پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.236677.353 علمی پژوهشی(عادی) جایگاه تفکر نقادانه در نظام آموزشی ایران جایگاه تفکر نقادانه در نظام آموزشی ایران بیرجندی پرویز گروه زبان انگلیسی دانشکده زبان و ادبیات دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران،ایران باقری محمدباقر گروه زبان انگلیسی ، دانشکده زبان و ادبیات دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران ایران مفتون پرویز گروه زبان انگلیسی دانشکده زبان و ادبیات دانشگاه علوم تحقیقات تهران 21 01 2018 7 2 299 324 29 06 2017 04 09 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64970.html

چکیده در نظام های آموزشی سراسر دنیا، انگاره آموزش تفکر در سطوح عالیتر از یک سو و استفاده از مطالب درسی به عنوان ابزاری برای تفکر از سوی دیگر سبب شده تا تفکر نقادانه به عنوان یک مفهوم بنیادین و یک آرمان آموزشی مطرح شود. انجام پژوهش به منظور فهم اینکه تفکر نقادانه به عنوان آرمانی آموزشی تا چه میزان واقعیت آموزشی پیدا کرده از اهمیت بسزایی برخوردار است. این پژوهش بر آنست تا جایگاه تفکر نقادانه در نظام آموزشی ایران را مطالعه و بررسی کند. در این راستا با بهره گیری از پرسشنامه های موجود و بومی سازی آنها از 300 شرکت کننده بزرگسال دارای مدرک دیپلم تا دکتری تخصصی مصاحبه به عمل آمد. نتایج پژوهش نشان داد که بیشتر شرکت کنندگان آشنایی کافی با تفکر نقادانه و نقش آن در آموزش ندارند و آموزش به شیوه سنتی که متمرکز بر حفظ مطالب درسی باشد را تجربه کرده اند. تفاوت معنا داری بین رشته های مختلف یا رده های تحصیلی مختلف مشاهده نشد.

 تفکر نقادانه تفکر در سطوح عالیتر نظام آموزشی ایران آموزش و پرورش مهارت های فکری فضیلت های فکری برنامه درسی ملی جمهوری اسلامی ایران (1389). تهران: سازمان پژوهش و برنامه‌ریزی آموزشی. رضویان شاد، سلطان قرایی (1389). بررسی ادراک معلمان از تفکر انتقادی مجله علوم تربیتی سال سوم- شماره 11  ص. ص. 29-46 سند تحول بنیادین آموزش و پرورش (1390) تهران: شورای ملی آموزش و پرورش. مکتبی فرد، ل. حری، ع. کوکبی،م. (1389). بررسی مهارتهای تفکّر انتقادی در داستانهای کودکان و نوجوانان. مجله ی علمی پژوهشی مطالعات ادبیات کودک سال اول، شماره ی دوم ص- ص 157-193 دربان، ل. اشتری، س. مرتضوی، ف. فرقانی، ز. یزدانی،ش. (1395). بررسی مهارت‌های تفکر انتقادی در دانشجویان پزشکی دانشگاه علوم پزشکی شهید بهشتی و دانشگاه علوم پزشکی. مجله علوم پزشکی دانشگاه آزاد اسلامی، دوره 26، شماره 4، ص- ص 229-237._||_ Anderson, L.W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. APA (American Philosophical Association), (1990). 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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.239690.376 علمی پژوهشی(عادی) تاثیر رویکرد یادگیری مبتنی بر پروژه بر یادگیری اصطلاحات زبان انگلیسی توسط زبان آموزان ایرانی تاثیر رویکرد یادگیری مبتنی بر پروژه بر یادگیری اصطلاحات زبان انگلیسی توسط زبان آموزان ایرانی جعفری سمانه آموزش زبان انگلیسی، واحد کرج ، دانشگاه آزاد اسلامی، کرج ایران محمدی زنوزق زهره گروه مترجمی زبان انگلیسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران 21 01 2018 7 2 325 354 12 08 2017 21 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64971.html

پژوهش حاضر به بررسی تاثیر اجرای پروژه‌ بر دانش اصطلاحات زبان انگلیسی به عنوان یک زبان خارجی در زبان آموزان ایرانی می پردازد. برای این منظور، 60 زبان‌آموز دختر و پسر، پس از انتخاب توسط آزمون تعیین سطح آکسفورد ، به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. درگروه آزمایش شرکت کنندگان درتکالیف هفتگی خود از اصطلاحات تدریس شده درتهیه دابسمش، صداگزاری بر روی انیمیشن و یا تکه های از فیلم های مختلف استفاده کردند. در گروه کنترل شرکت کنندگان معادل‌ فارسی آن‌ها را حفظ و به پرسش شفاهی معلم در جلسه بعد پاسخ دادند. داده ها از طریق پیش‌آزمون، پس‌آزمون و مصاحبه جمع‌آوری شد. نتایج آزمون کوواریانس و کدگزاری باز مصاحبه و بررسی موضوعات آن نشان داد که انجام پروژه‌ می‌تواند به بهبود مهارت دانش آموزان در یادگیری اصطلاحات کمک بیشتری کند و باعث افزایش انگیزه، خودمحوری و مهارت همکاری شود. پیامدهای نتایج برای طراحان برنامه درسی و معلمان زبان انگلیسی مطرح و مورد بحث قرار گرفت.

 یادگیری مبتنی بر پروژه اصطلاحات زبانی خود محوری انگیزه یادگیری تعاملی محمد کرام‌الدینی (1383). یادگیری مبتنی بر پروژه،  آموزش ابتدایی، 6(3): 20-23 رحمت اله خسروی وهاشم فردانش (1392). الگوی طراحی آموزشی مبتنی بر پروژه با الهام از رویکرد سازنده‌گرایی، مدیریت و برنامه ریزی در نظام‌های آموزشی،6(2): 67-87. هاشم فرادانش و علی نوری  (1389). طراحی آموزشی، بر اساس مدل یادگیری مبتنی بر پروژه: رویکردی ساخت‌گرا به طراحی آموزش. مجله روانشناسی و علوم تربیتی،40(1): 101-121_||_ Achilles, C. M., & Hoover, S. P. (1996). Transforming administrative praxis: The potential of problem-based learning (PBL) as a school-improvement vehicle for middle and high schools. Columbia University, NY: ERIC Document Reproduction Service No. ED397471. Barron B., & Darling-Hammond, L., (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. San Francisco: the George Lucas Educational Foundation. Bartscher, K., Gould, B., & Nutter, S. (1995). 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پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.239179.370 علمی پژوهشی(عادی) «وجوه ابهام نحوی درساختار طنزهای رساله دلگشا با تکیه بر تئوری فوناژی» «وجوه ابهام نحوی درساختار طنزهای رساله دلگشا با تکیه بر تئوری فوناژی» جلالی مریم عضو هیئت علمی گروه زبان و ادبیات فارسی دانشگاه شهید بهشتی 21 01 2018 7 2 355 376 04 08 2017 21 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64972.html

قدمت پرداختن به طنز به دوره‌ی افلاطون بازمی‌گردد. امروزه تئوری‌های متنوعی در باب طنز در حوزه‌ی دانش زبان‌شناسی و ادبیات مطرح شده است. این تئوری‌ها توانایی تحلیل ساختمان طنز را در اختیار می‌گذارند. عبید زاکانی (701-772 ه.ق) یکی از طنزپردازان موفق در حوزه‌ی ادب فارسی است. حکایت‌های عبید زاکانی در رساله‌ی دلگشا بیان حقایقی جدی و واقعی در قالب عباراتی طنزآمیز و هزل‌گونه است. در بین خطوط رساله‌ی دلگشا واقعیت‌های آغشته به طنزی وجود دارد که در ساختار خود، بار ابهام را به دوش می‌کشد. تحقیق حاضر به روش توصیفی تحلیلی با طرح بررسی قابلیت تئوری طنز فوناژی در تحلیل ابهام طنزهای رساله‌ی دلگشا انجام شده است. یافته‌ها نشان می‌دهد چهار نوع ابهام نحوی در حکایت‌های طنزآمیز رساله‌ی دلگشا وجود دارد که منطبق با الگوی ابهام نحوی در تئوری طنز فوناژی است؛ ابهام‌ها عبارتند از: ابهام روساخت، ابهام ژرف‌ساخت، اختلاط روساخت و ژرف‌ساخت و تضاد آن. ساختارشکنی در محور جانشینی در ایجاد ابهام نحوی رساله‌ی دلگشا نقش مهمی دارد و از میان الگوهای چهارگانه پرکاربردترین ابهام در ژرف‌ساخت است.

 عبیدزاکانی طنز ابهام نحوی فوناژی اسکلتن، رابین (1375)، روایت شعر، مترجم مهرانگیز اوحدی، تهران: نشر میترا. اصلانی، محمّدرضا (1385)،فرهنگ واژگان و اصطلاحات طنز، تهران: کارون. بهزادی اندوهجردی، حسین (1378)، طنز و طنزپردازی در ایران، تهران: نشر صندوق. جوادی، حسن (1384)، تاریخ طنز در ادبیات فارسی، تهران: کاروان. حری، ابوالفضل (1387). دربارة طنز، تهران: سوره مهر. خان جان، علیرضا (1390)، انواع معنا در ترجمه، فصلنامه مترجم، ش 55: 123-142. داد، سیما (1387)، فرهنگ اصطلاحات ادبی: واژه نامه مفاهیم و اصطلاحات ادبی فارسی و اروپایی، تهران: مروارید. داوری اردکانی، نگار (1379)، دلالت چندگانه ابهام در ایهام در زبان فارسی، نامه فرهنگستان، ش8: 34-54. رازی، شمس‌الدین محمد بن‌قیس (1353)،المعجم فی معاییر اشعار العجم، تهران: دانشگاه تهران. رجایی، محمدخلیل (1359)، معالم البلاغه در علم معانی و بیان و بدیع، شیراز: انتشارات دانشگاه شیراز. زاکانی، نظام‌الدین عبیدالله (1384)، رسالة دلگشا، تهران: زوار. سلیمانی، محسن(1391)، اسرار و ابزار طنزنویسی، تهران: سورة مهر. شریفی، شهلا؛ کرامتی، سریرا (1389)، معرفی انگاره معنایی طنز و ایرادات آن بر مبنای داده‌های زبان فارسی، پژوهش‌های زبان و ادبیات تطبیقی، ش 2: 89-109. شفیعی کدکنی، محمدرضا (1366)، صورخیال در شعر فارسی، تهران: نشرآگاه. ----------------- (1389)، مفلس کیمیا فروش، تهران: آگاه. شمیسا، سیروس (1385)،نقد ادبی، تهران: نشر میترا. شوقی، احمد(1371)، آشنایی با قالب‌های شکل گیری طنز، کیهان اندیشه، ش 42: 121-127. صدر، رؤیا (1381)، بیست سال با طنز، تهران: هرمس. صلاحی، عمران (1376)، طنزآوران امروز ایران، تهران: مروارید. فتوحی رودمعجنی، محمود (1391)، بلاغت تصویر، تهران: سخن. قشمی، محسن (1380)، جاودانه عبید زاکانی، تهران: نشر ثالث. کادن، جان آنتونی (1380)، فرهنگ توصیفی ادبیات و نقد، ترجمه کاظم فیروزمند، تهران: شادگان. موسوی، سیدعبدالجواد (1388)، کتاب طنز، تهران: سورة مهر. ناتل خانلری، پرویز (1361)، زبان شناسی و زبان فارسی، تهران: توس. نفیسی، سعید (1366)، تاریخ نظم و نثر در ایران، تهران: انتشارات فروغی._||_ Abrams, M.H (1999),A Glossary of Literary Terms, Acquisitions Editor, Claire Brantley, Developmental Editor, Camille Adkins. Attardo, S (2001), Humorous, International Journal of humorresearch, vol 18,  4: 417-432. ------------ (2005), Humorous text: a semantic and pragmatic analysis, Berlin mouton. ------------ (2008),Semantics and pragmatic of houmor, Blackwell, Language and linguistics compass. Dews, S, & Winner, E (1995), Muting the meaning: A social function of irony, Metaphor and Symbolic Activity texts,10, 3-18 Fonagi. L (1971), The  functions of vocal style, In literary style, Asymposium, Edith by Seymour chapman, Oxford: Oxford University Press. ----------- (1996), The approaches of satire in the literature, The Linguistics Journal, 19: 106-121. ----------- (2001),Language within language, Amsterdam, John Benjamin Publishing Company. ------------ (1998), Satire as a language, Amsterdam: John Benjamin Publishing Company. Hempelman, C (2000), In Congruity and Resolution of humorous narratives Linguistic humor theory, Thesis MA:Ohio, Youngstown. Grice, H. P (1989),Further notes on logic and Conversation, Cambridge, Mass: Harvard University Press: 41-57. ------------- (1964), Information in style verbal, Linguistics Journal, 4:19-47. Lock, G (1996), Function English Grammar,Cambridge, Melbourne, Cambridge University. Sperber, D. & Wilson, D (1995), Relevance: Communication and cognition, Oxford, England, Basil Blackwell. Smith, A (2009), Fonagy and Satir,  The association of Literature Studies Journal, 69: 56-71. Wilson, D (2000), Metarepresentation in Linguistic Commiunitication, Oxford, Oxford University: 411-448.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.237846.363 علمی پژوهشی(عادی) تطابق زمان دستوری در دامنهٔ آینده تطابق زمان دستوری در دامنهٔ آینده درزی علی استاد گروه زبانشناسی دانشکده ادبیات و علوم انسانی دانشگاه تهران خوشدونی فراهانی اکرم دانشجوی دکتری دانشگاه پیام نور تهران مهدی بیرقدار راضیه استادیار، گروه زبانشناسی و زبانهای خارجی، دانشگاه پیام نور، تهران، ایران روشن بلقیس دانشیار، گروه زبانشناسی و زبانهای خارجی، دانشگاه پیام نور، تهران، ایران 21 01 2018 7 2 377 404 16 07 2017 18 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64981.html

