پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.236419.350 علمی پژوهشی(عادی) بررسی الگوهای معنای واژه‌سازی «برپایه اسم‌های مختوم به پسوند –(er)ei در زبان آلمانی» بررسی الگوهای معنای واژه‌سازی «برپایه اسم‌های مختوم به پسوند er)ei)- در زبان آلمانی» البرزی ورکی پرویز هیئت علمی دانشگاه 21 03 2017 7 1 5 26 24 06 2017 29 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63879.html

هدف از مقاله حاضر یافتن الگوهای مختلف معنای واژه‌سازی در واژه‌های مختوم به –(er)ei در زبان آلمانی می‌باشد. گرچه چنین الگوی واژه‌سازی اکنون چندان زایا نیست، اما درک معانی آن با توجه به تنوع واژه‌های مشتق برای زبان‌آموز از اهمیت خاصی برخوردار است. داده‌ها و یافته‌های اولیه مقاله حاضر از محدوده بررسی منابع شاخص در زمینه واژه‌سازی زبان آلمانی فراتر نمی‌رود و آنچه که نگارنده اقتباس نموده است، همین داده‌ها و یافته‌های اولیه است. یافته‌های ثانویه ماحصل تحقیق نگارنده است. توزیع هر یک از گونه‌های –ei و –erei تابع آخرین واج ستاک فعل یا اسم است. اسم‌های‌ مختوم به پسوند –(er)ei از میان الگوهای گوناگون معنای واژه‌سازی، فقط از چهار الگوی اسم مصدر، حاصل مصدر، اسم مکان و اسم جمع بهره می-گیرند. گاهی اسم‌ مختوم به پسوند –(er)ei حاوی یک یا چند معنای واژه‌سازی است. همچنین اسم مصدر علاوه بر معنای اصلی، گاهی به‌صورت معنای ضمنی ناپسند نیز به‌کار می‌رود.

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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.232042.328 علمی پژوهشی(عادی) تاثیر ابزارهای میانجی برمیزان پیشرفت مهارت نوشتاری زبان آموزان با تکیه بر روانی متن تاثیر ابزارهای میانجی برمیزان پیشرفت مهارت نوشتاری زبان آموزان با تکیه بر روانی متن باقرپور نسیبه عضو هیئت علمی گروه آموزش زبان انگلیسی، دانشکده زبانهای خارجی، دانشگاه آزاد اسلامی واحد تهران جنوت رشتچی مژگان عضو هیئت علمی گروه آموزش زبان انگلیسی، دانشکده زبانهای خارجی، دانشگاه آزاد اسلامی واحد تهران شمال 21 03 2017 7 1 27 52 26 04 2017 28 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63880.html

برای بهبود یادگیری توجه به محیط آموزشی رویکردی نوین در آموزش زبان محسوب می‌شود. این پژوهش می‌کوشد تاثیر سه محیط آموزشی را بر پیشرفت مهارت نوشتاری زبان آموزان از منظر روانی متن بررسی کند. پژوهشگران، چهار گروه آموزشی نوشتاری طراحی کردند؛ سه گروه تجربی ( گروه رو در روی دو نفری 21 نفر، گروه غیر همزمان رایانه‌ای 20 نفر و گروه رو در روی فردی 26 نفر) و یک گروه شاهد 16 نفر. بر اساس نمرات آزمون تعیین سطح آکسفورد 83 نفر در این تحقیق شرکت کردند. گروه‌های تجربی، در معرض آموزش مهارت نوشتن بر اساس شیوه داربست-محور قرار گرفتند.نتایج حاصل از روش تحلیل واریانس یک طرفه موید موفقیت گروه آزمایشی رو در روی دو نفره در پیشرفت مهارت نوشتاری از نظر روانی متن در مقایسه با سایر گروهها بود که نشانگر اهمیت رویکرد همکوشی است. بنابراین شایسته است معلمان با اتخاذ رویکرد همکوشی برای افزایش مهارت نوشتاری زبان آموزان برنامه‌ریزی کنند و برای تغییر شرایط در جهت ارتقاء بهره‌مندی مناسب در راستای اهداف آموزشی از کارهای گروهی استفاده نمایند.

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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.235279.345 علمی پژوهشی(عادی) بسط بافت های معنا محور در گفتمان کلاسی زبان انگلیسی به عنوان زبان خارجه: پژوهشی تجربی بسط بافت های معنا محور در گفتمان کلاسی زبان انگلیسی به عنوان زبان خارجه: پژوهشی تجربی پورحاجی مصطفی دانشکده زبان ها و ادبیات خارجه، دانشگاه تهران، تهران، ایران 21 03 2017 7 1 53 78 10 06 2017 05 09 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63881.html

پژوهش حاضر بر آن است تا به صورت تجربی برنامه ای را مبتنی بر چارچوب بسط بافت معنا محور برای آموزش معلمان اجرا نماید و تاثیر آن را بر میانگین مدت زمان بافت معنا محور در کلاس های زبان خارجه ی انگلیسی بررسی کند. بدین منظور، 30 معلم و 300 زبان آموز به طور تصادفی انتخاب شده و به دو گروه آزمایشی و کنترل تقسیم شدند. پس از اطمینان از عدم وجود تفاوت معنادار اولیه بین دو گروه از نظر میانگین مدت زمان بافت معنا محور، برنامه ی آموزشی مورد نظر برای معلمان گروه آزمایشی اجرا شد. سپس، تعاملات کلاسی همه ی معلمان به مدت سه جلسه فیلم برداری شد و میانگین مدت زمان بافت های معنا محور در هر یک از کلاس ها بر مبنای دقیقه محاسبه و بین دو گروه با استفاده از آزمون تی مستقل مقایسه گردید. تحلیل داده های جمع آوری شده نشان داد که چارچوب بسط بافت معنامحور تاثیر معناداری بر مدت زمان این نوع بافت در گفتمان کلاسی زبان زبان خارجه ی انگلیسی داشت.

 آموزش معلمان تدریس تاملی بافت معنا محور چارچوب بسط بافت گفتمان کلاسی Alavi, S. M., & Pourhaji, M. (2017, March). Collision of centripetal and centrifugal forces in Iranian EFL classroom interaction. In T. Malabarba (Organizer), Conversation analytic perspectives on English language learning and teaching in global contexts: Constraints and possibilities. Colloquium paper presented at the American Association for Applied Linguistics (AAAL) conference, Portland, Oregon, USA. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Orlando, FL: Hacourt Brace College Publishers. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: The University of Texas Press. Can Daskin, N. (2014). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33–56. Chick, M. (2015). The education of language teachers: Instruction or conversation. ELT Journal, 69(3), 297–307. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. Ellis. R. (2010). Second language acquisition research and language-teaching materials. In N. Harwood (Ed.), English language teaching materials (pp. 33–57). Cambridge: Cambridge University Press. Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. Modern Language Journal, 97(3), 779–796. Harris, S. (2012). Trainer talk: Structures of interaction in teacher training classrooms. Unpublished PhD thesis, Aston University, UK. Harris, S. (2017). Positive assessments in teacher learning. ELT Journal, 71(2), 160–170. Heritage, J. (1997). Conversational analysis and institutional talk: analyzing data. In D. Silverman (Ed.), Qualitative research: Theory, method and practice.  London: Sage Publications. Johnson, R. K. (1990). Developing teachers’ language resources. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 269–281). Cambridge: Cambridge University Press.  Kavoshian, S.,  Ketabi, S., & Tavakoli, M. (2016). Reflective teaching through videotaping in an English teaching course in Iran. Journal of Teaching Language Skills, 35(2), 1–38. Longman dictionary of contemporary English (6th ed.). (2014). Essex, UK: Longman (Pearson Education Ltd.). Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Education Research Journal, 29, 861–878. Markee, N. (Ed.). (2015). The handbook of discourse and classroom interaction. West Sussex, UK: Wiley-Blackwell. Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284–303. Paoletti, I., & Fele, G. (2004). Order and disorder in the classroom. Journal of Pragmatics, 14(1), 69–85. Pourhaji, M. (2017). Toward a conversation analytic framework for sustaining meaning-oriented contexts in EFL classroom discourse. Unpublished PhD thesis, University of Tehran, Iran. Pourhaji, M., & Alavi, S. M. (2015). Identification and distribution of interactional contexts in EFL classes: The effect of two contextual factors. Journal of English Language Teaching and Learning, 7(15), 93–123. Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th ed.).  London: Longman (Pearson Education).  Schegloff, E. A. (1992). In another context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 193–227). Cambridge, UK: Cambridge University Press. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell. Sinclair, J.  M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Van Lier, L. (1988). The classroom and the language learner. Harlow: Longman. Van Lier, L. (1996). Interaction in the language curriculum. London: Longman. Walsh, S. (2006a). Investigating classroom discourse. New York: Routledge. Walsh, S. (2006b). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133–141. Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxon: Routledge. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh, UK: Edinburgh University Press. Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge. Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education, 33, 28–39._||_ Alavi, S. M., & Pourhaji, M. (2017, March). Collision of centripetal and centrifugal forces in Iranian EFL classroom interaction. In T. Malabarba (Organizer), Conversation analytic perspectives on English language learning and teaching in global contexts: Constraints and possibilities. Colloquium paper presented at the American Association for Applied Linguistics (AAAL) conference, Portland, Oregon, USA. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Orlando, FL: Hacourt Brace College Publishers. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: The University of Texas Press. Can Daskin, N. (2014). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33–56. Chick, M. (2015). The education of language teachers: Instruction or conversation. ELT Journal, 69(3), 297–307. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. Ellis. R. (2010). Second language acquisition research and language-teaching materials. In N. Harwood (Ed.), English language teaching materials (pp. 33–57). Cambridge: Cambridge University Press. Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. Modern Language Journal, 97(3), 779–796. Harris, S. (2012). Trainer talk: Structures of interaction in teacher training classrooms. Unpublished PhD thesis, Aston University, UK. Harris, S. (2017). Positive assessments in teacher learning. ELT Journal, 71(2), 160–170. Heritage, J. (1997). Conversational analysis and institutional talk: analyzing data. In D. Silverman (Ed.), Qualitative research: Theory, method and practice.  London: Sage Publications. Johnson, R. K. (1990). Developing teachers’ language resources. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 269–281). Cambridge: Cambridge University Press.  Kavoshian, S.,  Ketabi, S., & Tavakoli, M. (2016). Reflective teaching through videotaping in an English teaching course in Iran. Journal of Teaching Language Skills, 35(2), 1–38. Longman dictionary of contemporary English (6th ed.). (2014). Essex, UK: Longman (Pearson Education Ltd.). Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Education Research Journal, 29, 861–878. Markee, N. (Ed.). (2015). The handbook of discourse and classroom interaction. West Sussex, UK: Wiley-Blackwell. Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284–303. Paoletti, I., & Fele, G. (2004). Order and disorder in the classroom. Journal of Pragmatics, 14(1), 69–85. Pourhaji, M. (2017). Toward a conversation analytic framework for sustaining meaning-oriented contexts in EFL classroom discourse. Unpublished PhD thesis, University of Tehran, Iran. Pourhaji, M., & Alavi, S. M. (2015). Identification and distribution of interactional contexts in EFL classes: The effect of two contextual factors. Journal of English Language Teaching and Learning, 7(15), 93–123. Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th ed.).  London: Longman (Pearson Education).  Schegloff, E. A. (1992). In another context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 193–227). Cambridge, UK: Cambridge University Press. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell. Sinclair, J.  M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Van Lier, L. (1988). The classroom and the language learner. Harlow: Longman. Van Lier, L. (1996). Interaction in the language curriculum. London: Longman. Walsh, S. (2006a). Investigating classroom discourse. New York: Routledge. Walsh, S. (2006b). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133–141. Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxon: Routledge. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh, UK: Edinburgh University Press. Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge. Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education, 33, 28–39.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.234816.342 علمی پژوهشی(عادی) درآمدی بر آسیب شناسی تدریس فرهنگ در ایران: بررسی رابطۀ بین فرهنگ زدایی و هوش هیجانی در بین زبان آموزان انگلیسی خسروی رباب دانشگاه زنجان رفیعی سیده آرزو دانشگاه زنجان 21 03 2017 7 1 79 98 03 06 2017 30 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63882.html

