprehension Iranian EFL learners intermediate advanced

حوزه های تخصصی:
تعداد بازدید : 262 تعداد دانلود : 89
As the main part of a large-scale project, the present study investigated the relationship among reflective thinking, listening anxiety, and listening comprehension of Iranian EFL learners with regard to their proficiency level. To this end, 223 (106 intermediate and 117 advanced) adult male and female Iranian EFL learners from a private language institute took part in the study by completing the Reflective Thinking Questionnaire (RTQ) developed by Kember et al., (2000), the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) and a listening comprehension test selected from the listening part of IELTS. Using factor analysis and Chronbach’s Alpha, the questionnaires were revalidated and their reliability was re-estimated. The results of Pearson product moment correlations indicated there was a statistically significant: (a) positive association between reflective thinking and listening comprehension, (b) reverse correlation between listening anxiety and listening comprehension, and (c) reverse relationship between reflective thinking and listening anxiety of Iranian EFL learners. Furthermore, the results of multiple regression analysis indicated listening anxiety, compared to reflective thinking, was a significantly stronger predictor of listening comprehension. Additionally, the results of MANOVA revealed there was a significant difference between intermediate and advanced EFL learners with respect to their reflective thinking and listening anxiety. In the light of the findings of the study, foreign language education policy makers in general and EFL teachers in particular are thus recommended to introduce ways to enhance reflective thinking of the students and decrease their listening anxiety if they are to improve their listening comprehension. The results and implications of the study are discussed in more detail in the paper.

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