چکیده: مطالعهٔ حاضر به بررسی ترتیب زمانی موقعیت‏ها در زبان فارسی می‏پردازد که با نام سنتی "تطابق زمان دستوری" شناخته می‏شود. در این راستا با به کارگیری چارچوب نظری دکلرک (۱۹۹۱ الف)، و معنی‏شناسی و کاربردشناسی حاصل از قوانین محاوره گریس (۱۹۷۵)، فرضیهٔ مناسبی برای پاسخ به سوالات تطابق فراهم می‏کنیم و نشان می‏دهیم که موقعیت جملهٔ پیرو در حالت بی‏نشان با زمان دستوری نسبی و در حالت نشاندار با زمان دستوری مطلق بیان می‏شود. بررسی روابط زمان دستوری در دامنهٔ آینده زوایای بیشتری از کاربرد نظریهٔ دکلرک را دربرمی‏گیرد، تقدم در این دامنه با صورت‏های فعلی گذشته یا ماضی نقلی، همزمانی با مضارع، و تاخر با آینده یا حال مایل به آینده نشان داده می‏شود که هر یک می‏تواند زمان جهت‏یابی مرکزی جدیدی بوده و زیردامنه‏ای را ایجاد کند. همچنین نشان می‏دهیم که همهٔ قواعد حاکم بر گسترش دامنه‏های زمان دستوری برای گسترش زیردامنه‏ها نیز به کار می‏روند. توان توضیحی تحلیل پیشنهادی علاوه بر نقل قول غیرمستقیم، در انواع دیگر جملات مرکب، حتی جملات سادهٔ پی‏در‏پی قابل رؤیت است.  

 کلید‏واژه‏ها: زمان دستوری مطلق زمان دستوری نسبی تقدم همزمانی تاخر Brecht, R. D. ( 1974). Deixis in Embedded Structures. Foundations of Language, 11: 489_518. Comrie, B. (1986). Tense in indirect speech. Folia Linguistica, 20: 265–296. Declerck, R. (1990a). Tense, Time and Temporal focus. Journal of Literary Semantics, 21: 80 - 94. Declerck, R. (1990b). Sequence of Tenses in English. Folia Linguistica, 24: 513 - 544. Declerck, R. (1991a). Tense in English: Its Structure and Use in Discourse. London: Routledge. Declerck, R. (1991b). A comprehensive Descriptive Grammar of English. Tokyo: kaitakusha. Declerck, R. (1995). Is There a relative past tense in English? Lingua, 97: 1 - 36. Declerck, R. and Ilse Depraetere, D.  (1995). The double system of tense forms referring to future time in English. Journal of Semantics, 12: 269 - 310. Declerck, R. and Tanaka, K. (1996). Constraints on tense choice in reported speech. Studia Linguistica, 50 (3): 283 - 301. Declerck, R. (1997). When- clause and Temporal Structure. Lodon: Routledge. Declerck, R. (1999). Remarks on salkie and Reed's (1997) ' pragmatic hypothesis ' of tense in reported speech. English Language and Linguistics, 3 (1): 83 - 116. Declerck, R. (2000). On how to interpret canonical conditionals in discourse. Journal of Literary Semantics, 29: 149 - 169. Declerck, R. and Reed, S. (2000). The Semantics and pragmatics of ' unless '. English Language and Linguistics, 4: 205 - 241. Declerck, R. and Reed, S. (2001). Conditionals: A Comprehensive Empirical Analysis. Berlin /  New York: Mouton de Gruyter. Declerck, R. (2003). How to manipulate tenses to express a character's point of view. Journal of Literary Semantics, 32: 85 - 112. Declerck, R. (2006). The Grammar of the English Verb Phrase. Vol.1: The Grammar of the English Tense System. Berlin / New York: Mouton de Gruyter. Declerck, R. and Reed, S. (2006). Tense and Time in counterfactual conditionals. Belgian Journal of Linguistics, 20: 169 - 192. Dinsmore, J. (1982). The Semantics Nature of Reichenbach's Tense System. Glossa ,16, 216-239. Grice, P. (1975). Logic and Conversation. In: P. Cole & J.L. Morgan (eds) Syntax and Semantics, 3: Speech Acts. New York: Academic Press, 41-58. Heny, F. (1982). Tense, Aspect and Time Adverbials: Part 2. Linguistics & Philosophy, 5: 109-154. Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press. Riddle, E. (1978). Sequence of Tenses in English. PhD Dissertation, University of Illinois._||_ Brecht, R. D. ( 1974). Deixis in Embedded Structures. Foundations of Language, 11: 489_518. Comrie, B. (1986). Tense in indirect speech. Folia Linguistica, 20: 265–296. Declerck, R. (1990a). Tense, Time and Temporal focus. Journal of Literary Semantics, 21: 80 - 94. Declerck, R. (1990b). Sequence of Tenses in English. Folia Linguistica, 24: 513 - 544. Declerck, R. (1991a). Tense in English: Its Structure and Use in Discourse. London: Routledge. Declerck, R. (1991b). A comprehensive Descriptive Grammar of English. Tokyo: kaitakusha. Declerck, R. (1995). Is There a relative past tense in English? Lingua, 97: 1 - 36. Declerck, R. and Ilse Depraetere, D.  (1995). The double system of tense forms referring to future time in English. Journal of Semantics, 12: 269 - 310. Declerck, R. and Tanaka, K. (1996). Constraints on tense choice in reported speech. Studia Linguistica, 50 (3): 283 - 301. Declerck, R. (1997). When- clause and Temporal Structure. Lodon: Routledge. Declerck, R. (1999). Remarks on salkie and Reed's (1997) ' pragmatic hypothesis ' of tense in reported speech. English Language and Linguistics, 3 (1): 83 - 116. Declerck, R. (2000). On how to interpret canonical conditionals in discourse. Journal of Literary Semantics, 29: 149 - 169. Declerck, R. and Reed, S. (2000). The Semantics and pragmatics of ' unless '. English Language and Linguistics, 4: 205 - 241. Declerck, R. and Reed, S. (2001). Conditionals: A Comprehensive Empirical Analysis. Berlin /  New York: Mouton de Gruyter. Declerck, R. (2003). How to manipulate tenses to express a character's point of view. Journal of Literary Semantics, 32: 85 - 112. Declerck, R. (2006). The Grammar of the English Verb Phrase. Vol.1: The Grammar of the English Tense System. Berlin / New York: Mouton de Gruyter. Declerck, R. and Reed, S. (2006). Tense and Time in counterfactual conditionals. Belgian Journal of Linguistics, 20: 169 - 192. Dinsmore, J. (1982). The Semantics Nature of Reichenbach's Tense System. Glossa ,16, 216-239. Grice, P. (1975). Logic and Conversation. In: P. Cole & J.L. Morgan (eds) Syntax and Semantics, 3: Speech Acts. New York: Academic Press, 41-58. Heny, F. (1982). Tense, Aspect and Time Adverbials: Part 2. Linguistics & Philosophy, 5: 109-154. Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press. Riddle, E. (1978). Sequence of Tenses in English. PhD Dissertation, University of Illinois.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.225750.316 علمی پژوهشی(عادی) آموزش ترجمه، تحولات. پتانسیل ها و محدودیت های کار گروهی در ترجمه آموزش ترجمه، تحولات. پتانسیل ها و محدودیت های کار گروهی در ترجمه دوستی زاده محمدرضا دانشگاه تهران بدیعی سید هادی دانشجوی دکتری رشته آموزش زبان آلمانی دانشگاه تهران 21 01 2018 7 2 405 424 22 01 2017 28 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64973.html

افزایش سرعت ترجمه در عین حفظ و بهبود کیفیت یکی از نیاز هایی است که همواره بیشتر احساس می‌شود. کار تیمی همواره باعث افزایش سرعت و بهبود کارایی در انجام کارهای بزرگ شده است. موفقیت در انجام ترجمه تیمی، اگر به درستی اجرا شود، علی‌رغم محدودیت‌هایی که در عملی دارد مانند محدود بودن به متون محتوی‌محور، ولی در مجموع می‌تواند مزیت‌های بزرگی از جمله افزایش انگیزه و خلاقیت، بهبود کیفیت ترجمه و کاهش زمان ترجمه را فراهم کند. این امر قطعا در صورت استقبال مترجمان موجب بروز تحول در بازار ترجمه خواهد شد. لازمه این امر آشنایی با دانش و مهارت‌های لازم برای تشکیل و مشارکت در کار ترجمه تیمی است و از این رو پیشنهاد می‌شود که پس از انجام تحقیقات بیشتر در تایید صحت این مطلب، آموزش این دانش و مهارت‌ها در سرفصل دروس رشته‌های مترجمی قرار داده شود. این امر قطعا گامی بزرگ در جهت تحقق سیاست‌های کلان آموزشی کشور از تاسیس رشته‌های آموزش مترجمی و تربیت مترجمان خواهد بود.