زبان آموزانی که انگلیسی را به عنوان زبان خارجی می-آموزند ممکن است در حین یادگیری زبان مقصد دچار نوعی بحران هویت شوند. مطالعه‌ی حاضر به بررسی رابطه‌ی بین فرهنگ‌زداییو هوش هیجانی در میان زبان‌آموزان ایرانی می‌پردازد و بر آن است که دریابد آیا فرایند رویارویی زبان آموزان با زبان انگلیسی منجر به بیگانگی فرهنگی در آنان می‌شود. به این منظور 80 دانشجوی زبان انگلیسی دانشگاه زنجان در پژوهش شرکت داده شدند و از آن‌ها خواسته شد که به تست وابستگی فرهنگ بومی (پیشقدم، 2012) و نیز تست هوش هیجانی (شات و همکاران، 1998) پاسخ دهند. نتایج تحقیق نشان داد که رابطه‌ی معناداری بین هوش هیجانی و فرهنگ‌زدایی وجود دارد. از آنجایی‌که مسأله‌ی آموزش زبان انگلیسی در ایران و تأثیرات احتمالی آن بر هویت فرهنگی حائز اهمیت بسیاری است، بررسی تأثیرات احتمالی فرهنگ زبان انگلیسی بر هویت زبان آموزان ایرانی می‌تواند در مسائل آموزش زبان راهگشا باشد. به ویژه توصیه می‌شود که برنامه ریزان درسی توجه ویژه‌ای به بایدها و نبایدهای گنجاندن مقوله فرهنگ در کتب آموزشی زبان انگلیسی داشته باشند.

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(2000). Culture in ELT.Journal of Social Sciences, 6:100- 110. Baker, W. (2003). Should culture be an overt component of EFL instruction outside of English speaking countries? The Thai context. Asian EFL Journal Press, 5: 1-20. Bakhtin, M. (1981).The dialogical imagination. Austin: University of Texas Press. Bowlby, J. (1969/1982). Attachment and loss. New York: Basic Books. Bowlby, J. (1973).Attachment and loss. Separation: Anxiety and anger. New York: Basic Books. Bowlby, J. (1980). Attachment and loss. New York: Basic Books.  Block, D. (2007).  Second language identities. New York, NY: Continuum. Brown, H. D. (2007). Principles of language learning and teaching (2nd. Ed.). New Jersey: Prentice-Hall, Inc.          Byram, M. (1997).Cultural awareness in vocabulary learning. Language Learning Journal, 16: 51-57. Byram, M. & Morgan, C. (1994).Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters Ltd. Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, ,50:213-218. Farnia, Maryam & R. Raja (2009).Contrastive pragmatic study and teaching culture in English language classroom – a case study.Paper presented at the 7th International Conference by the school of language and linguistics studies (SOLLS), FSSK, Malaysia: University Kebangsaan Malaysia. Galajda, D. (2011).The contribution of FL learning experiences to the development of multicultural identity. New York: Springer. Gao, Y. H. (2010). Models of L2 identity development revisited in the context of globalization. China: Shanghai Education. Genc, B. & Bada, E. (2005).Culture in language learning and teaching. The Reading Matrix, 5: 73-81. Goleman, D. (1995). Emotional intelligence. New York: Bantam. Gu, M. (2010). National identity in EFL learning: A longitudinal inquiry. Changing English: Studies in Culture and Education, 17: 57-67. Hall, D. & Hewings, A. (Eds.) (2001).Innovation in English language teaching: A reader. New York: Routledge. Hammerly, H. (1982).Synthesis in language teaching. Blaine, WA: Second Language Publications.  Idrees, A. (2007). Teaching and learning culture of a second language. Retrived fromhttp://www.education.up.ac.za/presentations/word/teaching Keller, H. (2012).Cross-cultural psychology: Taking people, contexts, and situations seriously. NY: Oxford University Press. Kirkpatrick, A. (2007).World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press. Kramsch, C. (2013). Culture in foreign language teaching, Iranian Journal of Language Teaching Research, 1: 57-78. Kramsch, C.(1993).Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (1998).Language and culture. Oxford: Oxford University Press. Kramsch, C., & Sullivan, P. (1996).Appropriate pedagogy.ELT Journal, 50:199-212. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Mayer, J. D., &Salovey, P. (1997). What is emotional intelligence? New York: Basic Books. McDevitt, B. (2004). Negotiating the syllabus: A win-win syllabus.ELT Journal, 58: 3-9. Niżegorodcew, A. (2011). Understanding culture through a lingua Franca. New York, NY: Springer. Norton, B. (2001).Non-participation, imagined communities, and the language classroom. Harlow, England: Longman. Otwinowska-Kasztelanic, A. (2011). Do we need to teach culture and how much culture dowe need?New York, NY: Springer. Pallant, J (2007). SPSS Survival Manual. London: Open University Press. Pavlenko, A. (2003). I never knew I was a bilingual: reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, ,2:251–268. Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language teaching. New York, NY: Springer. Peterson, Elizabeth & Bronwyn Coltrane (2003).Culture in second language teaching.Retrieved fromhttp://www.cal.org/resources/digest/0309peterson.html Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning.Electronic Journal of Foreign Language Teaching, 6: 31-41. Pishghadam, R., & Ghonsooli B. (2009).On the role of emotional intelligence in second language learning and academic achievement.Studies in foreign languages, 43: 41-56. Pishghadam, R., & Saboori, F. (2011). A quantitative survey on Iranian English learners’ attitudes toward varieties of English: World English or World Englishes?English Language and Literature Studies, 1: 86-95. Pishghadam, R., & Sadeghi Ordoubody, M. (2011). Culture & identity change among Iranian EFL teachers. Ozean Journal of Social Sciences, 4: 1-13. Pishghadam, R., &Saboori, F. (2011). A qualitative analysis of ELT in the language institutes of Iran in the light of the theory of World Englishes. Journal of Language Teaching and Research, 2:569-579. Pishghadam, R., &Kamyabi, A. (2008).The relationship between accent and deculturation among EFL learners in Iran. 7th International TELLSI Conference, October 2009. Pishghadam, R., &Navari, S. (2009). Cultural literacy in language learning: Enrichment or derichment?International Conference on Languages, 694-700. Pishghadam, R., & Zabihi, R. (2012).Crossing the threshold of Iranian TEFL.Applied Research in English, 1: 57-67. Pishghadam, R. & Sadeghi, M. (2011). Home culture attachment and access to social/cultural capital: A case of Iranian English foreign language teachers. African Journal of Research, 2: 569- 579. Pulverness, A. (2014). Distinctions & Dichotomies: Culture-free, Culture-bound. English Teaching Professionals, 14: 17. Purba, H. (2011). The importance of including culture in EFL teaching.Journal of Language Teaching, 1: 1-13. Richards, J. & Schmidt, R. (2010).Longman dictionary of language teaching and applied linguistics. England: Pearson Education Limited. Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon, England: Multilingual Matters. Sarıgül, E & Ashton, S. (2014). Culture and English language teaching: Raising Awareness.Retrieved fromhttp://eprints.qut.edu.au Schumann, J. H. (1978). The Acculturation Model for Second-Language Acquisition.In Second Language Acquisition and Foreign Language Teaching.Washington D.C: Center for Applied Linguistics. Shutte, N.S.,Malouff, J.M.,Hall, L. E., Haggerty, D.J., Cooper, J. T., &Dornheim, L. (1998).Development and validation of a measure of emotional intelligence.Personality and individual differences, 25:167-177. Skourdi, S. &Rahimi, A. (2010).The relationship of emotional intelligence and linguistic intelligence in acquiring vocabulary. California Linguistic Notes, 1: 1-24. Smith, L. (1985).  What is the difference andwhat difference does the difference make?Forum, 22. Tsou, Wenli (2005). The effects of cultural instruction on foreign language learning.RELC Journal,36:1._||_ آقابابایی، ن. هوش هیجانی. ماهنامه معرفت،ش. 119، ویژه‌نامه روان‌شناسی. برگرفته از باشگاه اندیشه http://www.bashgah.net/fa/content/show/8782 Abbaspour.E., Rajaee Nia.M.,& Zare.J. (2012). How to integrate culture in second language education?Journal of Education and Practice, 10: 20-24. Ainsworth, M. D. S., & Bowlby, J. (1991).An Ethological Approach to Personality Development.American Psychologist. Alptekin, C. (2002). Towards intercultural communicative competence in ELT.ELT Journal, 56: 57-64. Anderson, B. (1991).Imagined communities: Reflections on the origin and spread of nationalism. New York: Verso. Atkinson, D. (1999). TESOL and culture.TESOL Quarterly, 33,625–654. Azizi, Z.,Azar Hosseini, F. Pishghadam, R., Ghapanchi, Z. (2015). Investigating the Relationship between Iranian EFL Learners’ Cultural Intelligence and their Home Cultural Attachment.Mediterranean Journal of Social Sciences, 6: 575-581. Bada, E. (2000). Culture in ELT.Journal of Social Sciences, 6:100- 110. Baker, W. (2003). Should culture be an overt component of EFL instruction outside of English speaking countries? The Thai context. Asian EFL Journal Press, 5: 1-20. Bakhtin, M. (1981).The dialogical imagination. Austin: University of Texas Press. Bowlby, J. (1969/1982). Attachment and loss. New York: Basic Books. Bowlby, J. (1973).Attachment and loss. Separation: Anxiety and anger. New York: Basic Books. Bowlby, J. (1980). Attachment and loss. New York: Basic Books.  Block, D. (2007).  Second language identities. New York, NY: Continuum. Brown, H. D. (2007). Principles of language learning and teaching (2nd. Ed.). New Jersey: Prentice-Hall, Inc.          Byram, M. (1997).Cultural awareness in vocabulary learning. Language Learning Journal, 16: 51-57. Byram, M. & Morgan, C. (1994).Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters Ltd. Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, ,50:213-218. Farnia, Maryam & R. Raja (2009).Contrastive pragmatic study and teaching culture in English language classroom – a case study.Paper presented at the 7th International Conference by the school of language and linguistics studies (SOLLS), FSSK, Malaysia: University Kebangsaan Malaysia. Galajda, D. (2011).The contribution of FL learning experiences to the development of multicultural identity. New York: Springer. Gao, Y. H. (2010). Models of L2 identity development revisited in the context of globalization. China: Shanghai Education. Genc, B. & Bada, E. (2005).Culture in language learning and teaching. The Reading Matrix, 5: 73-81. Goleman, D. (1995). Emotional intelligence. New York: Bantam. Gu, M. (2010). National identity in EFL learning: A longitudinal inquiry. Changing English: Studies in Culture and Education, 17: 57-67. Hall, D. & Hewings, A. (Eds.) (2001).Innovation in English language teaching: A reader. New York: Routledge. Hammerly, H. (1982).Synthesis in language teaching. Blaine, WA: Second Language Publications.  Idrees, A. (2007). Teaching and learning culture of a second language. Retrived fromhttp://www.education.up.ac.za/presentations/word/teaching Keller, H. (2012).Cross-cultural psychology: Taking people, contexts, and situations seriously. NY: Oxford University Press. Kirkpatrick, A. (2007).World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press. Kramsch, C. (2013). Culture in foreign language teaching, Iranian Journal of Language Teaching Research, 1: 57-78. Kramsch, C.(1993).Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (1998).Language and culture. Oxford: Oxford University Press. Kramsch, C., & Sullivan, P. (1996).Appropriate pedagogy.ELT Journal, 50:199-212. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Mayer, J. D., &Salovey, P. (1997). What is emotional intelligence? New York: Basic Books. McDevitt, B. (2004). Negotiating the syllabus: A win-win syllabus.ELT Journal, 58: 3-9. Niżegorodcew, A. (2011). Understanding culture through a lingua Franca. New York, NY: Springer. Norton, B. (2001).Non-participation, imagined communities, and the language classroom. Harlow, England: Longman. Otwinowska-Kasztelanic, A. (2011). Do we need to teach culture and how much culture dowe need?New York, NY: Springer. Pallant, J (2007). SPSS Survival Manual. London: Open University Press. Pavlenko, A. (2003). I never knew I was a bilingual: reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, ,2:251–268. Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language teaching. New York, NY: Springer. Peterson, Elizabeth & Bronwyn Coltrane (2003).Culture in second language teaching.Retrieved fromhttp://www.cal.org/resources/digest/0309peterson.html Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning.Electronic Journal of Foreign Language Teaching, 6: 31-41. Pishghadam, R., & Ghonsooli B. (2009).On the role of emotional intelligence in second language learning and academic achievement.Studies in foreign languages, 43: 41-56. Pishghadam, R., & Saboori, F. (2011). A quantitative survey on Iranian English learners’ attitudes toward varieties of English: World English or World Englishes?English Language and Literature Studies, 1: 86-95. Pishghadam, R., & Sadeghi Ordoubody, M. (2011). Culture & identity change among Iranian EFL teachers. Ozean Journal of Social Sciences, 4: 1-13. Pishghadam, R., &Saboori, F. (2011). A qualitative analysis of ELT in the language institutes of Iran in the light of the theory of World Englishes. Journal of Language Teaching and Research, 2:569-579. Pishghadam, R., &Kamyabi, A. (2008).The relationship between accent and deculturation among EFL learners in Iran. 7th International TELLSI Conference, October 2009. Pishghadam, R., &Navari, S. (2009). Cultural literacy in language learning: Enrichment or derichment?International Conference on Languages, 694-700. Pishghadam, R., & Zabihi, R. (2012).Crossing the threshold of Iranian TEFL.Applied Research in English, 1: 57-67. Pishghadam, R. & Sadeghi, M. (2011). Home culture attachment and access to social/cultural capital: A case of Iranian English foreign language teachers. African Journal of Research, 2: 569- 579. Pulverness, A. (2014). Distinctions & Dichotomies: Culture-free, Culture-bound. English Teaching Professionals, 14: 17. Purba, H. (2011). The importance of including culture in EFL teaching.Journal of Language Teaching, 1: 1-13. Richards, J. & Schmidt, R. (2010).Longman dictionary of language teaching and applied linguistics. England: Pearson Education Limited. Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon, England: Multilingual Matters. Sarıgül, E & Ashton, S. (2014). Culture and English language teaching: Raising Awareness.Retrieved fromhttp://eprints.qut.edu.au Schumann, J. H. (1978). The Acculturation Model for Second-Language Acquisition.In Second Language Acquisition and Foreign Language Teaching.Washington D.C: Center for Applied Linguistics. Shutte, N.S.,Malouff, J.M.,Hall, L. E., Haggerty, D.J., Cooper, J. T., &Dornheim, L. (1998).Development and validation of a measure of emotional intelligence.Personality and individual differences, 25:167-177. Skourdi, S. &Rahimi, A. (2010).The relationship of emotional intelligence and linguistic intelligence in acquiring vocabulary. California Linguistic Notes, 1: 1-24. Smith, L. (1985).  What is the difference andwhat difference does the difference make?Forum, 22. Tsou, Wenli (2005). The effects of cultural instruction on foreign language learning.RELC Journal,36:1.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.231031.325 علمی پژوهشی(عادی) بررسی بعد بازنمایی تصاویر کتاب‌های انگلیسی دورۀ اول متوسطه در چارچوب نشانه‌شناسی اجتماعی بررسی بعد بازنمایی تصاویر کتاب‌های انگلیسی دورۀ اول متوسطه در چارچوب نشانه‌شناسی اجتماعی روحانی علی گروه زبان انگلیسی، دانشگاه شهرکرد دیری خدیجه گروه زبان انگلیسی، دانشگاه شهرکرد 21 03 2017 7 1 99 128 11 04 2017 14 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63883.html

