درخت حوزه‌های تخصصی

Although decades of research have well elaborated on teacher professional development, we still do not have a thorough picture about what teacher professional development could entail and what components it consists of. The present study aims to develop and validate a teacher professional development scale in an Iranian English foreign language context. An initial tentative model with 130 items was piloted and tested through exploratory and confirmatory data analyses on a sample of 400 EFL teachers. This level resulted in the removal of 28 items in our sample loaded, resulting in a final 102 teacher professional development inventory. The developed inventory measures the extent to which EFL teachers are professionally developed and makes teachers aware of multiple characteristics of professionally developed teachers. These competencies are essential components of teacher professional development, enabling the teachers to utilize them in everyday teaching and learning practices in the classroom settings which, as a result, leads to student achievement. As teachers fulfill important professional roles, they need valid instruments to assess their day-to-day functioning in the class. With the instrument developed and validated in the current research, we, in fact, allow language teachers to assess their extent of professional development in different pedagogical contexts.

This study sought to examine the relationship between the use of formative -efficacy. Moreover, this study investigated the relationships and interactions between the EFL use of formative assessment strategies, their gender, level of experience, and sense of self-efficacy. This is a descriptive ex post facto design study which employed a three- assessment strategies f self-efficacy. In order to collect data, sixty-one EFL teachers, including thirty-one female and thirty male participants who were selected through convenience sampling, completed the questionnaire. Multiple statistical strategies were employed to analyze the research questions of the study. The use of formative assessment strategies was positively correlated with their sense of self-efficacy. However, the results of eta correlation coefficients revealed that there formative assessment strategies and two other variables of gender and level of experience. Finally, the results of a three way factorial Analysis of Variance (ANOVA) evinced that there was no statistically significant interaction between the strategies -efficacy, their gender, and level of experience. Therefore, when the teachers become more aware of the ways to implement formative assessment strategies to inform instruction, their sense of self-efficacy can increase. This study has some implications in language testing, English pedagogy, and syllabus design and materials development.

این مقاله به بررسی استفاده از روش متن متقابل (تقابل با متن)، برای آموزش خلاصه نویسی و تفسیر به دانشجویان دکتری رشته های زبان می پردازد. در این پژوهش انواع واکنش های روانی خواننده (چه محتوایی و چه نسبیتی) به متن نوشتار، در شیوه کلی مکالمه محور تدریس زبان روسی به غیر روسی زبان ها بررسی می شود. در کنار ارزیابی ها و نظرات شخصی که ازجمله متداول ترین واکنش ها به شمار می روند، واکنش های دیگری نیز تحلیل می شوند؛ واکنش هایی نظیر استدلال، پاسخ آزاد، تعیین جهت سخن، تصدیق، پیچیده سازی، نتیجه گیری، تعمیم، تصویرسازی، ترجمه، بیان متن با جملات دیگر، تجسم، تثبیت، فرض، بینامتنیت، پیش بینی و جایگزین سازی معنا. گاهی اوقات ارزیابی و تفسیر پدیده ای که در نوشتار ارائه می شود، همانند واکنش های شخصی و روانی متنوع به آن، دشواری هایی را طی دوره آموزشی زبان روسی برای زبان آموزان خارجی ایجاد می کند. به همین دلیل، واکنش های گفته شده، به گفتار روزمره آن ها وارد می شود. مبنای این مسئله رشد به اصطلاح تفکر تداعی گرا (که به مفهوم توانایی برقراری ارتباط بین واقعیت های نزدیک و یا کاملاً دور از ذهن است) در دو بستر منطق و دستور است. در این مقاله نمونه ای از تمرینات معین که زبان آموز را به سوی این هدف رهنمون می سازند و همچنین موادی جهت ساخت متن متقابل به پیوست ارائه می شوند.