 ترجمه گروهی آموزش ترجمه مهارت ترجمه خلاقیت در ترجمه نظریه انگیزه Adams, John Stacey. 1965. Inequity in social exchange. Advances in Experimental Social Psychology, ed. by L. Berkowitz. New York: Academic Press. Adamzik, Kirsten. 2000. Textsorten: Stauffenburg-Verlag. Alderfer, C. P. 1969. An empirical test of a new theory of human needs. Organizational Behavior and Human Performance 4.142-75. Atkinson, J.W. 1964. An introduction to motivation Princeton: Van Nostrand. Bandura, A. 1971. Social Learning Theory: General Learning Press. Delisle, J. & J. Woodsworth. 1995. Motarjeman Dar Gostareye Tarikh: Translators Through History Esfahan: Sepahan. Hackman, J. R. & G. R. Oldham. 1976. Motivation through the design of work: test of a theory. Heider, F. 1958. The Psychology of Interpersonal Relations New York: Viley. Hollyforde, Sarah & Steve Whiddett. 2003. The Motivation Handbook Mumbai: Jaico Publishing House. Locke, E. A. 1968. Toward a theory of task motivation and incentives. Maslow, A. H. 1954. Motivation and Personality New York: Harper & Row. McClelland, D.C. 1953. The Achievement Motive: Martino Fine Books. Rotter, J. B. 1966. Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs. Thierry, H. & A. M. Koopman-Iwema. 1984. Motivation and satisfaction. Handbook of Work and Organizational Psychlogy, ed. by P.J.D. Drenth, H. Thierry, P.J. Willems & C.J.H. de Wolff. Chichester: John Wiley & Sons Ltd. Tosi, H.L., Rizzo J.R. & Carrolls S.J. 1994. Managing Organizational Behavior: Individuals, Teams, Organization and Management: Blackwell Publishers. Vroom, V.H. 1964. Work and Motivation New York: John Wiley & Sons. Weiner, Bernard. 1992. Human Motivation: metaphors, theories, and research California: SAGE Publicatio_||_ Adams, John Stacey. 1965. Inequity in social exchange. Advances in Experimental Social Psychology, ed. by L. Berkowitz. New York: Academic Press. Adamzik, Kirsten. 2000. Textsorten: Stauffenburg-Verlag. Alderfer, C. P. 1969. An empirical test of a new theory of human needs. Organizational Behavior and Human Performance 4.142-75. Atkinson, J.W. 1964. An introduction to motivation Princeton: Van Nostrand. Bandura, A. 1971. Social Learning Theory: General Learning Press. Delisle, J. & J. Woodsworth. 1995. Motarjeman Dar Gostareye Tarikh: Translators Through History Esfahan: Sepahan. Hackman, J. R. & G. R. Oldham. 1976. Motivation through the design of work: test of a theory. Heider, F. 1958. The Psychology of Interpersonal Relations New York: Viley. Hollyforde, Sarah & Steve Whiddett. 2003. The Motivation Handbook Mumbai: Jaico Publishing House. Locke, E. A. 1968. Toward a theory of task motivation and incentives. Maslow, A. H. 1954. Motivation and Personality New York: Harper & Row. McClelland, D.C. 1953. The Achievement Motive: Martino Fine Books. Rotter, J. B. 1966. Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs. Thierry, H. & A. M. Koopman-Iwema. 1984. Motivation and satisfaction. Handbook of Work and Organizational Psychlogy, ed. by P.J.D. Drenth, H. Thierry, P.J. Willems & C.J.H. de Wolff. Chichester: John Wiley & Sons Ltd. Tosi, H.L., Rizzo J.R. & Carrolls S.J. 1994. Managing Organizational Behavior: Individuals, Teams, Organization and Management: Blackwell Publishers. Vroom, V.H. 1964. Work and Motivation New York: John Wiley & Sons. Weiner, Bernard. 1992. Human Motivation: metaphors, theories, and research California: SAGE Publicatio
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.236697.354 علمی پژوهشی(عادی) تهیه و تدوین کتاب های دوزبانه داستان محور، مبتنی بر تقویت سواد عاطفی دانش آموزان 8 تا 14 سال تهیه و تدوین کتاب های دوزبانه داستان محور مبتنی بر تقویت سواد عاطفی دانش آموزان 8 تا 14 سال رحمانی سمیرا گروه زبان انگلیسی، دانشگاه بین المللی امام رضا، مشهد، ایران الهی شیروان مجید استادیار دانشگاه بجنورد قنسولی بهزاد استاد تمام دانشگاه فردوسی اکبری امید استادیار دانشگاه امام رضا مشهد 21 01 2018 7 2 425 452 29 06 2017 04 09 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64974.html

این پژوهش بر آن است که کتاب داستان هایی دو زبانه، با هدف تقویت مهارت های سواد عاطفی در دانش آموزان 8 تا 14 سال را تدوین کند، زیرا بیشتر کتاب ها و ابزارهای آموزشی موجود در بازار، بر پایهء روش هایی تهیه شده اند که ریشه در زبان شناسی، روانشناسی و یا مکتب های اجتماعی داشته است و هیچ کدام جنبه های هیجانی را در سواد آموزی بصورت دو زبانه در نظر نگرفته اند. بدین منظورکتاب داستان هایی دو زبانه با تمرین هایی بر پایهء طرحوارهء هوش هیجانی بوکت و پرسیوال (2010) در سه سطح بر پایهء رشد فکری برونر (1969) نوشته شد. سپس این کتاب داستان ها به 30 نفر دانش آموز 8 تا 14 سال آموزش داده شد و سرانجام مصاحبه ای در زمینهء محتوای کتاب داستان گرفته شد. نتایج نشان داد که کتاب داستان ها از اثر گذاری کافی برای تقویت سواد عاطفی دانش آموزان برخوردارند.

 سواد عاطفی هوش هیجانی دوزبانگی سواد دوزبانه کتاب داستان پیش قدم رضا, و قنسولی هزاره بهزاد(1387). نقش هوش هیجانی در یادگیری زبان انگلیسی و موفقیت تحصیلی.‎‎ پژوهش‌های زبان خارجی، شماره 42، بهار 1387. حسینی فاطمی آذر, پیش قدم رضا، و ناوری صفورا (1389). تاثیر و نقش کلاس‌های آموزش زبان انگلیسی در افزایش هوش هیجانی و سازه‌‌های مربوط. مجلّه‌ مطالعات زبان و ترجمه (دانشکده ادبیات و علوم انسانی)، علمی ـ پژوهشی، شمارةاول، تابستان 1389_||_ August, D., & Shanahan, T. (2006). Developing literacy in second-language learners. Report of the National Literacy Panel on Language-Minority Children and Youth, Mahwah, Lawrence Erlbaum. Bar-On, R. (1988). The development of a concept of psychological well-being. Unpublished doctoral dissertation, Rhodes University, South Africa.  Bauer, E. B., Mkhize, D., Bauer, E., & Gort, M. (2012). Supporting the early development of biliteracy. Early biliteracy development: Exploring young learners’ use of their linguistic resources,14-33. Bowkett, S. (2009). Countdown to Non-fiction Writing: Step by Step Approach to Writing Techniques for 7-12 Years. New York: Routledge. Bowkett, S., & Percival, S. (2010). Coaching emotional intelligence in the classroom: A practical guide for 7-14: London and New York:Routledge. Bruner, J. S. (1968). Processes of cognitive growth: Infancy: Clark Univ Heinz Werner Inst. Cummins, J. (1981). The role of primary language development in promoting education success for language minor ity students. In California State Department of Education Schooling and Language Minority Students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University. Genesee, F., & Riches, C. (2006). Literacy: Instructional issues. Educating English language learners: A synthesis of research evidence, New York: Cambridge University Press 109-175. Goleman, D. (1995). Emotional intelligence. New York: Bantam. Jensen, E. (1996). Completing the puzzle: The brain-based approach: Brain Store Incorporated.Corwin Press, Thousand Oaks, CA Lesaux, N. K., & Geva, E. (2006). Synthesis: Development of Literacy in Language-Minority Students. In D. August & T. Shanahan (Eds.), Developing literacy in second- language learners: Report of the National Literacy Panel on language- minority chil dren and youth (pp. 53–74). Mahwah, NJ: Lawrence Erlbaum. Low, G. R., & Nelson, D. B. (2006). Emotional intelligence and college success: A research-based assessment and intervention model. Center for Education Development & Evaluation (CEDER) Retrieved from Texas A&M University-Kingsville website, 1-10. Panju, M. (2008). 7 Successful Strategies to Promote Emotional Intelligence in the Classroom:London: Continuum. Reyes, I., & Azuara, P. (2008). Emergent biliteracy in young Mexican immigrant children. Reading Research Quarterly, 43(4), 374-398. Roberts, T. A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43(2), 103-130. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211. Slick, J. (2013). Emotional Literacy and the Challenge of ESL Academic Literacy (Doctoral dissertation). Soltero-González, L., & Reyes, I. (2012). Literacy practices and language use among Latino emergent bilingual children in preschool contexts. In E. Bauer and M. Gort (Eds.), Early biliteracy development: Exploring young learners’ use of their linguistic resources, 34-54.New York: Routledge Tomlinson, B. (2003). Developing materials for language teaching: London and New York: Continum publication. Tomlinson, B. (2011). Materials development in language teaching: New York: Cambridge University Press. Wright, A. (1995). Storytelling with children: Place? Oxford University Press. Zhang, D. (2012). Chinese primary school English curriculum reform. In Perspectives on teaching and learning English literacy in China (pp. 67-83). Springer Netherlands. Zipes, J. (2013). Creative storytelling: Building community/changing lives: New York and London:Routledge.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.238353.367 علمی پژوهشی(عادی) بررسی ساختار ژانری مقالات دانشنامگی تخصصی: مقایسة مقالات زندگینامه ای و مقالات موضوعی بررسی ساختار ژانری مقالات دانشنامگی تخصصی: مقایسة مقالات زندگینامه ای و مقالات موضوعی سلمانی ندوشن محمدعلی دانشیار بنیاد دانشنامه نگاری ایران 21 01 2018 7 2 453 470 22 07 2017 21 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64975.html

پژوهش حاضر به منظور تحلیل ژانری و استخراج حرکات و گام های ساختاری حاکم بر این گونه مداخل به منظور آشناسازی متخصصان ایرانی دخیل در امر دانشنامه نگاری صورت گرفت. در مجموع 240 مدخل از دانشنامه تخصصی ادبیات جهان میریام وبستر (1995) به صورت تصادفی انتخاب شد که از این میان 120 مدخل زندگینامه ای و 120 مدخل موضوعی بودند. از نرم افزار انتموور (انتونی، 2003) و نیز کدگذاری دستی، برای استخراج حرکات و گام های ساختاری موجود در این مداخل استفاده شد. از چارچوب پیشنهادی راسمینین (2006) و یانگ و الیسون (2003 و 2004) نیز به منظور مشخص کردن انواع حرکات ساختاری (یعنی حرکات اجباری، حرکات اختیاری و حرکات معمول) در ژانر دانشنامگی استفاده شد. یافته های پژوهش نشان داد که ساختار ژانری مداخل موضوعی، با ساختار ژانری مداخل زندگینامه ای، تفاوت های مشخصی دارد. در این مقاله، یافته های پژوهش حاضر، به منظور بهره برداری پژوهشگران ایرانی عرضه شده اند.