با توجه به‌نقش تعیین‌کنندۀ تصاویر در انتقال مفاهیم درسی، پژوهش حاضر تصاویر کتاب‌های انگلیسی دورۀ اول متوسطه (پایه‌های هفتم، هشتم و نهم) را از دیدگاه رشد‌شناسی مورد ‌بررسی قرار داده است. نوشتار حاضر با استفاده از چارچوب نشانه‌شناسی اجتماعی کرس و ون لیون (2006)، چگونگی تغییر فرایند رشدی در مفهوم بازنمایی تصاویر، این سه کتاب را به‌روش کمی و کیفی مورد تجزیه ‌و ‌تحلیل قرار داده‌ است. نتایج نشان داد که با توجه به‌روند رشد ذهنی دانش‌آموزان، الگوی متناسب با چارچوب نشانه‌شناسی ارائه‌شده در انتخاب تصاویر وجود ندارد. بررسی سه بعد بازنمایی فرایند، شخصیت و محیط به‌ترتیب نشان داد که تغییرات رشدی از شیوۀ روایتی به‌شیوۀ مفهومی، از جزء به‌کل، از کارتون به‌عکس و از محیط‌های بومی به‌محیط‌های غیر بومی در تصاویر این سه کتاب درسی وجود ندارد. نتایج این پژوهش می‌تواند به‌افزایش دانش و آگاهی مؤلفان کتاب‌های درسی زبان انگلیسی در به‌کارگیری تصاویر در روند یادگیری دانش‌آموزان کمک کند.

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Discourse and practice: New tools for critical discourse analysis. New York: Oxford University Press
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.232010.327 علمی پژوهشی(عادی) سنجش انگیزة فراگیران زبان‌ آلمانی در ایران و پیامدهای آموزشی آن سنجش انگیزۀ فراگیران زبان‌ آلمانی در ایران و پیامدهای آموزشی آن روحی فاطمه مدیر کانون زبان ایران، تهران درگاهی ترکی هدی کانون زبان ایران، تهران 21 03 2017 7 1 129 152 26 04 2017 22 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63884.html

پژوهش حاضر با سنجش انگیزة فراگیران ایرانی به دو سوال زیر پاسخ داده است: اول، آیا انگیزۀ فراگیران از یادگیری زبان آلمانی در انتخاب مؤسسة زبان، نقش دارد؟ دوم، انگیزه و اهداف زبان‌آموزان از یادگیری زبان آلمانی چه پیامدهایی را در فرآیند آموزش دارد؟ در این پژوهش؛ با رویکرد توصیفی ـ پیمایشی و با کمک مقیاس «لیکرت»، 150نفر از فراگیران ایرانیََِِ (زبان آلمانی)؛ در دو گروه هدف ـ که یکی از آنان در مؤسسات ایرانی مشغول به تحصیل بودند و گروه دیگری در یک مؤسسه آلمانی در ایران ـ شرکت کردند. یافته‌های اولیه حاکی از تفاوت در انگیزه‌های یادگیری و علت انتخاب موسسه در دو گروه بوده؛ بنابراین نقش «تفاوت‌ انگیزه» در انتخاب محل زبان‌آموزی محرز شد. از دیگر نتایج حاصله این مهم بود که کتب آموزش زبان آلمانی در ایران، همگی تألیف کشور آلمان بوده و مناسب زبان‌آموزانی است که قصد مهاجرت به آن مناطق را دارند، بنابراین برای پاسخ به نیاز فراگیران بومی، طراحی وتألیف محتوای بومی نیز لازم است.

