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1 فعالیت‌های برونداد مشارکتی و تاثیر آنها در یادگیری صفات تفضیلی انگلیسی Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives https://jtls.shirazu.ac.ir/article_4118.html 10.22099/jtls.2017.22369.2030 1 This study aimed to examine the effect of two types of collaborative output tasks on Iranian EFL learners’ comparative adjectives with two or more syllables. Thirty Iranian EFL learners participated in this study which were then divided into two experimental and one control groups; one experimental group received dictogloss task in 4-pairs and the other experimental group was given text reconstruction editing task in 6-pairs. Using pretest, posttests and delayed posttests, the data were collected through a grammaticality judgment test (GJT) and audio-recording of the learners’ interaction. Comparing the mean scores of three groups in GJT generally indicated that experimental groups gained more than the control group and text reconstruction editing group outperformed dictogloss group in noticing and learning the English comparative adjectives with two or more syllables. The transcripts of the students' verbal interactions indicated that text reconstruction editing group generated larger number of turns and language related episodes (LREs) in comparison to dictogloss group. Findings of this study also indicated that the majority of problems encountered in all the dyads were correctly solved in both dictogloss and text reconstruction editing groups, while the dictogloss group correctly solved more LREs in comparison to the text reconstruction editing group which showed that the dictogloss group was better regarding the quality of LREs. It can be concluded that the current study found evidence in support of Swain and her colleagues' claims (e.g. Kowal & Swain, 1994) that task implementation required the learners to produce output collaboratively which in turn leads to the internalization of grammatical features. 0 تحقیق حاضر تاثیر دو نوع فعالیت برونداد مشارکتی بر یادگیری صفات تفضیلی دو یا چندهجایی انگلیسی در زبان‌آموزان ایرانی را بررسی کرد. شرکت‌کنندگان در این تحقیق 30 زبان‌آموز ایرانی بوده‌اند که به دو گروه آزمایشی (فعالیت املایی-دستوری و فعالیت ویراستاری متن) و یک گروه کنترل تقسیم شدند. گروه املایی-دستوری متشکل از 4 گروه دونفره و گروه ویراستاری متن شامل 6 گروه دونفره بوده‌اند. این تحقیق دربردارنده‌ی پیش‌آزمون، آزمون نهایی و آزمون نهایی زمان‌دار بوده و داده‌های تحقیق نیز از طریق آزمون قضاوت گرامری و ضبط صدای تعاملات کلامی زبان‌آموزان جمع‌آوری شدند. نتایج نشان داد که به طورکلی گروه‌های آزمایشی نمرات بهتری را نسبت به گروه کنترل کسب کردند و گروه ویراستاری متن درخصوص میزان توجه و یادگیری صفات تفضیلی بر گروه فعالیت‌های املایی-دستوری پیشی جسته است. بررسی رونوشت‌های تعاملات کلامی زبان‌آموزان نشان داد که زبان‌آموزان در گروه ویراستاری متن فرصت‌ بیشتری را برای تعامل با یکدیگر داشتند و در مقایسه با گروه املایی-دستوری، تعداد اپیزودهای زبانی بیشتری را تولید کردند. نتایج همچنین بیانگر این نکته بود که زبان‌آموزان در دوگروه املایی-دستوری و ویراستاری متن، بیشتر مشکلات زبانی خود را به درستی رفع کردند. در حالی که گروه املایی-دستوری درخصوص تعداد و کیفیت اپیزودهای زبانی عملکرد بهتری داشت. نتایج به شواهدی در راستای یافته‌های سواین و همکارانش دست یافت به این معنی که انجام فعالیت‌های زبانی، زبان‌آموزان را ملزم به تولید بروندادهایی به صورت گروهی می‌سازند که این منجر به درونی‌سازی جنبه‌های گرامری می‌گردد. 1 26 محمود دهقان Mahmood Dehqan University of Mazandaran Iran m.dehqan@umz.ac.ir مونا محمدی امیری Mona Mohammadi Amiri Islamic Azad University, Ayatollah Amoli Branch, Iran Iran monamohammadi86@yahoo.com Dictogloss task Text reconstruction editing task Collaborative output tasks Language-related episodes (LREs) Abadikhah, S. & Harsini, B. 