 تحلیل ژانر تحلیل حرکات ساختاری مقالات دانشنامگی حرکان ساختاری گامهای ساختاری Anthony, L. (2003). AntMover. Software Retrievable from http://antpc1.ice.ous.ac.jp/ Bartlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43-50. Béjoint, H. (2000). Modern lexicography. Oxford: Oxford University Press. Bhatia, V. K., & Salmani Nodoushan, M. A. (2015). Genre analysis: The state of the art (An online interview with Vijay Kumar Bhatia). International Journal of Language Studies, 9(2), 121-130. Birjandi, P., Alavi, S. M., & Salmani Nodoushan, M. A. (2004). Advanced writing. Tehran: Zabankadeh publications. Devitt, A. J. (2004). A theory of genre: Writing genres. Carbondale: Southern Illinois University Press. Halliday, M. A. K. (1994). An Introduction to Functional Grammar.  London: Arnold. Hyland, K. (1996). Writing without conviction? Hedging in science research articles. Applied Linguistics, 17, 433-454. Merriam-Webster. (1995). Merriam-Webster's Encyclopedia of Literature. New York: Merriam-Webster Inc. Miller, C. R. (1994). Rhetorical community: The cultural basis of genre. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric, (pp. 67-78). London: Taylor and Francis. Rasmeenin, C. (2006). A structural move analysis of MA thesis discussion sections in applied linguistics. Unpublished MA thesis, Mahidol University. Salmani Nodoushan, M. A. (2011). The place of genre analysis in international communication. International Journal of Language Studies, 5(1), 63-74. Salmani Nodoushan, M. A. (2012). A structural move analysis of discussion sub-genre in applied linguistics. DacoRomania, 17(2), 199-212. Salmani Nodoushan, M. A., & Khakbaz, N. (2011). Theses ‘Discussion’ sections: A structural move analysis. International Journal of Language Studies, 5(3), 111-132. Salmani Nodoushan, M. A., & Montazeran, H. (2012). The book review genre: A structural move analysis. International Journal of Language Studies, 6(1), 1-30. Smith, C. S. (2003). Modes of discourse: The local structure of texts. Cambridge University Press. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge, UK: Cambridge University Press. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Arbor, MI: The University of Michigan Press. Yang, R., & Allison, D. (2003). Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purposes, 22, 365-385. Yang, R., & Allison, D. (2004). Research articles in applied linguistics: Structures from a functional perspective. English for Specific Purposes, 23, 264-279._||_ Anthony, L. (2003). AntMover. Software Retrievable from http://antpc1.ice.ous.ac.jp/ Bartlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43-50. Béjoint, H. (2000). Modern lexicography. Oxford: Oxford University Press. Bhatia, V. K., & Salmani Nodoushan, M. A. (2015). Genre analysis: The state of the art (An online interview with Vijay Kumar Bhatia). International Journal of Language Studies, 9(2), 121-130. Birjandi, P., Alavi, S. M., & Salmani Nodoushan, M. A. (2004). Advanced writing. Tehran: Zabankadeh publications. Devitt, A. J. (2004). A theory of genre: Writing genres. Carbondale: Southern Illinois University Press. Halliday, M. A. K. (1994). An Introduction to Functional Grammar.  London: Arnold. Hyland, K. (1996). Writing without conviction? Hedging in science research articles. Applied Linguistics, 17, 433-454. Merriam-Webster. (1995). Merriam-Webster's Encyclopedia of Literature. New York: Merriam-Webster Inc. Miller, C. R. (1994). Rhetorical community: The cultural basis of genre. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric, (pp. 67-78). London: Taylor and Francis. Rasmeenin, C. (2006). A structural move analysis of MA thesis discussion sections in applied linguistics. Unpublished MA thesis, Mahidol University. Salmani Nodoushan, M. A. (2011). The place of genre analysis in international communication. International Journal of Language Studies, 5(1), 63-74. Salmani Nodoushan, M. A. (2012). A structural move analysis of discussion sub-genre in applied linguistics. DacoRomania, 17(2), 199-212. Salmani Nodoushan, M. A., & Khakbaz, N. (2011). Theses ‘Discussion’ sections: A structural move analysis. International Journal of Language Studies, 5(3), 111-132. Salmani Nodoushan, M. A., & Montazeran, H. (2012). The book review genre: A structural move analysis. International Journal of Language Studies, 6(1), 1-30. Smith, C. S. (2003). Modes of discourse: The local structure of texts. Cambridge University Press. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge, UK: Cambridge University Press. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Arbor, MI: The University of Michigan Press. Yang, R., & Allison, D. (2003). Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purposes, 22, 365-385. Yang, R., & Allison, D. (2004). Research articles in applied linguistics: Structures from a functional perspective. English for Specific Purposes, 23, 264-279.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.237489.359 علمی پژوهشی(عادی) تأثیر یادگیری معکوس بر توسعه حرفه‌ای نومعلمان زبان انگلیسی : میزان مشغول بودن و نگرش آنها تأثیر یادگیری معکوس بر توسعه حرفه‌ای نومعلمان زبان انگلیسی : میزان مشغول بودن و نگرش آنها فضلعلی فاطمه دانشگاه تهران علوی سیدمحمد دانشگاه تهران کیوان پناه شیوا هیات علمی دانشکده زبانها و ادبیات خارجی دانشگاه تهران 21 01 2018 7 2 471 496 10 07 2017 11 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64976.html

یادگیری معکوس رویکرد نسبتاً جدیدی در تدریس است. در این رویکرد، برای ارتقاء یادگیری فعال و افزایش میزان مشغولیت ، جایگاه سخنرانی معلم در کلاس و تکلیف منزل با هم جابهجا می‌شود؛ بهعبارتدیگر، سخنرانی و تدریس معلم به منزل و تکلیف و فعالیت به کلاس انتقال مییابد. این مطالعه به بررسی تأثیر روش معکوس در آموزش نومعلمان زبان انگلیسی پرداخته است؛ روش معکوس تا چه میزان بر مشغولیت و نگرش نومعلمان در توسعة حرفه‌ای آنها اثرگذار است. به این منظور تعداد 150 معلم زن که زبان انگلیسی تدریس می‌کردند، از مؤسسه‌های مختلف و مدارس غیرانتفاعی شهر تهران به روش هدفمند انتخاب شدند. معلم‌ها به طور تصادفی در دو گروه آزمایش و کنترل قرارداده شدند. دورة «مدیریت کلاس» به مدت شش هفته برگزار شد. برای جمعآوری داده از پرسشنامه استفاده شد. نتایج بهدستآمده نشان داد که میزان مشغولیت معلم هادر کلاس معکوس در مقایسه با کلاس سخنرانیمحور یا کلاس سنتی بیشتر بودو نگرش معلم‌ها به مدل توسعة حرفه‌ای معکوس مثبت بود.

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School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74: 59–109. Fulton, K. (2012). Upside down and inside out: flip your classroom to improve student learning. Learning & Leading with Technology, 39(8): 12-17. Ganser, T. (2000). “An ambitious vision of professional development for teachers”. In: NASSP Bulletin, 84(618), 6-12 Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4): 915-­945. doi:10.3102/00028312038004915 Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition and Behaviour, 47: 109–114. Glatthorn, A. (1995). “Teacher development”. In: Anderson, L. (Ed.), International encyclopedia of teaching and teacher education (2nd ed). London: Pergamon Press. Halili, S., & Zainuddin, Z. (2015). Flipping the classroom: What we know & what we don’t. The Online Journal of Distance Education & e-Learning, 3(1): 15-22. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled “A Review of Flipped Learning.” Arlington,VA: Flipped Learning Network Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped Professional Development : An Innovation in Response to Teacher Insights, 60(1): 45–54. http://doi.org/10.1002/jaal.522. Hill, P. (2014). Online educational delivery models: A descriptive view. Hsia, J., Chang, C., & Tseng, A. (2014). Effects of individuals' locus of control and computer Self-Efficacy on their e-learning acceptance in high-tech companies. Behaviour & Information Technology, 33(1): 51e64. Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (LCE) Model based on service-dominant logic (SDL) and flipped classrooms. Educational Research and Perspectives, 41: 1-24. Johnson, G. (2012). Students, please turn to YouTube for your assignment. Education Canada, 52(5): 16-18. Karimi, M, Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners ’ Reading Comprehension : Learners ’ Attitudes in Focus, Advances in Language and Literary Studies, 8(1). http://doi.org/10.7575/aiac.alls.v.8n.1p.95. Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia- Assisted Language Learning, 18(3): 41-72. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1): 30-35. doi: 10.1080/87567555.1993.9926781. Kurihara, Y. (2016). Flipped Classroom : Effects on Education for the Case of Economics, 3(2): 65–71. http://doi.org/10.20448/journal.509/2016.3.2/509.2.65.71. Lage, M. J., G. J. Platt, and M. Treglia. (2000). “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” The Journal of Economic Education, 31(1): 30–43. Lemmer, C. (2013). A view from the flip side: using the "inverted classroom" to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105(4): 461-491. Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Innovating and Evaluating Science Education: NSF Evaluation Forums, 1992-94, 67. Lingard, B. (2003). Where to in gender policy in education after recuperative masculinity politics? International Journal of Inclusive Education, 7: 33-56. Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice-Hall. Mazur, E. (2009).Farewell, lecture? Science, 323(5910): 50-51. doi:10.1126/science. 1168927 McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89: 236e243. McLeskey, J., & Waldron, N. L. (2002). Professional development and inclusive schools: Reflections on effective practice. The Teacher Educator, 37(3): 159-172. Metallidou, P & Viachou, A. (2007). Beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children, International Journal of Psychology, 2-15. Millard, E. (2012). Five reasons flipped classrooms work. University Business,   15(11): 26-29. Moran, K., & Milsom, A. (2015). The Flipped Classroom in Counselor Education, 54(March), 32–43.http://doi.org/10.1002/j.1556-6978.2015.00068.x. Moravec, M., Williams, A., Aguilar-Roca, N., & O' Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(04): 473-481. O’Flaherty, J., & Craig, P. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25: 85–95. Ojalvo, H.E., &Doyne, S. (2011). Five ways to flip your classroom with the New York Times. Retrieved from http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/?_php=true&_type=blogs&_r=1. Ouda, H., & Ahmed, K. (2016). Flipped Learning As A New Educational Paradigm : An Analytical Critical Study, 12(10): 417–445. http://doi.org/10.19044/esj.2016. v12n10p417 Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3): 223-231. Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2): 158e177. Rosenberg T (2013). Turning education upside down. New York Times, 11 October. Available at: http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?_r=0. Rundquist A (2012). What Is the Best use of Class Time? Exploring the Issues of the Flipped Classroom (Bulletin of the American Physical Society). College Park, MD: APS. Sadaghiani, H. R. (2012). On line pre-lectures: An alternative to textbook reading assignments. The Physics Teacher, 50(5): 301-303. doi: 10.1119/1.3703549. Sciarra,D. & Seirup , H. (2008). The Multidimensionality of school Engagement and Math Achievement Among Racial groups, Professional School counseling, v 11,218-228. See, Sharon و Conry, John. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning،6(4): 585-588. Sjøberg, S. (2010). Constructivism and learning. In P. Peterson, E. Baker & B. McGaw (Eds.),International Encyclopedia of Education (Vol. 5, pp. 485-490).Oxford UK: Elsevier. doi:10.1016/B978-0-08-044894-7.00467-X. Steed, A. (2012). The flipped classroom. Teaching Business &Economics, 16(3): 9-11. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15:171e193. Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher Education: Its Problems and Some Prospects. Journal of Teacher Education, 61(5): 464–476. http://doi.org/10. 1177/0022487110375804. Sweet, D.R. (2014). Micro lectures in a flipped classroom: Application, creation, and resources. Mid-Western Educational Researcher, 26(1):52-59. Talley, C. P., & Scherer S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “flipped” STEM course. The Journal of Negro Education, 82(3): 339-347. Tanner, M., & Scott, E. (2015). A Flipped Classroom Approach to Teaching Systems Analysis , Design and Implementation ,Journal of Information Technology Education, 14: 219–241. Thompson, G. A., & Ayers, S. F. (2015). Measuring Student Engagement in a Flipped Athletic Training Classroom , Athletic Training Education Journal ,10(4): 315–322. http://doi.org/10.4085/1004315. Vaughn, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Educational Research and Perspectives, 41: 25- 41. Willey, K., & Gardner, A. (2013). Flipping your classroom without flipping out. Paper       presented at 41 SEFI Conference, Leuven, Belgium. Yadav, P. K., (2011). Blogging as a means of professional development for ELT professionals. Journal of NELTA, 16(1-2): 123-132. Zainuddin, Z., & Attaran, M. (2017). Malaysian students 'perceptions of flipped classroom': a case study, 3297(May). http://doi.org/10.1080/14703297.2015.1102079_||_ عطاران، محمد (1393) .بچه‌ها از درس عقبند، رشد مدرسه فردا،2 Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34,1e14. Al-Harbi, A. H. (2015). A Flipped Learning Approach Using Social Media in Health Informatics Education. 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Ann Arbor, Capella University. Pro-Quest Digital Dissertations. (AAT 384AQ5 3592584). Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators online, 12(1): 91-115. Crandall, J-A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20: 34–55. Davis, H. A., & Shalter-Bruening, P., & Andrzejewski, C. E., (2008). Examining the efficacy of strategy intervention for ninth grade students: Are self-regulated learning strategies a form of social capital? Paper presented at the annual conference of the American Educational Research Association, New York, NY. Desimone, L., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2): 81–112. Elmaadaway, M. A. N. (2017). 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B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition and Behaviour, 47: 109–114. Glatthorn, A. (1995). “Teacher development”. In: Anderson, L. (Ed.), International encyclopedia of teaching and teacher education (2nd ed). London: Pergamon Press. Halili, S., & Zainuddin, Z. (2015). Flipping the classroom: What we know & what we don’t. The Online Journal of Distance Education & e-Learning, 3(1): 15-22. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled “A Review of Flipped Learning.” Arlington,VA: Flipped Learning Network Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped Professional Development : An Innovation in Response to Teacher Insights, 60(1): 45–54. http://doi.org/10.1002/jaal.522. Hill, P. (2014). Online educational delivery models: A descriptive view. Hsia, J., Chang, C., & Tseng, A. (2014). Effects of individuals' locus of control and computer Self-Efficacy on their e-learning acceptance in high-tech companies. Behaviour & Information Technology, 33(1): 51e64. Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (LCE) Model based on service-dominant logic (SDL) and flipped classrooms. Educational Research and Perspectives, 41: 1-24. Johnson, G. (2012). Students, please turn to YouTube for your assignment. Education Canada, 52(5): 16-18. Karimi, M, Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners ’ Reading Comprehension : Learners ’ Attitudes in Focus, Advances in Language and Literary Studies, 8(1). http://doi.org/10.7575/aiac.alls.v.8n.1p.95. Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia- Assisted Language Learning, 18(3): 41-72. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1): 30-35. doi: 10.1080/87567555.1993.9926781. Kurihara, Y. (2016). Flipped Classroom : Effects on Education for the Case of Economics, 3(2): 65–71. http://doi.org/10.20448/journal.509/2016.3.2/509.2.65.71. Lage, M. J., G. J. Platt, and M. Treglia. (2000). “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” The Journal of Economic Education, 31(1): 30–43. Lemmer, C. (2013). A view from the flip side: using the "inverted classroom" to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105(4): 461-491. Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Innovating and Evaluating Science Education: NSF Evaluation Forums, 1992-94, 67. Lingard, B. (2003). Where to in gender policy in education after recuperative masculinity politics? International Journal of Inclusive Education, 7: 33-56. Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice-Hall. Mazur, E. (2009).Farewell, lecture? Science, 323(5910): 50-51. doi:10.1126/science. 1168927 McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89: 236e243. McLeskey, J., & Waldron, N. L. (2002). Professional development and inclusive schools: Reflections on effective practice. The Teacher Educator, 37(3): 159-172. Metallidou, P & Viachou, A. (2007). Beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children, International Journal of Psychology, 2-15. Millard, E. (2012). Five reasons flipped classrooms work. University Business,   15(11): 26-29. Moran, K., & Milsom, A. (2015). The Flipped Classroom in Counselor Education, 54(March), 32–43.http://doi.org/10.1002/j.1556-6978.2015.00068.x. Moravec, M., Williams, A., Aguilar-Roca, N., & O' Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(04): 473-481. O’Flaherty, J., & Craig, P. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25: 85–95. Ojalvo, H.E., &Doyne, S. (2011). Five ways to flip your classroom with the New York Times. Retrieved from http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/?_php=true&_type=blogs&_r=1. Ouda, H., & Ahmed, K. (2016). Flipped Learning As A New Educational Paradigm : An Analytical Critical Study, 12(10): 417–445. http://doi.org/10.19044/esj.2016. v12n10p417 Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3): 223-231. Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2): 158e177. Rosenberg T (2013). Turning education upside down. New York Times, 11 October. Available at: http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?_r=0. Rundquist A (2012). What Is the Best use of Class Time? Exploring the Issues of the Flipped Classroom (Bulletin of the American Physical Society). College Park, MD: APS. Sadaghiani, H. R. (2012). On line pre-lectures: An alternative to textbook reading assignments. The Physics Teacher, 50(5): 301-303. doi: 10.1119/1.3703549. Sciarra,D. & Seirup , H. (2008). The Multidimensionality of school Engagement and Math Achievement Among Racial groups, Professional School counseling, v 11,218-228. See, Sharon و Conry, John. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning،6(4): 585-588. Sjøberg, S. (2010). Constructivism and learning. In P. Peterson, E. Baker & B. McGaw (Eds.),International Encyclopedia of Education (Vol. 5, pp. 485-490).Oxford UK: Elsevier. doi:10.1016/B978-0-08-044894-7.00467-X. Steed, A. (2012). The flipped classroom. Teaching Business &Economics, 16(3): 9-11. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15:171e193. Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher Education: Its Problems and Some Prospects. Journal of Teacher Education, 61(5): 464–476. http://doi.org/10. 1177/0022487110375804. Sweet, D.R. (2014). Micro lectures in a flipped classroom: Application, creation, and resources. Mid-Western Educational Researcher, 26(1):52-59. Talley, C. P., & Scherer S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “flipped” STEM course. The Journal of Negro Education, 82(3): 339-347. Tanner, M., & Scott, E. (2015). A Flipped Classroom Approach to Teaching Systems Analysis , Design and Implementation ,Journal of Information Technology Education, 14: 219–241. Thompson, G. A., & Ayers, S. F. (2015). Measuring Student Engagement in a Flipped Athletic Training Classroom , Athletic Training Education Journal ,10(4): 315–322. http://doi.org/10.4085/1004315. Vaughn, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Educational Research and Perspectives, 41: 25- 41. Willey, K., & Gardner, A. (2013). Flipping your classroom without flipping out. Paper       presented at 41 SEFI Conference, Leuven, Belgium. Yadav, P. K., (2011). Blogging as a means of professional development for ELT professionals. Journal of NELTA, 16(1-2): 123-132. Zainuddin, Z., & Attaran, M. (2017). Malaysian students 'perceptions of flipped classroom': a case study, 3297(May). http://doi.org/10.1080/14703297.2015.1102079
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.237823.362 علمی پژوهشی(عادی) سنجش کیفی برداشت معلمان زبان از آموزش دستور در رویکرد ارتباطی و جایگاه این مقوله در کتابهای نوتالیف زبان انگلیسی علوی مقدم سید بهنام عضو هیات علمی سازمان پژوهش و برنامه ریزی آموزشی داوری حسین عضو هیات علمی دانشگاه دامغان خیر آبادی رضا عضو هیات علمی سازمان پژوهش و برنامه ریزی آموزشی 21 01 2018 7 2 497 526 15 07 2017 12 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64977.html