 "انگیزه" "زبان خارجی" "زبان‌آموز" "مؤسسات زبان" "محتوای آموزشی" "بومی" Belmechri, F. & K. Hummel(1998). Orientations and motivation in the acquisition of English as a second language among high school students in Quebec. Language Learning, 48(2). , 219-244. Block, D(2003). The social turn in second language acquisition. Edinburgh: Edinburgh Univ. Press, 2003. Breitung, H. & E. Lattaro(2001). Regionale Lehrwerke und Lehrmethoden. Deutsch als Fremdsprache - Ein internationales Handbuch, Part 2. G. Helbig & L. Götze & G. Henrici & H. J. Krumm. Berlin/ New York: Walter de Gruyter Verlag, 1041-1053. Clement R. & B. G. Kruidenier(1983). Orientations and Second Language Acquisition: 1. The Effects of Ethnicity, Milieu and their Target Language on their Emergence. Language Learning, 33,: 273- 290. Clement, R. & Z. Dornyei & K. A. Noels(1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44. 3,: 417-448. Crookes, G. & R. W. Schmidt(1991). Motivation. Reopening the research agenda. Language Learning, 41: 469–512. Deci, E. L. & R. M. Ryan(1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Dörnyei Z. & I. Otto(1998). Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics, 4.: 43-69. Dörnyei, Z(1998). Motivation in second and foreign language learning. Language              Teaching, 31: 117-135. Dörnyei, Z(2001). Motivational strategies in the language classroom. Cambridge: CUP. Dörnyei, Z.(1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, No.4: 273-284. Dose, M. et. al.(1990). Der Duden. Fremdwörterbuch. Bibliographisches Institut & F.A. Brockhaus AG. Mannheim: Dudenverlag. Edmonson, W. & J.House(2000). Einführung in die Sprachlehrforschung.           Basel: Franke. Engel, U. et al (1979). Mannheimer Gutachten zu ausgewählten Lehrwerken        Deutsch als Fremdsprache. Heidelberg: Groos Verlag. Freud, S. Das Ich und das Es(1923). Leipzig: Internationaler Psychoanalytischer Verlag. Fröhlich, W. D.(2010). Wörterbuch Psychologie. München: dtv. Gardner, R. C. & W. ELambert.(1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House. Gardner, R. C.(1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold Publishers. Gerighausen, J. & P. C. Seel.(1983). Regionale Lehrwerke.“ Interkulturelle Kommunikation und Fremdverstehen. Krumm. München: Dokumentation eines Werkstattgesprächs des Goethe-Instituts. Glöckner, S(2013). Motivation beim Fremdsprachenerwerb. Eine qualitative Studie zu Gründen schwedischer Fremdsprachenlerner gegen das Lernen von Deutsch. Bielefeld: Universität Bielefeld. Heckhausen, J. & H(2006). Heckhausen. Motivation und Handeln. Heidelberg: Springer. Heffernan, N.(1981). Leadership in EFL: Time for a change. Asian EFL Journal,: 183-196. Hull, C. L(1943). Principles of behavior. An introduction to behavior theory. New York: Appleton-Century-Crofts. Huneke, H.-W. & W. Steinig(2013). Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag. Krashen, S.(1982). Principles and practice in second language acquisition. Pergamon: Oxford. Lightbown, P. M.(2000) Classroom SLA research and second language teaching. Applied Linguistics, 21: 431-462. Madrid, D.(1995). Internal and external factors affecting foreign language Teaching & learning. Actas de Las I Jornadas de Estudios Ingleses. University Of Granada, 59-82. Maslow, A.(1970). Motivation and personality. New York: Harper and Row. Mowrer, O. H.(1950). Learning theory and personality dynamics. New York: Ronald Press. Myers, Cynthia L.(1994). Question-Based Discourse in Science Labs: Issues for ITAs. Discourse and Performance of International Teaching Assistants. Madden C. G. & C. L. Myers. Alexandria, VA: TESOL,: 83-102. Neuner, G.(1999). Lehrmaterialforschung und –entwicklung – Zentrale Bereiche der Theorie und Praxis des Fremdsprachenunterrichts. Die Erforschung von Lehr- und Lernmaterialien im Kontext des Lehrens und Lernens fremder Sprachen. Bausch, K. R. et al. Tübingen: Gunter Narr Verlag,: 158-167. Noels, K. A.(2001). „Learning Spanish as a second Language. Learner’s orientations and perceptions of their teachers’ communication style.” Language Learning. 51, 1: 107- 144. Oram, P. & M Harrington.(2000). Learning styles and strategies, SLAT 6805. Second language Aqusition. semester 2. OxfordR. L. & J. Shearin(1994). Language Learning Motivation. Expanding the Theoretical Framework. The Modern Language Journal, 78: 12-28. Riemer, C.(2006). Der Faktor Motivation in der empirischen Fremdsprachenforschung. Motivation revisited. Festschrift für Gert Solmecke. Küppers, A. & J. Quetz. Berlin: Lit. Verlag,: 35-48. Riemer, C.(2011). Warum Deutsch (noch) gelernt wird– Motivaitonsforschung und Deutsch als Fremsprache. Deutschbewegt. Entwicklungen in der Auslandsgermanistik und Deutsch als Fremd- und Zweitsprache. Barkowski, H. & S. Demmig & H. Funk & Würz U. Baltmannsweiler: Schneider: 327-340. Riemer, C.(1997). Individuelle Unterschiede im Fremdsprachenerwerb. Eine Longitudinalstudie über die Wechselwirksamkeit ausgewählter Einflußfaktoren. Hohengehren: Schneider Verlag. Rösler, D.(1994). Deutsch als Fremdsprache. Stuttgart, Weimar: Metzler. Rouhi, F. (2015).Neue Anforderungen an das Deutschstudium im Iran.“ Osnarbrücker Beiträge zur zur Sprachtheorie, 87. Schneider, K. & H.-D. Schmalt.(2000). Motivation. Stuttgart: Kohlhammer. Skinner, B. F.(19530. Science and human behavior. New York: Free Press. Wharton, G.(2000). Language Learning strategy use of blingual foreign language Learners in Singapore. Language Learning. 50, 2.: 203-243. Williams, M. & Burden R(1997). Psychology for language teachers. Cambridge: CUP. Wojdani, S. & Feyzollahzadeh, T.(1983). Deutsches Lehrbuch. Teheran: Chap wa nashre ketabhaye darsiye iran Verlag. Yang. N. D.(1999). The relationship between EFL Learner’s beliefs and Learning strategy use. System. 27: 515-535._||_ Belmechri, F. & K. Hummel(1998). Orientations and motivation in the acquisition of English as a second language among high school students in Quebec. Language Learning, 48(2). , 219-244. Block, D(2003). The social turn in second language acquisition. Edinburgh: Edinburgh Univ. Press, 2003. Breitung, H. & E. Lattaro(2001). Regionale Lehrwerke und Lehrmethoden. Deutsch als Fremdsprache - Ein internationales Handbuch, Part 2. G. Helbig & L. Götze & G. Henrici & H. J. Krumm. Berlin/ New York: Walter de Gruyter Verlag, 1041-1053. Clement R. & B. G. Kruidenier(1983). Orientations and Second Language Acquisition: 1. The Effects of Ethnicity, Milieu and their Target Language on their Emergence. Language Learning, 33,: 273- 290. Clement, R. & Z. Dornyei & K. A. Noels(1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44. 3,: 417-448. Crookes, G. & R. W. Schmidt(1991). Motivation. Reopening the research agenda. Language Learning, 41: 469–512. Deci, E. L. & R. M. Ryan(1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Dörnyei Z. & I. Otto(1998). Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics, 4.: 43-69. Dörnyei, Z(1998). Motivation in second and foreign language learning. Language              Teaching, 31: 117-135. Dörnyei, Z(2001). Motivational strategies in the language classroom. Cambridge: CUP. Dörnyei, Z.(1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, No.4: 273-284. Dose, M. et. al.(1990). Der Duden. Fremdwörterbuch. Bibliographisches Institut & F.A. Brockhaus AG. Mannheim: Dudenverlag. Edmonson, W. & J.House(2000). Einführung in die Sprachlehrforschung.           Basel: Franke. Engel, U. et al (1979). Mannheimer Gutachten zu ausgewählten Lehrwerken        Deutsch als Fremdsprache. Heidelberg: Groos Verlag. Freud, S. Das Ich und das Es(1923). Leipzig: Internationaler Psychoanalytischer Verlag. Fröhlich, W. D.(2010). Wörterbuch Psychologie. München: dtv. Gardner, R. C. & W. ELambert.(1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House. Gardner, R. C.(1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold Publishers. Gerighausen, J. & P. C. Seel.(1983). Regionale Lehrwerke.“ Interkulturelle Kommunikation und Fremdverstehen. Krumm. München: Dokumentation eines Werkstattgesprächs des Goethe-Instituts. Glöckner, S(2013). Motivation beim Fremdsprachenerwerb. Eine qualitative Studie zu Gründen schwedischer Fremdsprachenlerner gegen das Lernen von Deutsch. Bielefeld: Universität Bielefeld. Heckhausen, J. & H(2006). Heckhausen. Motivation und Handeln. Heidelberg: Springer. Heffernan, N.(1981). Leadership in EFL: Time for a change. Asian EFL Journal,: 183-196. Hull, C. L(1943). Principles of behavior. An introduction to behavior theory. New York: Appleton-Century-Crofts. Huneke, H.-W. & W. Steinig(2013). Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag. Krashen, S.(1982). Principles and practice in second language acquisition. Pergamon: Oxford. Lightbown, P. M.(2000) Classroom SLA research and second language teaching. Applied Linguistics, 21: 431-462. Madrid, D.(1995). Internal and external factors affecting foreign language Teaching & learning. Actas de Las I Jornadas de Estudios Ingleses. University Of Granada, 59-82. Maslow, A.(1970). Motivation and personality. New York: Harper and Row. Mowrer, O. H.(1950). Learning theory and personality dynamics. New York: Ronald Press. Myers, Cynthia L.(1994). Question-Based Discourse in Science Labs: Issues for ITAs. Discourse and Performance of International Teaching Assistants. Madden C. G. & C. L. Myers. Alexandria, VA: TESOL,: 83-102. Neuner, G.(1999). Lehrmaterialforschung und –entwicklung – Zentrale Bereiche der Theorie und Praxis des Fremdsprachenunterrichts. Die Erforschung von Lehr- und Lernmaterialien im Kontext des Lehrens und Lernens fremder Sprachen. Bausch, K. R. et al. Tübingen: Gunter Narr Verlag,: 158-167. Noels, K. A.(2001). „Learning Spanish as a second Language. Learner’s orientations and perceptions of their teachers’ communication style.” Language Learning. 51, 1: 107- 144. Oram, P. & M Harrington.(2000). Learning styles and strategies, SLAT 6805. Second language Aqusition. semester 2. OxfordR. L. & J. Shearin(1994). Language Learning Motivation. Expanding the Theoretical Framework. The Modern Language Journal, 78: 12-28. Riemer, C.(2006). Der Faktor Motivation in der empirischen Fremdsprachenforschung. Motivation revisited. Festschrift für Gert Solmecke. Küppers, A. & J. Quetz. Berlin: Lit. Verlag,: 35-48. Riemer, C.(2011). Warum Deutsch (noch) gelernt wird– Motivaitonsforschung und Deutsch als Fremsprache. Deutschbewegt. Entwicklungen in der Auslandsgermanistik und Deutsch als Fremd- und Zweitsprache. Barkowski, H. & S. Demmig & H. Funk & Würz U. Baltmannsweiler: Schneider: 327-340. Riemer, C.(1997). Individuelle Unterschiede im Fremdsprachenerwerb. Eine Longitudinalstudie über die Wechselwirksamkeit ausgewählter Einflußfaktoren. Hohengehren: Schneider Verlag. Rösler, D.(1994). Deutsch als Fremdsprache. Stuttgart, Weimar: Metzler. Rouhi, F. (2015).Neue Anforderungen an das Deutschstudium im Iran.“ Osnarbrücker Beiträge zur zur Sprachtheorie, 87. Schneider, K. & H.-D. Schmalt.(2000). Motivation. Stuttgart: Kohlhammer. Skinner, B. F.(19530. Science and human behavior. New York: Free Press. Wharton, G.(2000). Language Learning strategy use of blingual foreign language Learners in Singapore. Language Learning. 50, 2.: 203-243. Williams, M. & Burden R(1997). Psychology for language teachers. Cambridge: CUP. Wojdani, S. & Feyzollahzadeh, T.(1983). Deutsches Lehrbuch. Teheran: Chap wa nashre ketabhaye darsiye iran Verlag. Yang. N. D.(1999). The relationship between EFL Learner’s beliefs and Learning strategy use. System. 27: 515-535.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.235551.346 علمی پژوهشی(عادی) بررسی اضطراب و عملکرد نگارش در انگلیسی به عنوان زبان خارجی: آیا کمال گرایی تفاوتی ایجاد می کند؟ بررسی اضطراب و عملکرد نگارش در انگلیسی به عنوان زبان خارجی: آیا کمال گرایی تفاوتی ایجاد می کند؟ شیرازی زاده محسن دانشگاه الزهرا مرادخانی شهاب گروه زبان و ادبیات انگلیسی، دانشگاه رازی کریم پور محبوبه دانشگاه الزهرا 21 03 2017 7 1 153 178 13 06 2017 30 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63885.html