The concept of teacher change is critical in second language teaching and English as a Foreign Language (EFL) context due largely to the fact that, almost, whatever we do in teacher education looks for initiating change of one sort or another. A substantial body of research has been dedicated to investigate teacher change (TC) from various perspectives. However, having studied the related literature, we found no robust, valid and reliable measure for TC in EFL context. Accordingly, effort was made to develop and validate a reliable and valid measure that could assess TC in an EFL context. The review of the prior research resulted in the collection of 186 items affecting TC out of which a temporary data driven model of teacher change was developed. 324 Ph.D. and M.A. graduated EFL teachers took part in exploratory and confirmatory factor analyses of the initial measure. Finally, a 66-item scale consisting of three components and thirteen sub-components was developed.The results showed both factorial validity andinternal consistency reliability for the measure.The TCSsubscales also had strong validity evidence based on the associationsfound. This study has various applications for language teachers and practitioners in the field.

مطالعه حاضر تلاشی برای بررسی اثربخشی یک روش آموزش خواندن به نام خواندن گروهی استراتژیکی اصلاحی - -MCSR در کاهش اضطراب خواندن ​​زبان آموزان متوسط زبان انگلیسی بود. بر اساس یک طرح پیش آزمون و پس آزمون، MCSR با 64زبان آموززبان انگلیسی در سطح متوسط ​​انجام شد. آنها با توجه به MCSR بیش از دو و نیم ماه آموزش خواندن EFL دریافت کردند . پرسشنامه ای به نام EFLRAI در پیش آزمون و پس آزمونبه گروه ارائه شد. نتایج کمی نشان داد که دانش آموزان شرکت کننده دستاوردهای قابل توجهی در کاهش اضطراب خواندن را نشان داد ند. این مطالعه درک مارا نسبت به تاثیرگزاربودن روش MCSR بیشتر کرده و همچنین تاثیر استفاده از استراتژیهایی مانند MCSR را در غلبه بر مشکل بزرگ اضطراب خواندن در بین دانش آموزان EFL را شرح داد . معلمان توجهشان را از استفاده از روشهای سنتی تدریس مهارت ضروری خواندن به روشهای مدرن مانند MCSR تغیر دادند تا اضطراب و استرس دانش آموزانشان در خواندن را کاهش دهند.

در تحقیق حاضر، محققان انجام روش های تحقیق اقدام پژوهی(action research) را که در سال های اخیر رنگ و بوی نظام مند به خود گرفته است با استناد به انجام تحقیقی در این قالب به چالش کشیده اند. در پژوهش انجام گرفته بر روی پانزده دانشجوی فارسی زبان در رشته بهداشت (خانواده و محیط)، تدریس نوشتار دانشگاهی در ژانر مقاله نویسی در مدت یک ترم تحصیلی به طریق اقدام پژوهی صورت پذیرفت. مشکلات دانشجویان 1) در انتخاب موضوع و 2) سخن پردازی در موضوعات منتخب آنان دو چالشی بود که سنجش دو نوع روایی را بر اساس مدل اندرسون (1994) شامل روایی فرایندی(process validity) و فروگشا(catalytic) برای محققان دشوار ساخت.

Les défenseurs de l’approche communicative ont basculé ces derniers temps du côté de l’intérêt et l’explicitation de la grammaire en classe de FLE. La grammaire implicite et le passage du sens à la forme proposés par les méthodes communicatives, ne satisfont pas les contextes, comme l’Iran, éloignés du milieu francophone. Le principal objectif de ces méthodes est d’augmenter, chez l’apprenant, la capacité d’agir dans les domaines variés de la société. Cependant, cet objectif est loin d’être réalisable jusqu’au bout dans les établissements universitaires iraniens focalisés plutôt sur les textes spécialisés et soutenus à travers lesquels se révèle le besoin de la connaissance de la grammaire, de la syntaxe, etc. L’infirmité due au manque de la maîtrise de la grammaire contraint les étudiants face à une grande partie de la finalité de leur cursus en licence et en master II, lors de la production écrite, surtout. Cet article envisage une mise en revue des savoir-faire et des savoir-savant des étudiants iraniens après les quatre premiers semestres d’apprentissage du français. Étant donné que la bonne connaissance de la grammaire est le seul moyen d’évaluer un apprenant, il faut accentuer la sévérité à leur égard et dans les tâches d’écrit.