آموزش دستور زبان از موضوعات بحث برانگیز در حوزه آموزش زبان است که در نتیجه ظهور رویکردهای جدید آموزشی فراز و نشیب هایی داشته وبا ظهور رویکرد ارتباطی ، کماکان آموزش یا عدم آموزش دستور زبان مطرح است. از این رو، در مقاله حاضر، به بررسی منطق بهره گیری از آموزش دستور زبان در رویکرد ارتباطی پرداخته شده و سپس نظر به ورود این مقوله به کتابهای نوتالیف زبان انگلیسی در نظام رسمی آموزش و پرورش که بر پایه رویکرد ارتباطی تدوین شده اند، به سنجش برداشت دبیران نسبت به این مقوله پرداخته شده است. در راستای نیل به این هدف، در قالب مصاحبه کانونی از هشت دبیر زبان ارزیابی به عمل آمد. یافته ها مبین آن است که دبیران زبان انگلیسی، برخلاف منطق حاکم بر بهره گیری آموزش دستور زبان در رویکرد ارتباطی، متاثر از نوعی تلقی رایج، آموزش دستور زبان در کتابهای جدید را در تعارض با رویکرد ارتباطی برمیشمارند؛ موضوعی که ضرورت دانش افزایی مدرسان در راستای اجرای برنامه جدید آموزش زبان را اجتناب ناپذیر میسازد.

 دستور زبان رویکرد ارتباطی کتابهای درسی زبان انگلیسی برداشت دبیران Burns, A. (1990). Focus on language in the communicative classroom. In G. Brindley (Ed.) The second language curriculum in action (pp. 36–58). Sydney: NCELTR. Celce-Murcia, M. (2002). Why it makes sense to teach grammar in context and through discourse. New perspectives on grammar teaching in second language classrooms, 119-134. Dörnyei, Z. (2007).Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press. Dörnyei, Z. (2009).Questionnaires in Second Language. Research: Construction, Administration, and Processing. Mahwah, New Jersey: Lawrence Erlbaum Associates. Doughty, C., & Long, M. H. (Eds.). (2003). Handbook of second language acquisition. New York: Basil Blackwell. Ellis, R. (2010). Does explicit grammar instruction work. NINJAL Project Review, 1(2): 3-22. Hinkel, E., & Fotos, S. (2008). New perspectives on grammar teaching in second language classrooms. ESL and Applied Linguistics Professional Series: Taylor and Francis eLibrary. Hinkel, E., & Fotos, S. (Eds.). (2001). New perspectives on grammar teaching in second language classrooms. Routledge. Larsen-Freeman, D. (2001). Teaching Language: From Grammar to Grammaring. Boston, MA: Heinle & Heinle. Lee, J. F., & VanPatten, B. (1995). Making Communicative Language Teaching Happen. vol 1: Directions for Language Learning and Teaching. McGraw-Hill, Inc., 860 Taylor Station Rd., Blacklick, OH 43004-0545; toll-free: 800-722-4726. Littlewood, W. (2008). Foreign language teaching methods: From past prescriptions to present principles. Foreign Language Teaching in Schools, 31 (4): 1-13. McCarthy, M. and Carter, R. (2002). Ten criteria for a spoken grammar. In E. Hinkel & S. Fotos (Eds.) New Perspectives on Grammar Teaching in Second Language Classroom (pp. 51-75, New York: Routledge. Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24: 126-145. Richards, J. C. & Renandya, T. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press. Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Swan, M. (2002). Seven bad reasons for teaching grammar- and two good reasons. In Richards and Renandya (Eds.) Methodology in Language Teaching (pp. 148-152). Cambridge: Cambridge University Press. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT journal, 50(1): 9-15._||_ Burns, A. (1990). Focus on language in the communicative classroom. In G. Brindley (Ed.) The second language curriculum in action (pp. 36–58). Sydney: NCELTR. Celce-Murcia, M. (2002). Why it makes sense to teach grammar in context and through discourse. New perspectives on grammar teaching in second language classrooms, 119-134. Dörnyei, Z. (2007).Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press. Dörnyei, Z. (2009).Questionnaires in Second Language. Research: Construction, Administration, and Processing. Mahwah, New Jersey: Lawrence Erlbaum Associates. Doughty, C., & Long, M. H. (Eds.). (2003). Handbook of second language acquisition. New York: Basil Blackwell. Ellis, R. (2010). Does explicit grammar instruction work. NINJAL Project Review, 1(2): 3-22. Hinkel, E., & Fotos, S. (2008). New perspectives on grammar teaching in second language classrooms. ESL and Applied Linguistics Professional Series: Taylor and Francis eLibrary. Hinkel, E., & Fotos, S. (Eds.). (2001). New perspectives on grammar teaching in second language classrooms. Routledge. Larsen-Freeman, D. (2001). Teaching Language: From Grammar to Grammaring. Boston, MA: Heinle & Heinle. Lee, J. F., & VanPatten, B. (1995). Making Communicative Language Teaching Happen. vol 1: Directions for Language Learning and Teaching. McGraw-Hill, Inc., 860 Taylor Station Rd., Blacklick, OH 43004-0545; toll-free: 800-722-4726. Littlewood, W. (2008). Foreign language teaching methods: From past prescriptions to present principles. Foreign Language Teaching in Schools, 31 (4): 1-13. McCarthy, M. and Carter, R. (2002). Ten criteria for a spoken grammar. In E. Hinkel & S. Fotos (Eds.) New Perspectives on Grammar Teaching in Second Language Classroom (pp. 51-75, New York: Routledge. Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24: 126-145. Richards, J. C. & Renandya, T. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press. Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Swan, M. (2002). Seven bad reasons for teaching grammar- and two good reasons. In Richards and Renandya (Eds.) Methodology in Language Teaching (pp. 148-152). Cambridge: Cambridge University Press. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT journal, 50(1): 9-15.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.234782.347 علمی پژوهشی(عادی) "تحلیل فراگیری افعال کمکی انگلیسی در فارسی زبانان از منظر نظریه انتقال کامل/دسترسی کامل" فضیلت فر علی محمد عضو هیات علمی گروه زبان انگلیسی ، دانشکده زبانهای خارجی ، دانشگاه یزد، یزد، آیران صدقی محجوب مربی زبان انگلیسی ،گروه زبان انگلیسی، دانشگاه یزد 21 01 2018 7 2 527 554 20 06 2017 11 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64978.html

پژوهش حاضر، برای بررسی یادگیری افعال کمکی انگلیسی در زبان‌آموزان فارسی‌زبان صورت گرفته است؛ بدین منظور، 34 زبان‌آموز سطح متوسط و 33 زبان‌آموز سطح پیشرفته انتخاب شدند. سطح توانایی این فراگیران، با استفاده از آزمون‌های انتخاب صحیح و ترجمه سنجیده شد. این زبان‌آموزان مشکلات زیادی در به‌کارگیری صورت‌های ساده و کامل فعل کمکی would داشتند. علاوه بر آن، عدم تمایز بین افعال کمکی اجباری should، must و have to را نیز می‌توان یکی دیگر از مشکلات زبان‌ آموزان به‌حساب آورد. با تو جه به مطالب ذکر شده و از مقایسة‌ این دو گروه، می‌توان نتیجه گرفت که ساختارهای ربطی زبان انگلیسی که در زبان فارسی وجود ندارند، برای زبان‌آموزان حتی در سطح‌های بالاتر هم مشکل-آفرین‌اند. این یافته‌ها با ادعاهای مطرح‌شده در نظریه‌ی انتقال کامل/دسترسی کامل تناقض دارند که مبنی بر به‌کارگیری هم‌زمان زبان اول و قواعد زبانی در سطوح اولیة آموزشی است. واژگان کلیدی: افعال کمکی، افعال اجباری، افعال احتمالی، افعال تمایلی، نظریة انتقال کامل/دسترسی کامل.