هدف از انجام این مطالعه بررسی رابطه بین کمال گرایی، اضطراب نگارش و عملکرد نهایی نگارش در زبان آموزان ایرانی زبان انگلیسی بود. داده ها در مرحله اول با استفاده از آمار توصیفی، ضریب همبستگی و رگرسیون مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که از بین سه بعد کمال گرایی تنها کمال گرایی جامعه مدار است که می تواند پیش بینی کننده خوبی برای اضطراب نگارش باشد. اضطراب نگارش، کمال گرایی خود مدار و کمال گرایی جامعه مدار نیز به ترتیب پیش بینی کننده های معناداری برای عملکرد نگارش بودند. در مرحله دوم از تحلیل داده ها، ما بر اساس یافته های بخش اول مدلی فرضی از ارتباط بین متغیر ها ارائه دادیم.نتایج تحلیل مسیر نشان داد که علیرغم وجود روابط معنادار بین هر جفت از متغیرها، مدل ارائه شده ما بصورت یکجا از برازش قابل قبولی برخوردار نیست. * * * * * * * *

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B., Franze, S., & Rice, K. G. (2004). Self-Criticism, Dependency, Self-Esteem, and Grade Point Average Satisfaction Among Clusters of Perfectionists and Nonperfectionists. Journal of Counseling Psychology, 51(2), 192-200. doi:10.1037/0022-0167.51.2.192 Hanna, K. (2010). Student perceptions of teacher comments: Relationships between specific aspects of teacher comments and writing apprehension. DAI-A, 71(1). Hayes, C. G. (1981). Exploring Apprehension: Composing Processes of Apprehensive and Non-Apprehensive Intermediate Freshmen Writers. Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60(3), 456-470. doi:10.1037/0022-3514.60.3.456 Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. 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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.236654.352 علمی پژوهشی(عادی) مطالعه فرآیندهای ویراست و بازبینی هنگام نگارش گونه‌های مختلف متن مطالعه فرآیندهای ویراست و بازبینی هنگام نگارش گونه‌های مختلف متن عامری علیرضا دپارتمان زبان انگلیسی، عضو هیئت علمی دانشگاه آزاد اسلامی واحد تهران جنوب پورنیک صفت زهرا دانشگاه آزاد اسلامی واحد علوم تحقیقات 21 03 2017 7 1 179 202 28 06 2017 04 11 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63886.html

پژوهش‌های بیشماری در زمینه مهارت نوشتن این واقعیت را نشان می‌دهد که هنگام ساخت گفتمان نوشتاری نویسنده از همان ابتدا به یک انشای نغز دست نمی‌یابد، بلکه هنگام نگارش وی می‌بایست از فرآیندهای مختلفی عبور کند تا این امر تحقق یابد. هدف این تحقیق مقایسه دو فرآیند نهان ویراست و بازبینی هنگام نگارش چهار گونه نوشتار آکادمیک می‌باشد. بدین منظور، پژوهشگران سه پرسش تحقیق بیان کردند و رویه‌نمای بلند-اندیشی را که در آن مشارکین افکار خود را هنگام انجام درسکارهای نگارش به طور شفاهی بیان می‌نمودند برای استخراج داده اتخاذ کردند. شازده نفر مشارک از میان دانش‌آموختگان کارشناسی ارشد زبان انگلیسی به صورت هدفمند انتخاب شدند. دادهها سپس به طریق رویّه سه مرحلهای نظریه داده-بنیاد مورد بررسی و تحلیل محتوا قرار گرفتند .نتایج بررسیها دو فرآیند ویراست و بازبینی را به پیش‌فرآیندهای مختلفی طبقه‌بندی نمود شامل درجگذاری، خط زدگی، جایگزینی، فراگذاری، دگرنویسی و غلط گیری. این پژوهش بر اهمیت فرآیندهای ویراست و بازبینی در آموزش نگارش آکادمیک به زبان‌آموزان به عنوان مهمترین استنتاج آموزشی خود تاکید می‌ورزد.

 فرآیندهای نگارش رویه‌نمای بلند-اندیشی ویراست بازبینی نگارش دانشگاهی Allal, L., & Chanquoy, L. (2004). Revision revisited. In Allal, A., Chanquoy, L,. & Largy, P (Eds.), Revision cognitive and instructional processes (pp. 1-7). New York: Springer American Psychological Associations. (2010) Publication manual of the American psychological association (6th ed.). Washington, DC: American Psychological Association Bawarshi, A. S., &  Reiff, M. J. (2010).  Genre: An introduction to history, theory, research, and Pedagogy. USA: WAC Clearinghouse. Bowles, M. A. (2010). The think-aloud controversy in second language research. New York: Routledge. Bruce, I. (2008). Academic writing and genre: A systematic analysis. New York: Continuum. Cook, V. (2002). Background to the L2 users. In V. Cook (Ed.), Portrait of L2 learners (pp.1-28). UK: Multilingual Matters. Dudley-Evans, T. (1994). Genre analysis: An approach to text analysis for ESP. In M. Coulthard (Ed.), Advances in written text analysis. (pp.219-228). London: Routledge. Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. New York: Oxford University Press. Elbow, P. (2000). Everyone can write: Essays toward a hopeful theory of writing and teaching writing. New York: Oxford University Press. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: verbal reports as data. London: Cambridge. Faigley, L., & Witte, S. (1981). Analyzing revision. College composition and communication, 32: 400-414. Ferguson, G. (2007). The global spread of English, scientific communication and ESP: Questions of equity, access and domain loss. Ibérica, 13: 7-38. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32: 365-387. Fulwiler, T. (2002). College writing: A personal approach to academic writing. USA: Heinemann. Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. London: Routledge. Huckin, T. (2001). Abstracting from abstracts. In M. Hewings (Ed.), Academic writing in context: implications and applications (pp. 93-103). University of Birmingham Press. Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge. Hyland, K. (2009). Teaching and researching writing. UK: Pearson Education. Hasrati, M., & Gheitury, A. (2010). A genre analysis of Persian research article abstracts: communicative moves and author identity. Iranian Journal of Applied Language Studies, 2: 47-74. Janssen, D., van Waes, L., & van den Bergh, H. (1996). Effects of thinking aloud on writing processes. In C. M. Levy, & S. Ransdell (Eds.). The science of writing: Theories, individual differences, and applications (pp. 233-250). Mahwah, NJ:Lawrence Erlbaum Associates. Khany, R., & Tazik, K. (2010). A comparative study of introduction and discussion sections of sub-disciplines of applied linguistics research articles. Journal of applied language studies, 1: 97-122 Koro-Ljungberg, M., Douglas, E., McNeill, N., Therriault, D., & Malcolm, Z. (2012). Re-conceptualizing and de-centering think-aloud methodology in qualitative research. Qualitative Research, 1-19. doi: 10.1177/1468794112455040 Marefat, H., & Mohammadzadeh, S. (2013). Genre analysis of literature research article abstracts: A cross-linguistic, cross-cultural study. Applied Research on English Language, 2: 37-50. Myhill, D., & Jones, S. (2007). More than just error correction: Students’ perspectives on their revision processes during writing. Written Communication. 43, 323-343, doi: 10.1177/0741088307305976 Myskow, G., & Gordon, K. (2009). A focus on purpose: Using a genre approach in an EFL writing class. ELT journal, 64: 283-292. doi: 10.1093/elt/ccp057 Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.) The sage encyclopedia of qualitative research methods (pp. 697-8). USA: Sage. Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25(3): 407-430 Richards, J. C., & Miller, S. K. (2005). Doing academic writing in education: Connecting the personal and the professional. USA: Lawrence Erlbaum Associates Publishers. Schoonen, R., Snellings, P., Stevenson, M., & Van Gelderen, A. (2009). Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 50-77). UK: Multilingual Matters. Seow, A. (2002). The writing process and process writing. In J. C. Richard, & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315-320). UK: Cambridge University Press Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. USA: Sage. Swales, J. M., & Feak, C. (1994). Academic writing for graduate students: Essential tasks and skills. USA: University of Michigan Press. Swales, J. (1996). Occluded genres in the academy: The case of the submission Letter. In L. J. Mey, H. Parret, & J. Verschueren (Eds.) Practicing and beyond new series (pp. 45-58). The Netherlands: John Benjamins. Swales, J. (2009). Worlds of genre—Metaphors of genre. In C. Bazerman, A. Bonini, & D.  Figueiredo (Eds.), Genre in a changing world (pp. 3-16). USA: WAC Clearinghouse Swales, J. M. & Feak, C. B. (2010). From text to task: Putting research on abstracts to work. In M. F. Ruiz-Garrido, J. C. Palmer-Silveira, & I. Fortanet-Gómez (Eds.), English for professional and academic purpose (pp. 167-180). Vinay, J.-P., & Darbelnet, J. (1958). A Methodology for Translation. [An excerpt from Comparative Stylistics of French and English: A Methodology for Translation, trans. and eds. J. C. Sager & M.-J. Hamel, Amsterdam: John Benjamins, 1995, first published in 1958 as Stylistique comparée du français et de l’anglais. Méthode de traduction] In L. Venuti (Ed.), The Translation Studies Reader (pp. 84–93). London: Routledge. White, R., & Arndt, V. (1991). Process Writing. Essex: Longman._||_ Allal, L., & Chanquoy, L. (2004). Revision revisited. In Allal, A., Chanquoy, L,. & Largy, P (Eds.), Revision cognitive and instructional processes (pp. 1-7). New York: Springer American Psychological Associations. (2010) Publication manual of the American psychological association (6th ed.). Washington, DC: American Psychological Association Bawarshi, A. S., &  Reiff, M. J. (2010).  Genre: An introduction to history, theory, research, and Pedagogy. USA: WAC Clearinghouse. Bowles, M. A. (2010). The think-aloud controversy in second language research. New York: Routledge. Bruce, I. (2008). Academic writing and genre: A systematic analysis. New York: Continuum. Cook, V. (2002). Background to the L2 users. In V. Cook (Ed.), Portrait of L2 learners (pp.1-28). UK: Multilingual Matters. Dudley-Evans, T. (1994). Genre analysis: An approach to text analysis for ESP. In M. Coulthard (Ed.), Advances in written text analysis. (pp.219-228). London: Routledge. Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. New York: Oxford University Press. Elbow, P. (2000). Everyone can write: Essays toward a hopeful theory of writing and teaching writing. New York: Oxford University Press. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: verbal reports as data. London: Cambridge. Faigley, L., & Witte, S. (1981). Analyzing revision. College composition and communication, 32: 400-414. Ferguson, G. (2007). The global spread of English, scientific communication and ESP: Questions of equity, access and domain loss. Ibérica, 13: 7-38. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32: 365-387. Fulwiler, T. (2002). College writing: A personal approach to academic writing. USA: Heinemann. Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. London: Routledge. Huckin, T. (2001). Abstracting from abstracts. In M. Hewings (Ed.), Academic writing in context: implications and applications (pp. 93-103). University of Birmingham Press. Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge. Hyland, K. (2009). Teaching and researching writing. UK: Pearson Education. Hasrati, M., & Gheitury, A. (2010). A genre analysis of Persian research article abstracts: communicative moves and author identity. Iranian Journal of Applied Language Studies, 2: 47-74. Janssen, D., van Waes, L., & van den Bergh, H. (1996). Effects of thinking aloud on writing processes. In C. M. Levy, & S. Ransdell (Eds.). The science of writing: Theories, individual differences, and applications (pp. 233-250). Mahwah, NJ:Lawrence Erlbaum Associates. Khany, R., & Tazik, K. (2010). A comparative study of introduction and discussion sections of sub-disciplines of applied linguistics research articles. Journal of applied language studies, 1: 97-122 Koro-Ljungberg, M., Douglas, E., McNeill, N., Therriault, D., & Malcolm, Z. (2012). Re-conceptualizing and de-centering think-aloud methodology in qualitative research. Qualitative Research, 1-19. doi: 10.1177/1468794112455040 Marefat, H., & Mohammadzadeh, S. (2013). Genre analysis of literature research article abstracts: A cross-linguistic, cross-cultural study. Applied Research on English Language, 2: 37-50. Myhill, D., & Jones, S. (2007). More than just error correction: Students’ perspectives on their revision processes during writing. Written Communication. 43, 323-343, doi: 10.1177/0741088307305976 Myskow, G., & Gordon, K. (2009). A focus on purpose: Using a genre approach in an EFL writing class. ELT journal, 64: 283-292. doi: 10.1093/elt/ccp057 Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.) The sage encyclopedia of qualitative research methods (pp. 697-8). USA: Sage. Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25(3): 407-430 Richards, J. C., & Miller, S. K. (2005). Doing academic writing in education: Connecting the personal and the professional. USA: Lawrence Erlbaum Associates Publishers. Schoonen, R., Snellings, P., Stevenson, M., & Van Gelderen, A. (2009). Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 50-77). UK: Multilingual Matters. Seow, A. (2002). The writing process and process writing. In J. C. Richard, & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315-320). UK: Cambridge University Press Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. USA: Sage. Swales, J. M., & Feak, C. (1994). Academic writing for graduate students: Essential tasks and skills. USA: University of Michigan Press. Swales, J. (1996). Occluded genres in the academy: The case of the submission Letter. In L. J. Mey, H. Parret, & J. Verschueren (Eds.) Practicing and beyond new series (pp. 45-58). The Netherlands: John Benjamins. Swales, J. (2009). Worlds of genre—Metaphors of genre. In C. Bazerman, A. Bonini, & D.  Figueiredo (Eds.), Genre in a changing world (pp. 3-16). USA: WAC Clearinghouse Swales, J. M. & Feak, C. B. (2010). From text to task: Putting research on abstracts to work. In M. F. Ruiz-Garrido, J. C. Palmer-Silveira, & I. Fortanet-Gómez (Eds.), English for professional and academic purpose (pp. 167-180). Vinay, J.-P., & Darbelnet, J. (1958). A Methodology for Translation. [An excerpt from Comparative Stylistics of French and English: A Methodology for Translation, trans. and eds. J. C. Sager & M.-J. Hamel, Amsterdam: John Benjamins, 1995, first published in 1958 as Stylistique comparée du français et de l’anglais. Méthode de traduction] In L. Venuti (Ed.), The Translation Studies Reader (pp. 84–93). London: Routledge. White, R., & Arndt, V. (1991). Process Writing. Essex: Longman.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.229033.322 علمی پژوهشی(عادی) بررسی میزان سواد ارزیابی مدرسین زبان انگلیسی در بافت آموزشی ایران بررسی میزان سواد ارزیابی مدرسین زبان انگلیسی در بافت آموزشی ایران عباسیان غلامرضا دانشکاه امام علی کوشا مهدی دانشگاه آزاد اسلامی 21 03 2017 7 1 203 232 04 03 2017 22 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63887.html