Lexical inferencing is one of the most important strategies in vocabulary learning and it plays an important role in dealing with unknown words in a text. In this regard, the aim of this study was to determine the lexical inferencing strategies used by Iranian EFL learners when they encounter unknown words at both text and sentence levels. To this end, forty lower intermediate students were divided into two groups. For the first group, a text with 10 underlined words was given and for the second group, the same underlined words were given in separate sentences. The students were supposed to read the text and the sentences and to guess the meaning of the underlined words. Then some lexical inferencing strategies were given to them to determine which strategies they used in guessing the meaning of unknown words. The results showed that they used different strategies like using local context and word association in lexical inferencing and also they were more successful at the text level than the sentence one. The results also indicated that they were strategic learners using their own strategies including translation and cultural background knowledge to guess the meaning of the unknown words.

Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) and academic achievement. A motivational self-regulation questionnaire was administered to 64 male and female adult Iranian EFL learners to measure their choice of various strategies. The quantitative data was analyzed by applying correlational and multivariate analyses. The results demonstrated that there was a strong relationship between motivational self-regulatory strategy use and academic achievement. However, no difference was found between male and female learners in their use of the strategies. Further examination revealed that higher-achieving students differed from lower-achieving participants in their preference for strategies. The article concludes that while all learners use extrinsic rewards to self-regulate their motivation, more successful learners tend to manipulate learning tasks to make the tasks intrinsically interesting and pleasant. Also, more successful learners set both long-term and short-term goals to motivate themselves. The results underscore the importance of students’ personal interests, needs and goals, and suggest that teachers foster learners’ command of the strategies through instruction and cooperative activities.

روند معمول در آموزش و ارزشیابی زبان دوم براین است که میزان توانایی خواندن فراگیران را بر اساس نمره ی کل فراگیران زبان روی آزمون خواندن تعیین میکنند. بدین صورت که آیتم ها موجود در آزمونهای خواندن از نمرات یکسان برخوردار بوده و سوالات بارم بندی متفاوت ندارند. این روند براساس این پیش فرض هست که ماهیت سوالات خواندن تک بعدی وبازنمایی پذیراست و ماهیت تراکمی دارد به نحوی که بر اساس نمره ی کل دانشجو میتوان متوجه شد که چه سوالاتی را پاسخ داده است. اما تحقیقات بسیار کمی این نظریه را از طریق روشهای تحلیل آماری روانسنجی مورد آزمایش قرار داده اند درحالیکه همواره این نظریه مورد بحث و انتقاد بوده است. در این تحقیق آزمون آیلتس ماژول C با 503 دانشجوی ایرانی برگزار شد که از نظر توانایی خواندن متفاوت بودند. دو مدل روانسنجی قطعی و احتمالی تک بعدی برای بررسی کردن خاصیت ماهیت تراکمی سوالات خواندن و درک مطلب آیلتس بکار رفت . نتایج نشان میدهد که داده ها در این تحقیق از نظر مدل جبری مقیاس گاتمن، خاصیت بازنمایی پذیر و یا ماهیت تراکمی ندارند در حالیکه از نظر مدل احتمالی راش داده ها تک بعدی به نظر میرسند. اما نکته ی مورد توجه این است که نتیجه ی Person Map نشان میدهد کهنظم و ترتیب قرار گرفتن آیتمها مطابق با انچه تیوری خواندن ادعا میکند و آنچه که به طور معمول بر اساس پیش فرض ماهیت تراکمی مقیاس گاتمن در نمره دهی اجرا میشود نیست بنابراین این پیش فرض با توجه به نتایج Person Map تایید نمیشود.

The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners’ individual needs

Professional development and professional identity of English language teachers have usually been explored separately in the research agenda. However, there might be a nexus of relationships between professional identity and professional development in the context of English language teaching. This study, therefore, explored how professional identity might contribute to professional development of English language teachers. To this end, 60 English language teachers from inner, 60 from outer, and 60 from expanding circle of language use were sampled to fill in a questionnaire which was constructed and validated by the researchers. The study concluded that language teachers’ professional development could be theorized on a development of past-present-aspirational identity. It was also found that language teachers’ professional identity could be improved through development of interpersonal relations, system of knowledge and belief, and intrapersonal identity that would be considered as sub-identities of English language teachers’ professional identity.