 افعال کمکی افعال اجباری افعال احتمالی افعال تمایلی نظریه‌ی انتقال کامل/دسترسی کامل مشکات‌الدینی، م. (1366). دستور زبان فارسی بر پایة نظریه گشتاری. مشهد: انتشارات دانشگاه فردوسی مشهد. میرعمادی، ع. (1376). نحو زبان فارسی. تهران: سازمان مطالعه و تدوین کتب علوم انسانی دانشگاهها (سمت). Baleghizadeh, S. & Mozaheb M. A, (2011). A Profile of an Effective EFL Grammar Teacher. Journal of Language Teaching and Research, 2(2): 364-369. Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1): 22-31. Corder, S. (1967). A role for the mother tongue. In S. Gass & L. Selinker (eds.) Language transfer in language learning. Amsterdam: John Benjamin Publishing Company, 18-31. Dulay, H., & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24: 37-53. Ellis, N., & Sagarra, N. (2010).The bounds of adult language acquisition. Studies in Second Language Acquisition, 32: 553-580. Faerch, C. and Kasper, G. (1987). Perspective on Language Transfer. Applied Linguistics, 8 (2): 111- 136. Flynn, S. (1996). Acquisition of pronoun anaphora: Resetting the parameter. In B. Lust (ed.) Studies in the acquisition of anaphora: Defining the parameters. Dordrecht: Reidel. Flynn, S. & Martohardjono, G. (1996). Mapping from the initial state to the final state: the separation of universal principles and language-specific principles. In B. Lust, M. Suner and J. Whitman (eds.), Syntactic theory and first language acquisition: crosslinguistic perspectives. Vol. 1: Heads, projections and learnability (pp. 319-335). Hillsdale, NJ: Lawrence Erlbaum. Gass, S. and Selinker, L. (2001). Second Language Acquisition: An introductory course. London: Lawrence Erlbaum Associates. Karim, K., & Nassaji, H. (2013). First language transfer in second language writing: An examination of current research. Iranian Journals of Language Teaching Research, 1(1): 117-134. Lado, R. (1957). Linguistics across Cultures: Applied Linguistics for language teachers. Ann Arbor, Michigan: University of Michigan. Lord, G. (2008). Second language acquisition and first language phonological modification. Proceedings of the hispanic linguistics symposium. ed. Joyece Bruhn de garavito and E. Valenzuela,184-193.Somerville,MA:Cascadilla proceedings project. Montrul, S. (2000). Transitivity Alternations in L2 Acquisition. Studies in Second Language Acquisition, 22: 229-273. Nemati, M., & Taghizade, M. (2006). Exploring similarities and differences between L1 and L2. IRJABS, 4(9): 247-2483. Odlin, T. (1989). Language Transfer. Cambridge: Cambridge University Press. Oller, J. W. & Ziahosseiny, S. (1970). The contrastive analysis hypothesis and spelling errors. Language Leaning, 20: 183-189. Özçelik, Ö. (2015). L2 Acquisition of Scope: Testing the Full Transfer Full Access Hypothesis. In Susie Jones (ed.), Proceedings of the 2008 Annual Conference of the Canadian Linguistic Association. Schwartz, B. D. & Sprouse, R. (1994). Word order and nominative case in nonnative language acquisition: a longitudinal study of (L1 Turkish) German interlanguage. In T. Hoekstra and B. D. Schwartz (eds.),Language acquisition studies in generative grammar (pp. 317-368). Amsterdam: John Benjamins. Schwartz, B. D. and Sprouse, R. A. (1996). L2 Cognitive States and the Full Transfer/Full Access Model.Second Language research, 12: 40-72. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics,10(3): 209-231. Siegel, J. (2003). Substrate Influence in Creoles and the Role of Transfer in Second Language Acquisition. Studies in Second Language Acquisition, 25: 185-209. Sweet, H. (1899, 1964). The Practical Study of Languages. Oxford: Oxford University Press. White, L. (1989). Universal grammar and second language acquisition. Amsterdam: John Benjamins. White, L. (2000). Second language acquisition: From initial to final State, in: J. Archibald (Ed.) Second Language Acquisition and Linguistic Theory, 130-155._||_ مشکات‌الدینی، م. (1366). دستور زبان فارسی بر پایة نظریه گشتاری. مشهد: انتشارات دانشگاه فردوسی مشهد. میرعمادی، ع. (1376). نحو زبان فارسی. تهران: سازمان مطالعه و تدوین کتب علوم انسانی دانشگاهها (سمت). Baleghizadeh, S. & Mozaheb M. A, (2011). A Profile of an Effective EFL Grammar Teacher. Journal of Language Teaching and Research, 2(2): 364-369. Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1): 22-31. Corder, S. (1967). A role for the mother tongue. In S. Gass & L. Selinker (eds.) Language transfer in language learning. Amsterdam: John Benjamin Publishing Company, 18-31. Dulay, H., & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24: 37-53. Ellis, N., & Sagarra, N. (2010).The bounds of adult language acquisition. Studies in Second Language Acquisition, 32: 553-580. Faerch, C. and Kasper, G. (1987). Perspective on Language Transfer. Applied Linguistics, 8 (2): 111- 136. Flynn, S. (1996). Acquisition of pronoun anaphora: Resetting the parameter. In B. Lust (ed.) Studies in the acquisition of anaphora: Defining the parameters. Dordrecht: Reidel. Flynn, S. & Martohardjono, G. (1996). Mapping from the initial state to the final state: the separation of universal principles and language-specific principles. In B. Lust, M. Suner and J. Whitman (eds.), Syntactic theory and first language acquisition: crosslinguistic perspectives. Vol. 1: Heads, projections and learnability (pp. 319-335). Hillsdale, NJ: Lawrence Erlbaum. Gass, S. and Selinker, L. (2001). Second Language Acquisition: An introductory course. London: Lawrence Erlbaum Associates. Karim, K., & Nassaji, H. (2013). First language transfer in second language writing: An examination of current research. Iranian Journals of Language Teaching Research, 1(1): 117-134. Lado, R. (1957). Linguistics across Cultures: Applied Linguistics for language teachers. Ann Arbor, Michigan: University of Michigan. Lord, G. (2008). Second language acquisition and first language phonological modification. Proceedings of the hispanic linguistics symposium. ed. Joyece Bruhn de garavito and E. Valenzuela,184-193.Somerville,MA:Cascadilla proceedings project. Montrul, S. (2000). Transitivity Alternations in L2 Acquisition. Studies in Second Language Acquisition, 22: 229-273. Nemati, M., & Taghizade, M. (2006). Exploring similarities and differences between L1 and L2. IRJABS, 4(9): 247-2483. Odlin, T. (1989). Language Transfer. Cambridge: Cambridge University Press. Oller, J. W. & Ziahosseiny, S. (1970). The contrastive analysis hypothesis and spelling errors. Language Leaning, 20: 183-189. Özçelik, Ö. (2015). L2 Acquisition of Scope: Testing the Full Transfer Full Access Hypothesis. In Susie Jones (ed.), Proceedings of the 2008 Annual Conference of the Canadian Linguistic Association. Schwartz, B. D. & Sprouse, R. (1994). Word order and nominative case in nonnative language acquisition: a longitudinal study of (L1 Turkish) German interlanguage. In T. Hoekstra and B. D. Schwartz (eds.),Language acquisition studies in generative grammar (pp. 317-368). Amsterdam: John Benjamins. Schwartz, B. D. and Sprouse, R. A. (1996). L2 Cognitive States and the Full Transfer/Full Access Model.Second Language research, 12: 40-72. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics,10(3): 209-231. Siegel, J. (2003). Substrate Influence in Creoles and the Role of Transfer in Second Language Acquisition. Studies in Second Language Acquisition, 25: 185-209. Sweet, H. (1899, 1964). The Practical Study of Languages. Oxford: Oxford University Press. White, L. (1989). Universal grammar and second language acquisition. Amsterdam: John Benjamins. White, L. (2000). Second language acquisition: From initial to final State, in: J. Archibald (Ed.) Second Language Acquisition and Linguistic Theory, 130-155.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.239520.374 علمی پژوهشی(عادی) بررسی دلایل ارتکاب سرقت ادبی و راههای پیشگیری از آن در جامعه علمی ایران: دیدگاه سردبیران، اساتید و دانشجویان بررسی دلایل ارتکاب سرقت ادبی و راههای پیشگیری از آن در جامعه علمی ایران: دیدگاه سردبیران، اساتید و دانشجویان محمد حسین پور رسول استادیار،گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم باقری نویسی رضا استادیار،گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران افضلی شهری محمد استادیار، گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم 21 01 2018 7 2 555 588 09 08 2017 25 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64979.html

پژوهش حاضر به بررسی دلایل ارتکاب انواع سرقت ادبی و راهکارهای پیشگیری از آن از دیدگاه سردبیران مجلات علمی ،اساتید و دانشجویان رشته های مرتبط با زبان انگلیسی در ایران پرداخته است. 12 سردبیر ، ۴۱ استاد و ۱۱۲ دانشجوی کارشناسی ارشد و دکتری با پاسخگویی به دو سوال تشریحی و پرسشنامه iThenticate از طریق ایمیل در این پژوهش شرکت کردند. نتایج نشان داد فقدان آموزش اصولی و فرهنگ سازی مناسب از سطوح پایه، رواج فرهنگ تنبلی و تقلب در میان ایرانیان، عدم آگاهی کافی از انواع سرقت ادبی و عواقب ارتکاب آن ، اجبار اساتید و دانشجویان به ارائه مقالات و تکالیف فراتر از محدوده توانایی آنها برای ارتقا،کسب رتبه یا مدرک دانشگاهی بالاتر و سهولت ورود به مقطع ارشد و دکتری از عمده دلایل رواج سرقت ادبی در ایران بودند. فرهنگ سازی صحیح و اصولی از سطوح پایه، وضع قوانین سخت گیرانه و تنبیه جدی خاطیان و آموزش و اطلاع رسانی صحیح از مهمترین راهکارهای پیشنهادی شرکت کنندگان برای مقابله با سرقت ادبی بودند.