سطح سواد ارزیابی مدرسین ایرانی آموزش زبان انگلیسی و مدرسین زبان انگلیسی رشته های خاص از نظر میزان تطابق آنان مورد بررسی قرار گیرد. بر اساس روش تحقیق ترکیبی-اکتشافی، 80 مدرس دانشگاهی به پرسشنامه سواد ارزیابی پاسخ و گروهی از آنها در یک مصاحبه باز نیمه ساختاری مشارکت جستند. تجزیه و تحلیل کمی و کیفی دادههای حاصله موید این است که که اولاً مدرسین ایرانی زبان انگلیسی و مدرسین ایرانی زبان تخصصی دانشگاهی از سطح سواد ارزیابی قابل قبولی برخوردار نبوده و ثانیاً تفاوت معنیداری در سطوح سواد آنها در خصوص 9 زیرمجموعه سنجه سواد ارزیابی وجود دارد. اگرچه مدرسین ایرانی زبان انگلیسی در مقایسه با مدرسین زبان تخصصی نیز بودند از سطح سواد ارزیابی بالاتری برخوردار هستند، لیکن هر دو گروه مورد مطالعه از ضعف چشمگیری در این حوزه رنج می برند که نه تنها نشاندهنده ضعف برنامههای آموزشی و تربیتی مدرسین زبان انگلیسی در حوزههایی مانند آزمونهای زبانی و ارزیابی است، بلکه بیانگر  احتیاط جدی و حتی امتناع متخصصین رشته ای در تدریس زبان تخصصی می باشد

 ارزیابی دانش ارزیابی مدرسین زبان انگلیسی سواد ارزیابی مدرسین متخصصین حوزه زبان انگلیسی تخصصی Abassy Delvand, S., & Mashhadi Heidar, D. (2015). A Survey on the Efficiency of ESP Teachers in Iranian Universities. International Journal of Foreign Language Teaching and Research, 3(11), 59-66. Aliasin, S. H., & Pouyan, P. (2014). An Investigation into Iranian University Students’ Views about Who should Teach ESP Courses: A Specialist-in the field Instructor, or an EFL Teacher? English Language Teaching, 1(1), 75–96. Anthony, L. (2007). The teacher as student in ESP course design. In Keynote address given at 2007 International Symposium on ESP & Its Applications in Nursing and Medical English Education. Asghari, M. (2013). EFL ESP teacher controversy regarding accounting students’ course achievements. International Research Journal of Applied and Basic Sciences, 6 (10), 1401–1409. Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. Drexel University. Davoudi-Mobarakeh, S., Eslami-Rasekh, A., & Barati, H. (2014). Observation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses. Journal of English Language Teaching and Learning, 6(13), 15–41. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press. Elshawa, N. R. M., Heng, C. S., Abdullah, A. N., & Rashid, S. M. (2016). Teachers’ Assessment Literacy and Washback Effect of Assessment. International Journal of Applied Linguistics and English Literature, 5(4), 135–141. Field, A. (2009). Discovering statistics using SPSS. Sage publications. Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage. Howell, C. A. (2013). Development and Analysis of a Measurement Scale for Teacher Assessment Literacy. Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. Bayat, Kh., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139–146. King, J. D. (2010). Criterion-referenced assessment literacy of educators. Lian, L. H., Yew, W. T., & Meng, C. C. (2014). Enhancing Malaysian teachers’ assessment literacy. International Education Studies, 7(10), 74. Maleki, A. (2008). ESP teaching: A matter of controversy. ESP World, 1, 17. Mertler, C. A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 49–64. Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113. Mertler, C. A., & Campbell, C. (2005). Measuring Teachers’ Knowledge & Application of Classroom Assessment Concepts: Development of the. Online Submission. Moe, M. S. (2012). Learning, knowing, and doing classroom assessment: exposure and understanding rates of assessment knowledge among elementary pre-service teachers. Plake, B. S., & Impara, J. C. (1997). Teacher assessment literacy: What do teachers know about assessment. Handbook of Classroom Assessment, 53–68. Popescu, A.-V. (2010). A general view on the relationship between ESP and EGP. Professional Communication and Translation Studies, 3(1-2), 49–52. Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265–273. Sadeghi, A. (2006). ESP methodology: A transition from the present state. In First National ESP/EAP Conference (pp. 21–33). SAMT. Siegel, M. A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371–391. Stiggins, R. (2000). Learning teams for assessment literacy. Orbit, 30(4), 5–7. Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238. Stiggins, R. J. (1999). Are You Assessment Literate?. High School Magazine, 6(5), 20–23. Tao, N. (2014). Development and Validation of Classroom Assessment Literacy Scales: English as a Foreign Language (EFL) Instructors in a Cambodian Higher Education Setting. Victoria University. Webb, N. (2002). Assessment literacy in a standards-based urban education setting. In annual meeting of the American Educational Research Association, New Orleans. Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teac_||_ Abassy Delvand, S., & Mashhadi Heidar, D. (2015). A Survey on the Efficiency of ESP Teachers in Iranian Universities. International Journal of Foreign Language Teaching and Research, 3(11), 59-66. Aliasin, S. H., & Pouyan, P. (2014). An Investigation into Iranian University Students’ Views about Who should Teach ESP Courses: A Specialist-in the field Instructor, or an EFL Teacher? English Language Teaching, 1(1), 75–96. Anthony, L. (2007). The teacher as student in ESP course design. In Keynote address given at 2007 International Symposium on ESP & Its Applications in Nursing and Medical English Education. Asghari, M. (2013). EFL ESP teacher controversy regarding accounting students’ course achievements. International Research Journal of Applied and Basic Sciences, 6 (10), 1401–1409. Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. Drexel University. Davoudi-Mobarakeh, S., Eslami-Rasekh, A., & Barati, H. (2014). Observation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses. Journal of English Language Teaching and Learning, 6(13), 15–41. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press. Elshawa, N. R. M., Heng, C. S., Abdullah, A. N., & Rashid, S. M. (2016). Teachers’ Assessment Literacy and Washback Effect of Assessment. International Journal of Applied Linguistics and English Literature, 5(4), 135–141. Field, A. (2009). Discovering statistics using SPSS. Sage publications. Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage. Howell, C. A. (2013). Development and Analysis of a Measurement Scale for Teacher Assessment Literacy. Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. Bayat, Kh., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139–146. King, J. D. (2010). Criterion-referenced assessment literacy of educators. Lian, L. H., Yew, W. T., & Meng, C. C. (2014). Enhancing Malaysian teachers’ assessment literacy. International Education Studies, 7(10), 74. Maleki, A. (2008). ESP teaching: A matter of controversy. ESP World, 1, 17. Mertler, C. A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 49–64. Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113. Mertler, C. A., & Campbell, C. (2005). Measuring Teachers’ Knowledge & Application of Classroom Assessment Concepts: Development of the. Online Submission. Moe, M. S. (2012). Learning, knowing, and doing classroom assessment: exposure and understanding rates of assessment knowledge among elementary pre-service teachers. Plake, B. S., & Impara, J. C. (1997). Teacher assessment literacy: What do teachers know about assessment. Handbook of Classroom Assessment, 53–68. Popescu, A.-V. (2010). A general view on the relationship between ESP and EGP. Professional Communication and Translation Studies, 3(1-2), 49–52. Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265–273. Sadeghi, A. (2006). ESP methodology: A transition from the present state. In First National ESP/EAP Conference (pp. 21–33). SAMT. Siegel, M. A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371–391. Stiggins, R. (2000). Learning teams for assessment literacy. Orbit, 30(4), 5–7. Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238. Stiggins, R. J. (1999). Are You Assessment Literate?. High School Magazine, 6(5), 20–23. Tao, N. (2014). Development and Validation of Classroom Assessment Literacy Scales: English as a Foreign Language (EFL) Instructors in a Cambodian Higher Education Setting. Victoria University. Webb, N. (2002). Assessment literacy in a standards-based urban education setting. In annual meeting of the American Educational Research Association, New Orleans. Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teac
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.233352.336 علمی پژوهشی(عادی) اعتبارسنجی شناخت دانشجویان مترجمی وارتباط آن با توانایی ترجمه از زبان انگلیسی به فارسی اعتبارسنجی شناخت دانشجویان مترجمی وارتباط آن با توانایی ترجمه از زبان انگلیسی به فارسی مدرسی قاسم دانشگاه آزاد قوچان سالاروند بهزاد مدرس زبان، تهران، ایران 21 03 2017 7 1 233 250 14 05 2017 16 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63888.html