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1 واکاوی جریان‌های انگیزشی جهت‌دار زبان‌آموزان ایرانی از طریق طراحی و پیاده سازی نرم‌افزار پویا و تحت وب نسخه فارسی مقیاس جریان‌های انگیزشی جهت‌دار Directed Motivational Currents: The Implementation of the Dynamic Web-Based Persian Scale among Iranian EFL Learners https://jtls.shirazu.ac.ir/article_4116.html 10.22099/jtls.2017.23952.2159 1 Directed motivational current (DMC) ̶ as a novel strand in L2 motivational field ̶ is a robust motivational drive fueled by a highly valued goal and capable of stimulating and sustaining long-term behavior. The present study explored English as a foreign language students’ Directed Motivational Currents by validating the dynamic web-based Persian version of the scale, finding the most crucial motivational currents, and exploring its association with students’ proficiency and educational levels. This is accomplished by translating the DMC Disposition Scale (Muir, 2016) which measures two facets of easy flow and challenge through twelve items as the first step and utilizing the validated questionnaire to explore the most significant motivational currents of students by analyzing students’ responses on open-ended items of the questionnaire (qualitative phase) and finding the association between DMC and proficiency level as well as DMC and educational level (the quantitative phase) as the second step. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of DMC Disposition Scale. The results also indicated that most of the DMCs experienced by students were competitively self-referenced experiences rather than competitively other-referenced objectives. Moreover, a significant difference was observed between elementary and upper-intermediate proficiency levels of students regarding DMC with upper-intermediate learners experiencing more levels of motivational currents than the elementary counterparts. BA and MA students of English were found to experience more levels of DMCs than diploma learners. The most significant cases in the qualitative phase as well as the discussion on both parts are presented. 0 جریان‌های انگیزشی جهت‌دار به عنوان مفهومی نوین در زمینه‌ی انگیزش که شامل نیروی انگیزشی قوی دربرگیرنده‌ی هدفی باارزش که موجب تحریک و حفظ بلندمدت رفتار می‌شود معرفی گردیده است. هدف از این مطالعه، واکاوی جریان‌های انگیزشی جهت‌دار زبان‌آموزان از طریق طراحی تحت وب نسخه فارسی جریان‌های انگیزشی جهت‌دار، تعیین روایی و پایایی آن، یافتن حیاتی‌ترین جریان‌های انگیزشی و پیدا کردن ارتباط آنها با سطح مهارت و سطح تحصیلات می‌باشد. این کار از طریق ترجمه فارسی پرسشنامه‌ی جریان‌های انگیزشی جهت‌دار (مویر، 2016) که دو بعد جریان آسان و چالشی را توسط دوازده سوال مورد ارزیابی قرار می‌دهد صورت گرفت. سپس از 320 فراگیر زبان انگلیسی که بصورت دردسترس انتخاب شده بودند خواسته شد که پرسشنامه را کامل کنند. نتایج بدست آمده از برآوردهای پایایی و تحلیل عامل تاییدی، روایی و پایایی مورد قبول نسخه‌ی فارسی جریان‌های انگیزش جهت‌دار را نشان می‌دهد. همچنین مشخص شده که بیشترین تجربیات زبان‌آموزان در این زمینه مربوط به تجربیات رقابت با خود به جای رقابت با دیگران بوده است. علاوه بر این، تفاوت معناداری بین سطح مهارت مبتدی و متوسط به بالا در میزان جریان‌های انگیزشی جهت‌دار یافت شد که در آن زبان‌آموزان متوسط به بالا تجربیات بیشتری از جریان‌های انگیزشی جهت‌دار نسبت به زبان‌آموزان با سطح مبتدی داشتند. زبان‌آموزان در سطوح آموزشی کارشناسی و کارشناسی‌ارشد دارای تجربه‌ی انگیزشی بالاتری نسبت به دیپلمه‌ها بودند. 27 56 افسانه غنی زاده Afsaneh Ghanizadeh Imam Reza International University Iran ghanizadeafsane@yahoo.com صفورا جاهدی زاده Safoura Jahedizadeh Ferdowsi University of Mashhad Iran jahedi.s1310@gmail.com Directed Motivational Currents Mixed-methods Approach confirmatory factor analysis Anastasi, A. 