 سرقت ادبی پرسشنامه iThenticate فرهنگ سازی صحیح و اصولی دلایل ارتکاب سرقت ادبی؛ راههای پیشگیری از سرقت ادبی Abasi, A. R. & Graves, B. (2008). Academic literacy and plagiarism: Conversations with internationalgraduate students and disciplinary professors. Journal of English for AcademicPurposes,7, 221−233. Doi:10.1016/j. jeap.2008.10.010 Adiningrum, T. S., & Kutieleh, S. (2011). How different are? Understanding and managing plagiarism between east and west.Journal of Academic Language and Learning, 5(2), 88–98. Ahmadi, A. (2012) Cheating on exams in the Iranian EFL context.Journal of Academic Ethics,10(2), 151−170.Doi:10.1007/s10805-012-9156-5. Ahmadi, A. (2014). Plagiarism in the academic context: A study of Iranian EFL learners.Research Ethics, 10(3), 151–168. DOI: 10.1177/1747016113488859 Amiri, F. & Razmjoo, A.(2016).On Iranian EFL undergraduate students’ perceptions of plagiarism.Journal of Academic Ethics,14(2), 115-131. 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Community College Week, 14(24), 6–8. Callahan, D. (2004).Why more Americans are doing wrong: The cheating culture. Orlando, Florida:Harcourt. Callaway, E. (2016). Publisher pulls 58 articles by Iranian scientists over authorship manipulation. Nature. Available from: URL: http://www.nature.com/news/publisher-pulls-58-articles-by-iranianscientists-over-authorship-manipulation-1.20916 Crama, Y., Grabisch, M., & Martello, S. (2016). A brand new cheating attempt: A case of usurped identity, 4OR-A Quarterly Journal of Operations Research, 14(4), 333–336. Doi: 10.1007/s10288-016-0329-8 Davis, S. F., & Ludvigson, H.W. (1995).Additional data on academic dishonesty and a proposal for remediation.Teaching of Psychology, 22(2), 119–121. Devlin, M., & Gray, K. (2007). In their own words: A qualitative study of the reasons Australian university students plagiarize. Higher Education Research and Development, 26(2), 181–198. Doi:10.108007294360701310805/ DeVoss, D.& Rosati, A. C. (2002). ‘It wasn’t me, was it?’ Plagiarism and the web.Computersand Composition,19, 191−203.Doi:10.1016/S8755-4615(02)00112-3 Erkaya, O. R. (2009). Plagiarism by Turkish students: Causes and solutions. Asian EFL Journal, 11(2), 86–103. Evans, E. D., & Craig, D. (1990).Adolescent cognitions for academic cheating as a function of grade level and achievement status.Journal of Adolescent Research, 5, 325–345. Flint, A., Clegg, S., & Macdonald, R. (2006).Exploring staff perceptions of student plagiarism.Journal of Further and Higher Education, 30(2), 145–156. Flowerdew, J., & Li, Y. (2007).Plagiarism and second language writing in an electronic age.Annual Review of Applied Linguistics, 27, 161–183. Doi:10.1017/S0267190508070086 Granitz, N., & Loewy, D. (2007). Applying ethical theories: Interpreting and responding to student plagiarism. Journalof Business Ethics, 72, 293–306. Gullifer, J., & Tyson, G. A. (2010).Exploring university students’ perceptions of plagiarism: A focus group study.Studies in Higher Education, 33(4), 463–481. Habibzadeh, F. (2008).On stealing words and ideas.Hepatitis Monthly, 8(3), 171-172. Howard, R. M. (1993). A plagiarism pentimento.Journal of Teaching Writing, 11(2), 233–246. Howard, R. M. (1995). Plagiarism, authorship and the academic death penalty.College English, 57(7), 788–806. Howard, R. M. (2007). Understanding “Internet plagiarism”.Computers and Composition, 24(1), 3–15. Doi:10.1016/j.compcom.2006.12.005 Hyland, F. (2001).Dealing with plagiarism when giving feedback.ELT Journal, 55(4), 375–381.Doi:10.1093/elt/55.4.375 Introna, L., Hayes, N., Blair, L., & Wood, E. (2003). Cultural attitudes towards plagiarism: Developing a betterunderstanding of the needs of students from diverse cultural backgrounds relating to plagiarism. Newcastle-upon-Tyne, UK: Plagiarism Advisory Service. Retrieved from http://online.northumbria.ac.uk/faculties/art/ information_studies/Imri/Jiscpas/docs/external/lancsplagiarismreport.pdf iThenticate (2013). Research ethics:Decoding plagiarism and attribution in research: Researcher Insights into the Types of Plagiarism and Attribution Issues. Retrieved from http://www.ithenticate.com/Portals/92785/docs/ithenticate-decoding-survey-summary 092413.pdf Jones, D. L. R. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), 141–150. Jones, K., Reid, J.M. & Bartlett, R. (2005).Student plagiarism and cheating in an IT age. Proceedings of the International Conference on Computer Systems and Technologies,Varna,Bulgaria. ISBN 954-9641-42-2. Ma, H., Yong Lu, E., Turner, S., & Wan, G. (2007).An empirical investigation of digital cheating and plagiarism amongmiddle school student.American Secondary Education, 35(2), 69–82 Macnab, N.& Thomas, G. (2007). Quality in research and the significance of communityassessment and peer review: Education’s idiosyncrasy. International Journal of Researchand Method in Education, 30(3), 339–352. Mahdavi-Zafarghandi, A., Khoshroo, F., & Barkat, B. (2012). An investigation of Iranian EFL masters students’ perceptions of plagiarism. International Journal of Education Integrity, 8(2), 69–85. Maramark, S., & Maline, M. B. (1993).Issues in education: Academic dishonesty among college students. Washington, DC: U.S. Department of Education, Office of Educational Research andImprovement. Marshall, S., &Garry, M. (2006).NESBand ESBstudents’ attitudes and perceptions of plagiarism.International Journal for Educational Integrity,2(1), 26–37. Maxwell, A. J., Curtis, G. J., & Vardanega, L. (2008). Does culture influence understading and perceived seriousness of plagiarism? International Journal for Educational Integrity, 4(2), 25–40. McCulloch, S. (2012). Citations in search of purpose: Source use and authorial voice in L2 student writing. International Journal for Educational Integrity, 8(1), 55–69. Miguel, R. (2001). Plagiarism and paraphrasing criteria of college and university professors.Ethics & Behavior, 11, 307–323. Mu, C. (2010). ‘I only cited some of his words’: The dilemma of EFL students and their perceptions of plagiarism in academic writing. The Journal of Asia TEFL,7(4), 103−132. Park, C. (2004). Rebels without a clause: Towards an institutional framework for dealing with plagiarism by students. Journal of Further and Higher Education, 28(3), 291–306. Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second language writing. Journal of Second Language Writing, 12(4), 317–345.Doi:10.1016/j.jslw.2003.08.004 Plano Clark, L., & Creswell, J. W. (2014).Understanding research: A consumer’s guide (2nd ed.). Upper Saddle River, NJ: Pearson Education. Rezanejad, A., & Rezaei, S. (2013). Academic dishonesty at universities: The case of plagiarism among Iranian language students. Journal of Academic Ethics, 11, 275–295. Doi:10.1007/s10805-013-9193-8. Sedighi, M. (2014).Quantitative development in the universities must be more purposeful.Irna Bushehr. Retrieved from http://www.irna.ir/fa/News. Shahghasemi, E., & Akhavan, M. (2015). Confessions of academic ghost authors: The Iranian experience. Sage Open, 5(1), 1–7. Sheila, M., & Mindi-Barth, M. (1993).Academic dishonesty among college students.Issues in education. Washington, DC: Office of Research. Shi, L. (2004) Textual borrowing in second-language writing. Written Communication, 21(2), 171−200. Sikes P (2009) Will the real author come forward? Questions of ethics, plagiarism, theft and collusion in academic research writing.International Journal of Research and Method in Education, 3(1), 13–24. Sohrabi, B., Gholipour, A., & Mohammadesmaeili, N. (2011). Effects of personality and information technology on plagiarism: An Iranian perspective. Ethics & Behavior, 21(5), 367–379. Doi:10.1080/10508422.2011.604294 Stefani, L.& Carroll, J. (2001).A briefing on plagiarism.LTSN Generic Centre AssessmentSeries No. 10.LTSN Generic Centre.Retrieved from: http://www.palatine.ac.uk/files/968 Stone, R. (2016). In Iran, a shady market for papers flourishes.Science, 353(6305). Doi: 10.1126/science.353.6305.1197 Sutherland-Smith, W. (2008).Plagiarism, the internet and student learning. London, UK: Rutledge. Wheeler, G. (2009). Plagiarism in the Japanese universities: Truly a cultural matter? Journal of Second Language Writing, 18(1), 17–29. Doi:10.1016/j.jslw.2008.09.004 Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating.International Journal of Teaching and Learning in Higher Education, 20(2), 98–105. Yosuf, D. S., & Masrom, U. M. (2011).Malaysian students’ perception of plagiarism.The International Journal of Language, Culture and Society, 33(2), 1–7. Zamani, B. E., Azimi, A. S., & Soleimani, N. (2012).Differences in students’ viewpoints about effective factors on plagiarism according to their gender and academic disciplines.Ethics in Science & Technology, 7(3), 1–12._||_ Abasi, A. R. & Graves, B. (2008). Academic literacy and plagiarism: Conversations with internationalgraduate students and disciplinary professors. Journal of English for AcademicPurposes,7, 221−233. Doi:10.1016/j. jeap.2008.10.010 Adiningrum, T. S., & Kutieleh, S. (2011). How different are? Understanding and managing plagiarism between east and west.Journal of Academic Language and Learning, 5(2), 88–98. Ahmadi, A. (2012) Cheating on exams in the Iranian EFL context.Journal of Academic Ethics,10(2), 151−170.Doi:10.1007/s10805-012-9156-5. Ahmadi, A. (2014). Plagiarism in the academic context: A study of Iranian EFL learners.Research Ethics, 10(3), 151–168. DOI: 10.1177/1747016113488859 Amiri, F. & Razmjoo, A.(2016).On Iranian EFL undergraduate students’ perceptions of plagiarism.Journal of Academic Ethics,14(2), 115-131. DOI: 10.1007/s10805-015-9245-3 Ashworth, P., & Bannister, P. (1997).Guilty in whose eyes?University students’ perceptions of cheating and plagiarism in academic work and assessment.Studies in Higher Education, 22(2), 187–204. Babaii, E. & Nejadghanbar, H. (2017). Plagiarism among Iranian graduate students of language studies: Perspectives and causes. Ethics & Behavior, 27(3), 240-258. DOI:10.1080/10508422.2016.1138864 Bahadori, M. K., Izadi, M., & Hoseinpourfard, M. (2012). Plagiarism: Concepts, factors and solutions. Iranian Journal of Military Medicine, 14(3), 168–177. Briggs, R. (2009). Shameless! Reconceiving the problem of student plagiarism.Journal of the Theoretical Humanities, 14(1), 65–75. Bjorklund, M., & Wenestam, C. (1999).Academic cheating: Frequency, methods and causes. Proceedings of the 1999 European Conference on Educational Research, Lahti, Finland.Retrieved from http://www.leeds.ac.uk/educol/documents/ 00001364.htm. Burnett, S. (2002). Dishonor and distrust. Community College Week, 14(24), 6–8. Callahan, D. (2004).Why more Americans are doing wrong: The cheating culture. Orlando, Florida:Harcourt. Callaway, E. (2016). Publisher pulls 58 articles by Iranian scientists over authorship manipulation. Nature. Available from: URL: http://www.nature.com/news/publisher-pulls-58-articles-by-iranianscientists-over-authorship-manipulation-1.20916 Crama, Y., Grabisch, M., & Martello, S. (2016). A brand new cheating attempt: A case of usurped identity, 4OR-A Quarterly Journal of Operations Research, 14(4), 333–336. Doi: 10.1007/s10288-016-0329-8 Davis, S. F., & Ludvigson, H.W. (1995).Additional data on academic dishonesty and a proposal for remediation.Teaching of Psychology, 22(2), 119–121. Devlin, M., & Gray, K. (2007). In their own words: A qualitative study of the reasons Australian university students plagiarize. Higher Education Research and Development, 26(2), 181–198. Doi:10.108007294360701310805/ DeVoss, D.& Rosati, A. C. (2002). ‘It wasn’t me, was it?’ Plagiarism and the web.Computersand Composition,19, 191−203.Doi:10.1016/S8755-4615(02)00112-3 Erkaya, O. R. (2009). Plagiarism by Turkish students: Causes and solutions. Asian EFL Journal, 11(2), 86–103. Evans, E. D., & Craig, D. (1990).Adolescent cognitions for academic cheating as a function of grade level and achievement status.Journal of Adolescent Research, 5, 325–345. Flint, A., Clegg, S., & Macdonald, R. (2006).Exploring staff perceptions of student plagiarism.Journal of Further and Higher Education, 30(2), 145–156. Flowerdew, J., & Li, Y. (2007).Plagiarism and second language writing in an electronic age.Annual Review of Applied Linguistics, 27, 161–183. Doi:10.1017/S0267190508070086 Granitz, N., & Loewy, D. (2007). Applying ethical theories: Interpreting and responding to student plagiarism. Journalof Business Ethics, 72, 293–306. Gullifer, J., & Tyson, G. A. (2010).Exploring university students’ perceptions of plagiarism: A focus group study.Studies in Higher Education, 33(4), 463–481. Habibzadeh, F. (2008).On stealing words and ideas.Hepatitis Monthly, 8(3), 171-172. Howard, R. M. (1993). A plagiarism pentimento.Journal of Teaching Writing, 11(2), 233–246. Howard, R. M. (1995). Plagiarism, authorship and the academic death penalty.College English, 57(7), 788–806. Howard, R. M. (2007). Understanding “Internet plagiarism”.Computers and Composition, 24(1), 3–15. Doi:10.1016/j.compcom.2006.12.005 Hyland, F. (2001).Dealing with plagiarism when giving feedback.ELT Journal, 55(4), 375–381.Doi:10.1093/elt/55.4.375 Introna, L., Hayes, N., Blair, L., & Wood, E. (2003). Cultural attitudes towards plagiarism: Developing a betterunderstanding of the needs of students from diverse cultural backgrounds relating to plagiarism. Newcastle-upon-Tyne, UK: Plagiarism Advisory Service. Retrieved from http://online.northumbria.ac.uk/faculties/art/ information_studies/Imri/Jiscpas/docs/external/lancsplagiarismreport.pdf iThenticate (2013). Research ethics:Decoding plagiarism and attribution in research: Researcher Insights into the Types of Plagiarism and Attribution Issues. Retrieved from http://www.ithenticate.com/Portals/92785/docs/ithenticate-decoding-survey-summary 092413.pdf Jones, D. L. R. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), 141–150. Jones, K., Reid, J.M. & Bartlett, R. (2005).Student plagiarism and cheating in an IT age. Proceedings of the International Conference on Computer Systems and Technologies,Varna,Bulgaria. ISBN 954-9641-42-2. Ma, H., Yong Lu, E., Turner, S., & Wan, G. (2007).An empirical investigation of digital cheating and plagiarism amongmiddle school student.American Secondary Education, 35(2), 69–82 Macnab, N.& Thomas, G. (2007). Quality in research and the significance of communityassessment and peer review: Education’s idiosyncrasy. International Journal of Researchand Method in Education, 30(3), 339–352. Mahdavi-Zafarghandi, A., Khoshroo, F., & Barkat, B. (2012). An investigation of Iranian EFL masters students’ perceptions of plagiarism. International Journal of Education Integrity, 8(2), 69–85. Maramark, S., & Maline, M. B. (1993).Issues in education: Academic dishonesty among college students. Washington, DC: U.S. Department of Education, Office of Educational Research andImprovement. Marshall, S., &Garry, M. (2006).NESBand ESBstudents’ attitudes and perceptions of plagiarism.International Journal for Educational Integrity,2(1), 26–37. Maxwell, A. J., Curtis, G. J., & Vardanega, L. (2008). Does culture influence understading and perceived seriousness of plagiarism? International Journal for Educational Integrity, 4(2), 25–40. McCulloch, S. (2012). Citations in search of purpose: Source use and authorial voice in L2 student writing. International Journal for Educational Integrity, 8(1), 55–69. Miguel, R. (2001). Plagiarism and paraphrasing criteria of college and university professors.Ethics & Behavior, 11, 307–323. Mu, C. (2010). ‘I only cited some of his words’: The dilemma of EFL students and their perceptions of plagiarism in academic writing. The Journal of Asia TEFL,7(4), 103−132. Park, C. (2004). Rebels without a clause: Towards an institutional framework for dealing with plagiarism by students. Journal of Further and Higher Education, 28(3), 291–306. Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second language writing. Journal of Second Language Writing, 12(4), 317–345.Doi:10.1016/j.jslw.2003.08.004 Plano Clark, L., & Creswell, J. W. (2014).Understanding research: A consumer’s guide (2nd ed.). Upper Saddle River, NJ: Pearson Education. Rezanejad, A., & Rezaei, S. (2013). Academic dishonesty at universities: The case of plagiarism among Iranian language students. Journal of Academic Ethics, 11, 275–295. Doi:10.1007/s10805-013-9193-8. Sedighi, M. (2014).Quantitative development in the universities must be more purposeful.Irna Bushehr. Retrieved from http://www.irna.ir/fa/News. Shahghasemi, E., & Akhavan, M. (2015). Confessions of academic ghost authors: The Iranian experience. Sage Open, 5(1), 1–7. Sheila, M., & Mindi-Barth, M. (1993).Academic dishonesty among college students.Issues in education. Washington, DC: Office of Research. Shi, L. (2004) Textual borrowing in second-language writing. Written Communication, 21(2), 171−200. Sikes P (2009) Will the real author come forward? Questions of ethics, plagiarism, theft and collusion in academic research writing.International Journal of Research and Method in Education, 3(1), 13–24. Sohrabi, B., Gholipour, A., & Mohammadesmaeili, N. (2011). Effects of personality and information technology on plagiarism: An Iranian perspective. Ethics & Behavior, 21(5), 367–379. Doi:10.1080/10508422.2011.604294 Stefani, L.& Carroll, J. (2001).A briefing on plagiarism.LTSN Generic Centre AssessmentSeries No. 10.LTSN Generic Centre.Retrieved from: http://www.palatine.ac.uk/files/968 Stone, R. (2016). In Iran, a shady market for papers flourishes.Science, 353(6305). Doi: 10.1126/science.353.6305.1197 Sutherland-Smith, W. (2008).Plagiarism, the internet and student learning. London, UK: Rutledge. Wheeler, G. (2009). Plagiarism in the Japanese universities: Truly a cultural matter? Journal of Second Language Writing, 18(1), 17–29. Doi:10.1016/j.jslw.2008.09.004 Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating.International Journal of Teaching and Learning in Higher Education, 20(2), 98–105. Yosuf, D. S., & Masrom, U. M. (2011).Malaysian students’ perception of plagiarism.The International Journal of Language, Culture and Society, 33(2), 1–7. Zamani, B. E., Azimi, A. S., & Soleimani, N. (2012).Differences in students’ viewpoints about effective factors on plagiarism according to their gender and academic disciplines.Ethics in Science & Technology, 7(3), 1–12.
پژوهشهای زبانشناختی دانشگاه تهران پژوهشهای زبانشناختی در زبانهای خارجی 2588-4123 دانشگاه تهران 145 10.22059/jflr.2017.237363.358 علمی پژوهشی(عادی) زبان زنانه و ترجمه: مطالعه موردی «کاغذ دیواری زرد» زبان زنانه و ترجمه: مطالعه موردی «کاغذ دیواری زرد» هادی پور هدی عضو هیئت علمی بخش زبانهای خارجی دانشگاه شهید باهنر کرمان بهرامی نجمه عضو هیئت علمی بخش زبانهای خارجی. دانشگاه شهیدباهنر کرمان 21 01 2018 7 2 589 602 09 07 2017 11 11 2017 Copyright © 2018, دانشگاه تهران. 2018 https://jflr.ut.ac.ir/article_64980.html