این پژوهش، تلاش اولیه ای برای بررسی شناخت دانشجویان رشتۀ مترجمی و ارتباط آن با توانایی ترجمه از زبان انگلیسی به فارسی است. ابتدا، با کارشناسان و مدرسان دانشگاه مصاحبه شد، و مضمون های مشترک در زمینۀ شناخت دانشجویان رشتۀ مطالعات ترجمه مقوله بندی شد. اعتبارسنجی پرسشنامه با استفاده از تحلیل عامل و بررسی آزمایشی شامل دو مرحله انجام شد. هم چنین، با استفاده از مدل سازی معادلات ساختاری، اعتبار مدل‌های اندازه گیری از طریق شاخص های درستی تناسب گویه ها بررسی شد. پرسشنامۀ استاندارد‌شدۀ ‹‹شناخت دانشجویان رشتۀ مترجمی›› (TSC) نامیده شد که شامل چهار زیر ساختار است. در مرحلۀ بعدی پژوهش، محققان رابطۀ بین نمرۀ دانشجویان در پرسشنامه و توانایی ترجمه را بررسی کردند، و نتایج، همبستگی مثبت و زیادی را نشان داد [r=–.65, n=42, p<.05]. از کاربردهای این بررسی برای دانشجویان ترجمه است تا بر جنبه هایی از زندگی ذهنی خود متمرکز شوند که باعث ایجاد انگیزه و یا انگیزش دوبارۀ ترجمه در آنها شود.

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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.231457.326 علمی پژوهشی(عادی) همسوسازی روش های بازتابی رایج درآموزش زبان انگلیسی با ویژگیهای روانشناختی زبان آموزان ایرانی همسوسازی روش های بازتابی رایج درآموزش زبان انگلیسی با ویژگیهای روانشناختی زبان آموزان ایرانی نفیسی زهره استادیار گروه زبان و ادبیات انگلیسی - دانشکده ادبیات زبانها و تاریخ -دانشگاه الزهرا - تهران - ایران وثوقی مرجان استادیار، دانشگاه آزاد اسلامی، واحد سبزوار، گروه زبان انگلیسی، سبزوار، ایران 21 03 2017 7 1 251 270 18 04 2017 14 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63889.html

در مطالعه حاضر روند بهره گیری مثبت از یک فعالیت روایت-محور با عنوان " رویداد نویسی دیالکتیکی" یا محاوره ای بر روی عملکرد زبانی 67 دانشجوی بزرگ‌سال ایرانی (دختر و پسر) به صورت پیمایشی باهدف انطباق سنجی سازه‌های روان سنجی دانشجویان در حوزه هوش هیجانی آنان با ابزار های کار پوشه، صورت گرفت.پنج زیر سنجه از متغیر های هوش هیجانی شامل مقیاس های حل مسئله، خودآگاهی هیجانی، روابط بین فردی، خودابراز(قاطعیت)و واقعیت سنجی با استفاده از شیوه رگرسیون چندگانه مورد تحلیل آماری قرار گرفتند. نتایج حاصل حاکی از ان بود که مدل کلی به دست امده توانست موفقیت تحصیلی را به طور موازی با تداخل رویداد نویسی در میان افراد بزرگ‌سال مورد آزمون پیش‌بینی نماید (0.05≥p) اما مقیاس حل مسئله در مقایسه با چهار مقیاس دیگر بیشتر پیش‌بینی کننده موفقیت در آزمون‌های ارزیابی پیشرفت زبانی در گروه هدف بود. دلایل ضمنی نتیجه حاصله به همراه کاربرد های تقویت مهارت‌های ارتباطی در میان دانشجویان در نهایت تحلیل شده اند.

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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.232225.331 علمی پژوهشی(عادی) تاثیر تکنیک های کپی- پوشش- مقایسه و خوداصلاحی فوری برپیشرفت دیکته و یادآوری املای لغات فراگیران زبان انگلیسی ایرانی درپایۀ نهم وفایی لیلا گروه آموزش زبان انگلیسی-واحد قم-دانشگاه آزاد اسلامی- قم-ایران اشعری تبار نرجس گروه آموزش زبان انگلیسی-واحد قم-دانشگاه آزاد اسلامی- قم-ایران 21 03 2017 7 1 271 299 29 04 2017 28 10 2017 Copyright © 2017, دانشگاه تهران. 2017 https://jflr.ut.ac.ir/article_63890.html

هدف اصلی این تحقیق بررسی تاثیر استفاده از تکنیکهای خود کنترلی کپی-پوشش-مقایسه و خود اصلاحی فوری بر یادگیری دیکته لغات روی دانش آموزان پایه نهم بوده است. در این پژوهش، محقق با یک طرح شبه تجربی، تاثیراستفاده از این تکنیکها را روی 94 دانش آموز دخترپایه نهم، دردو گروه تجربی بررسی کرد و آنها را با گروه کنترل مقایسه نمود. پس از برگزاری آزمون سطح مبتدی نلسون، تست پیش آزمون اجرا شد. بعد از هشت جلسه تدریس 35 لغت جدید ماخوذ ازدو درس اول کتاب درسی آنها، پس آزمون اول انجام شد. به منظور بررسی تاثیراستفاده از این تکنیکها بر میزان بیادآوری لغات، پس آزمون دوم بعد از 25 روز اجرا شد. نتایج تحلیل آماری آنکوا نشان داد تکنیک کپی-پوشش-مقایسه بیشترین تاثیررا در یادگیری دیکته لغات و به خاطرسپاری آنها دارد. دبیران میتوانند کلاسهای سنتی خود را با استفاده از این تکنیک پویاتر کنند و دیکته دانش آموزان را تقویت نمایند.

 کپی-پوشش-مقایسه&quot; &quot;خوداصلاحی&quot; &quot;صحیح نویسی لغات&quot; &quot;خودکنترلی&quot; &quot;خود مدیریتی&quot; Alber, S. R., & Walshe, S. E., (2004). When to self-correct spelling words: A systematic replication. Journal of Behavioral Education, 13(1), 51- 66. DOI:10.1023/B:   JOBE.0000011260.12674.a3. Alderman, G. L., & Green, S. K. (2011). Fostering lifelong spellers through meaningful           experiences. The Reading Teacher, 64(8), 599–605. DOI: 10.1598/RT.64.8. Baleghizadeh, S., & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students' spelling errors. Profile Issues in Teachers Professional Development, 13(1), 129 -137. Retrieved from: https://dialnet.unirioja.es/descarga/ articulo/4858509.pdf Baleghizadeh, S., & Dargahi, Z. (2010). The use of different spelling strategies among EFL young learners. Porta linguarum, 15, 151-159. Bandy, T. & Moore, K. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Results-to-Research Brief #2010-23. Child Trends.            http://www.childtrends.org/Files/Child_Trends-2010_10_05_RB_AssesSelfReg.pdf Bush, H. (2010). Spelling: Finding a new way with words. 2010 ALEA Conference Paper.35 Appleby Road Northdown, Tasmania, 7307. Cate, G. L., Dunne, M., Erkfirlz, K. N., Kivisto, A., Lee, N., & wierzbicki, J. (2006). Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading. Journal of Behavioral Education, 16(1), 70-81. DOI: 10.1007/s10864-006-9019-5 Dahl, K., Barto, A., Bonfils, A., Carasello, M., Christopher, J., Davis, R., Williams, J. (2003). Connecting Developmental Word Study with Classroom Writing: Children's Descriptions of Spelling Strategies. The Reading Teacher, 57(4), 310-319. Retrieved from http://www.jstor.org/stable/20205366 Dehnoo, M. A., & Yousefvand, Gh. (2013): The effect of direct feedback on student’s spelling errors. International electronic journal for the teacher of English, 3(5), 22-29. DuBois, K., Erickson, K., & Jacobs, M. (2007). Improving spelling of high frequency words for transfer in written work. An Action Research Project. Master of Arts in Teaching and Leadership. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55. Ghandi, M., & Maghsoudi, M. (2014). The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners' Spelling Errors. English Language Teaching, 7(8), 35-61. Retrieved from: www.ccsenet.org/journal/index.php/elt/article/download         /38715/21503. Golshan, M., & Reigani, P. (2015). Analysis Spelling Errors: Iranian Female Beginner Learners of Analysis Spelling Errors: Iranian Female Beginner Learners of English. MJAL, 7(2), 174-188. Retrieved from: mjal.org/Journal/new/8.pdf Grimes, C., B. (2010). Effects of Open Court on Students' Spelling. (Master of Arts). Education and Human Development Master's Theses. Paper 11. Hall, A. H. (2014). Making Spelling Meaningful: Using Explicit Instruction and Individual Conferencing. Reading Matters, 14, 33-37. Eugene T. Moore School of Education. Retrieved from: http://scira.org/content/wp-content/uploads/2014/01/ RM2014-Making-Spelling- Meaningful.pdf. Heron, T. E., Okyere, B. A., & Miller, A. D. (1991). A taxonomy of approaches to teach spelling. Journal of Behavioral Education, 1(1), 117-130. Doi: 10.1007@BF00956757.11 Joseph, L.M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fisheye, K.M. (2012). A. meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122-36. DOI: 10.1002/pits.20622 Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008). How words cast their spell. American Educator, 32(4), 6-16. Keith, M., McLaughlin, T. F., & Derby, K. M. (2012). The use of cover, copy, and compare to improve spelling with a middle school student in a behavior intervention classroom. Academic Research International, 2(3), 302-307. Retrieved from: www.savap.org.pk/journals/ARInt./Vol.2(3)/2012(2.3-36).pdf Khabiri, M., & Rezagholizadeh, R. (2014). The comparative effect of teaching spelling through mnemonics and phonics on EFL learners' vocabulary achievement and retention. Theory and Practice in Language Studies, 4(7), 1463- 1468. Doi:10.4304/tpls.4.7.1463-1468 Konrad, M., Helf, SH., & Joseph, L. M. (2011). Evidence-based instruction is not enough: Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47(2), 67–74. DOI: 10.1177/1053451211414192. Retrieved from: http://www.sagepub.com/journalsPermissions.nav Konrad, M., & Joseph, L. M. (2014). Cover-copy-compare: A method for enhancing evidence based instruction. Intervention in School and Clinic, 49(4), 203-210. DOI: 10.1177/1053451213509484. Retrieved from: http://www. sagepub.com/journals Permissions.nav Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teaching: A multi-method approach. Electronic Journal of Foreign Language Teaching 3)2(, 142-157. Mann, T. B. (2014). A Comparison of Two Spelling Strategies with respect to Acquisition, Generalization, Maintenance, and Student Preference (Doctoral dissertation). University of Kansas. Retrieved from: http://hdl.handle.net/1808/16853 McLaughlin, T. F., & Skinner, CH. (1996). Improving academic performance through self-management: Cover, Copy, and Compare. Intervention in School and Clinic, 32(2),113-118. McNeish, J., Heron, T. E., & Okyere, B. (1992): Effects of self-correction on the spelling performance of junior high students with learning disabilities. Journal of Behavioral Education, 2(1), 17-27. DOI: 10.1007@BF00947135_2 Moats, L. C. (2005). How spelling supports reading. American Educator, 6(12), 42-43. Moats, L., Foorman, B., & Taylor, P. (2006). How quality of writing instruction impacts high-risk fourth graders’ writing. Reading and Writing: An Interdisciplinary Journal, 19(4), 363-391. Mohammadi, M., & Gordian, B. (2015). The effect of contextualized spelling activities on improving high school fell learners’ sound symbol interactive writing errors. International Journal of Language Learning and Applied Linguistics World, 8(4), 196-210. Morbedadze, D. (2015). Learner Autonomy. International Journal of Educational Investigations, 2(10), 1-9 Nayernia, A. (2011). Writing Errors, what they can tell a teacher? MJAL, 3 (2), 200. Retrieved from: www.academia.edu: /2026036 Writing_Errors /_what_they_can_tell _a_teacher  Nies, K. A., & Belfour, PH. J. (2006). Enhancing spelling performance in students with Learning disabilities. Journal of Behavioral Education, 15, 162-170. Springer Science+Business   Media, Inc. DOI 10.1007/s10864-006-9017-7 Nouraey, P., & Karimnia, A. (2016). The impact of rhythm and gender on spelling Output of Iranian EFL learners: A cross-sectional study. Khazar Journal of Humanities and Social Science, 19(2), 53-63.  O’Flaherty, C., McLaughlin, T. F., Derby, K. M., & Weber, D. (2016). The Effects of Direct Instruction Flashcards and Copy, Cover, Compare on Sight Word Skills of Two Elementary Students in a Parochial School Setting: A Replication. International Journal of English and Education, 5(1), 403-416. Retrieved from: https:// connect.gonzaga.edu/mclaughl/publications Rayner, K., White, S.J., Johnson, R.L., & Liversedge, S.P. (2006). Raeding wrods with jubmled lettres: There is a cost. Psychological Science, 17, 192-193. Rostami Abusaeedi, A. A., & Boroomand, F. (2015). A quantitative analysis of Iranian EFL learners' sources of written errors. International Journal of Research Studies in Language Learning, 4(1), 31-42. DOI: 10.5861/ijrsll.2014.682 Saeidi, M., & Khodadust, M. R. (2010). Spelling errors of Iranian school-level EFL learners: Potential Sources. The Journal of Applied Linguistics, 3(1), 187-207. Schuler, H., Everman, J., Carter, M. A., McLaughlin, T. H., & Derby, K. M. (2011). Differential effects of cover, copy, and compare in Spelling with four high school students with severe behavior disorders. Academic Research International, 1(1), 43-51. Skinner, CH., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7(3), 295-306. Smith, T. J., Dittmer, K. I., & Skinner, CH. H. (2002). Enhancing science performance in students with learning disabilities using cover, copy, and compare: A student shows the way. Psychology in the Schools, 39(4). DOI: 10.1002/pits.10037 Snow, C. E., Griffin, P., & Burns, M., S. (Eds.). (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass. Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal 6(1), 11-19. Wood, S. J., Murdock, J. Y., & Cronin, M. E. (2002). Self-monitoring and at-risk middle school students. Behavior Modification, 26, 605-626. Young, K. (2007). Developmental stage theory of spelling: Analysis of consistency across four spelling-related activities. Australian Journal of Language and Literacy, 30(3), 203._||_ Alber, S. R., & Walshe, S. E., (2004). When to self-correct spelling words: A systematic replication. Journal of Behavioral Education, 13(1), 51- 66. DOI:10.1023/B:   JOBE.0000011260.12674.a3. Alderman, G. L., & Green, S. K. (2011). Fostering lifelong spellers through meaningful           experiences. The Reading Teacher, 64(8), 599–605. DOI: 10.1598/RT.64.8. Baleghizadeh, S., & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students' spelling errors. Profile Issues in Teachers Professional Development, 13(1), 129 -137. Retrieved from: https://dialnet.unirioja.es/descarga/ articulo/4858509.pdf Baleghizadeh, S., & Dargahi, Z. (2010). The use of different spelling strategies among EFL young learners. Porta linguarum, 15, 151-159. Bandy, T. & Moore, K. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Results-to-Research Brief #2010-23. Child Trends.            http://www.childtrends.org/Files/Child_Trends-2010_10_05_RB_AssesSelfReg.pdf Bush, H. (2010). Spelling: Finding a new way with words. 2010 ALEA Conference Paper.35 Appleby Road Northdown, Tasmania, 7307. Cate, G. L., Dunne, M., Erkfirlz, K. N., Kivisto, A., Lee, N., & wierzbicki, J. (2006). Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading. Journal of Behavioral Education, 16(1), 70-81. DOI: 10.1007/s10864-006-9019-5 Dahl, K., Barto, A., Bonfils, A., Carasello, M., Christopher, J., Davis, R., Williams, J. (2003). Connecting Developmental Word Study with Classroom Writing: Children's Descriptions of Spelling Strategies. The Reading Teacher, 57(4), 310-319. Retrieved from http://www.jstor.org/stable/20205366 Dehnoo, M. A., & Yousefvand, Gh. (2013): The effect of direct feedback on student’s spelling errors. International electronic journal for the teacher of English, 3(5), 22-29. DuBois, K., Erickson, K., & Jacobs, M. (2007). Improving spelling of high frequency words for transfer in written work. An Action Research Project. Master of Arts in Teaching and Leadership. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55. Ghandi, M., & Maghsoudi, M. (2014). The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners' Spelling Errors. English Language Teaching, 7(8), 35-61. Retrieved from: www.ccsenet.org/journal/index.php/elt/article/download         /38715/21503. Golshan, M., & Reigani, P. (2015). Analysis Spelling Errors: Iranian Female Beginner Learners of Analysis Spelling Errors: Iranian Female Beginner Learners of English. MJAL, 7(2), 174-188. Retrieved from: mjal.org/Journal/new/8.pdf Grimes, C., B. (2010). Effects of Open Court on Students' Spelling. (Master of Arts). Education and Human Development Master's Theses. Paper 11. Hall, A. H. (2014). Making Spelling Meaningful: Using Explicit Instruction and Individual Conferencing. Reading Matters, 14, 33-37. Eugene T. Moore School of Education. Retrieved from: http://scira.org/content/wp-content/uploads/2014/01/ RM2014-Making-Spelling- Meaningful.pdf. Heron, T. E., Okyere, B. A., & Miller, A. D. (1991). A taxonomy of approaches to teach spelling. Journal of Behavioral Education, 1(1), 117-130. Doi: 10.1007@BF00956757.11 Joseph, L.M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fisheye, K.M. (2012). A. meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122-36. DOI: 10.1002/pits.20622 Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008). How words cast their spell. American Educator, 32(4), 6-16. Keith, M., McLaughlin, T. F., & Derby, K. M. (2012). The use of cover, copy, and compare to improve spelling with a middle school student in a behavior intervention classroom. Academic Research International, 2(3), 302-307. Retrieved from: www.savap.org.pk/journals/ARInt./Vol.2(3)/2012(2.3-36).pdf Khabiri, M., & Rezagholizadeh, R. (2014). The comparative effect of teaching spelling through mnemonics and phonics on EFL learners' vocabulary achievement and retention. Theory and Practice in Language Studies, 4(7), 1463- 1468. Doi:10.4304/tpls.4.7.1463-1468 Konrad, M., Helf, SH., & Joseph, L. M. (2011). Evidence-based instruction is not enough: Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47(2), 67–74. DOI: 10.1177/1053451211414192. Retrieved from: http://www.sagepub.com/journalsPermissions.nav Konrad, M., & Joseph, L. M. (2014). Cover-copy-compare: A method for enhancing evidence based instruction. Intervention in School and Clinic, 49(4), 203-210. DOI: 10.1177/1053451213509484. Retrieved from: http://www. sagepub.com/journals Permissions.nav Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teaching: A multi-method approach. Electronic Journal of Foreign Language Teaching 3)2(, 142-157. Mann, T. B. (2014). A Comparison of Two Spelling Strategies with respect to Acquisition, Generalization, Maintenance, and Student Preference (Doctoral dissertation). University of Kansas. Retrieved from: http://hdl.handle.net/1808/16853 McLaughlin, T. F., & Skinner, CH. (1996). Improving academic performance through self-management: Cover, Copy, and Compare. Intervention in School and Clinic, 32(2),113-118. McNeish, J., Heron, T. E., & Okyere, B. (1992): Effects of self-correction on the spelling performance of junior high students with learning disabilities. Journal of Behavioral Education, 2(1), 17-27. DOI: 10.1007@BF00947135_2 Moats, L. C. (2005). How spelling supports reading. American Educator, 6(12), 42-43. Moats, L., Foorman, B., & Taylor, P. (2006). How quality of writing instruction impacts high-risk fourth graders’ writing. Reading and Writing: An Interdisciplinary Journal, 19(4), 363-391. Mohammadi, M., & Gordian, B. (2015). The effect of contextualized spelling activities on improving high school fell learners’ sound symbol interactive writing errors. International Journal of Language Learning and Applied Linguistics World, 8(4), 196-210. Morbedadze, D. (2015). Learner Autonomy. 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