مطالعات جدید در حوزه ترجمه بر نقش مترجم بعنوان واسط فرهنگی تأکید بسیار داشته و بیانگر این مطلبند که هویت فردی و جنسیتی مترجمان بر بازگردانی متون تأثیرگذارند. در این مطالعه ابتدا داستان "کاغذ دیواری زرد " که بازخوردهای اجتماعی متنوعی داشته و نظراتی را در میان منتقدان نظریه جنسیت برانگیخته بود، انتخاب و در اختیار مترجمان زن و مرد قرار گرفت. چگونگی ترجمه این مترجمان و تأثیرات احتمالی نقش جنسیت بر بازگردانی داستان بر اساس چارچوب نظری لیکاف (1975) بررسی شد تا تأثیر زبان زنانه و نگرش های جنسیتی زنان و مردان در بازگردانی متن در مقایسه با متن اصلی مشخص شود. ده مورد معرفی شده بعنوان ویژگیهای زبان زنانه لیکاف در متن اصلی مشخص و با معادلهای انتخابی برای آنها از سوی مترجمان مقایسه شدند. در نهایت این نتیجه حاصل شد که مترجمان زن شیوه خاص زبان زنانه نویسنده متن مبدأ را بهتر درک کردند و نسبت به زبان زنانه و بازگردانی بی کم و کاست مطالب وفاداری بیشتری نسبت به مترجمان مرد داشتند.

 جنسیت کاغذ دیواری زرد لیکاف زبان زنانه گیلمن Federici, E., Leonardi, V. (2012), Using and abusing gender in translation. The case of Virginia Woolf’s “A Room of One’s Own” translated into Italian. Quaderns: Revista de Traduccio, 19: 183-198 Gilman, Ch. P. (2016, February 16). Why I wrote the Yellow Wallpaper. Retrieved from http://classiclit.about.com/od/yellowwallpapergilman/a/Why-I-Wrote-The-Yellow-Wallpaper.htm Gilman Ch. P. (2016, February 10). The Yellow Wallpaper. Retrieved from http://www.scaryforkids.com/yellow-wallpaper/ Hilmioglu, B. (2015). The role of gender in the process of translation.Unpublished MA thesis. Institute of Social Sciences, Atilim University, Ankara, Turkey Hume, B. A. (2002), Managing madness in Gilman’s “The Yellow Wallpaper”, Studies in American Fiction. 30(1):3-20 Kari, A. (2016, March 18). Gender. Retrieved from http://www.who.int/gender/ whatisgender/en/ Lakoff, R. (1975). Language and woman’s place. New York: Harper & Row Publishers ShafieSabet, S. G., Rabeie, A. (2011). The Effect of the translator's gender ideology on translating Emily Bronte’s Wuthering Heights. Journal of Teaching Language Skills, 3(3):143-158 Sharififar, M., Zand, F. (2013).The effect of woman’s language and cultural-gender attitudes on translation, Language and Translation Studies Quarterly 45(4): 142-165 Von Flotow, L. (1997). Translation and gender: translating in the “Era of Feminism” (Perspectives on Translation). University of Ottawa Press Wang, F. (2012), Trapped and silenced: claustrophobic fear in the Yellow Wallpaper and the handmaid’s tale, Studies in Literature and Language, 5(2): 10-15 Woolf, V., (1929). A room of one’s own. Broadview Press Ltd., UK Yang, L. (2014). A gender perspective of translation: taking three Chinese versions of the purple color as an example. Journal of Language Teaching and Research, 5(2): 371-375  _||_ Federici, E., Leonardi, V. (2012), Using and abusing gender in translation. The case of Virginia Woolf’s “A Room of One’s Own” translated into Italian. Quaderns: Revista de Traduccio, 19: 183-198 Gilman, Ch. P. (2016, February 16). Why I wrote the Yellow Wallpaper. Retrieved from http://classiclit.about.com/od/yellowwallpapergilman/a/Why-I-Wrote-The-Yellow-Wallpaper.htm Gilman Ch. P. (2016, February 10). The Yellow Wallpaper. Retrieved from http://www.scaryforkids.com/yellow-wallpaper/ Hilmioglu, B. (2015). The role of gender in the process of translation.Unpublished MA thesis. Institute of Social Sciences, Atilim University, Ankara, Turkey Hume, B. A. (2002), Managing madness in Gilman’s “The Yellow Wallpaper”, Studies in American Fiction. 30(1):3-20 Kari, A. (2016, March 18). Gender. Retrieved from http://www.who.int/gender/ whatisgender/en/ Lakoff, R. (1975). Language and woman’s place. New York: Harper & Row Publishers ShafieSabet, S. G., Rabeie, A. (2011). The Effect of the translator's gender ideology on translating Emily Bronte’s Wuthering Heights. Journal of Teaching Language Skills, 3(3):143-158 Sharififar, M., Zand, F. (2013).The effect of woman’s language and cultural-gender attitudes on translation, Language and Translation Studies Quarterly 45(4): 142-165 Von Flotow, L. (1997). Translation and gender: translating in the “Era of Feminism” (Perspectives on Translation). University of Ottawa Press Wang, F. (2012), Trapped and silenced: claustrophobic fear in the Yellow Wallpaper and the handmaid’s tale, Studies in Literature and Language, 5(2): 10-15 Woolf, V., (1929). A room of one’s own. Broadview Press Ltd., UK Yang, L. (2014). A gender perspective of translation: taking three Chinese versions of the purple color as an example. Journal of Language Teaching and Research, 5(2): 371-375