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1 برونداد اجباری شفاهی: راهی به سوی صحت دستوری Oral Pushed Output: the Route to Long-term Grammatical Accuracy https://jtls.shirazu.ac.ir/article_4044.html 10.22099/jtls.2017.4044 1 This study investigated the impact of oral pushed output on the learning and retention of English perfect tenses. During the study, a pre-test was administered to 22 freshmen majoring in English translation. The participants were randomly assigned to two groups. Then, for six sessions both groups received explicit instructions on English perfect tenses. Every session, the experimental group recorded their oral performances on some picture description and translation tasks whose completion entailed the use of the instructed language form, while the control group merely did some conventional multiple choice tests covering the instructed structures. Following the treatment sessions, a post-test was run. Four weeks later, a delayed post-test was also administrated. Analysis of the data through repeated measures Analysis of Variance (ANOVA) supported the facilitative effects of oral pushed output on the learning and retention of English perfect tenses. The finding of the study can have some implications for English Language Teaching (ELT) materials developers and practitioners. 0 مطالعه حاضر به بررسی تاثیر برونداد اجباری شفاهی بر روی یادگیری و بخاطرسپاری زمان‌های کامل زبان انگلیسی توسط زبان‌آموزان ایرانی می‌پردازد. در ابتدای تحقیق 22 دانشجوی رشته مترجمی زبان انگلیسی سال اول که توسط آزمون تعیین سطح در سطحی همگن انتخاب شده بودند به طور تصادفی به دو گروه کنترل و آزمایشی تقسیم شدند. سپس از هر دو گروه پیش آزمون گرفته شد و پس از آن به مدت 6 جلسه هر دو گروه مورد آموزش در زمینه‌ی زمان‌های کامل انگلیسی قرار گرفتند. هر جلسه اعضای گروه آزمایشی ملزم به ضبط صدای خود ضمن تولید برونداد شفاهی بودند. گروه آزمایشی می‌بایست به توصیف تکالیف تصویری و یا ترجمه متونی از زبان فارسی به انگلیسی می‌پرداختند. انجام این تکالیف مستلزم استفاده از نکات دستوری تدریس شده بود. این در حالی بود که اعضای گروه کنترل فقط ملزم به انجام تکالیف سنتی موجود در کتاب و نیز انجام یک سری تست چهارگزینه‌ای مربوط به زمان‌های کامل بودند. در انتهای جلسه ششم از هر دو گروه یک پس‌آزمون و یک ماه بعد یک پس‌آزمون تاخیری گرفته شد. نتایج به دست آمده از طریق تحلیل واریانس با اندازه‌گیری‌های مکرر نمایانگر تاثیر مثبت برونداد اجباری شفاهی هم بر روی یادگیری و هم بر روی بخاطرسپاری زمان‌های موردنظر بود. 57 84 هما جعفرپور ممقانی Homa Jafarpour Mamaghani Department of English language Teaching, Science and Research Branch, Islamic Azad University, Tehran, Iran. 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1 مقایسه آغازه در نگارش استدلالی زبان آموزان در دانشگاه و بخش مقدمه مقالات تحقیقی A Comparative Study of Thematicity in the Argumentative Writing of University EFL Students and the Introduction Section of Research Articles https://jtls.shirazu.ac.ir/article_4043.html 10.22099/jtls.2017.4043 1 The present study aimed to find out thematic organization and progression in the argumentative writing of Iranian learners of English, representing two levels of language proficiency, and the introduction section of published Research articles (RAs) of Applied Linguistics. For this aim, 60 articles were downloaded from three journals and also 92 MA and BA students majoring in English Language Teaching and English Literature were selected. Then, three topics were used for gathering data from them. Of the written argumentative compositions, only 67 were chosen for the next phase of the study. These compositions together with the RAs were analyzed based on Halliday’s (1985) model of thematic structure and the revised model of Danes’ (1974) thematic progression patterns. The results of Chi-square suggested that there was a significant difference in the thematic structure of the essays written by MA students and the introduction section of RAs. It was concluded that thematicity can be effectively applied in classrooms to help students in writing. Students will know where they are losing their effectiveness in their arguments due to problems with either thematic progression or thematic selection, or both. The findings of this study can be effectively applied in teaching writing skills. 0 در سال‌های اخیر، آغازه و استمرار آن بطور گسترده مورد بررسی قرار گرفته و یکی از مهمترین عناصر انسجام در بحث تحلیل کلام به شمار می‌رود. با این حال، مقایسه‌ی این موضوع در نگارش استدلالی زبان‌آموزان ایرانی و بخش مقدمه مقالات تحقیقی در حوزه زبانشناسی کاربردی نادیده گرفته شده است. برای این منظور، 60 مقاله از سه مجله معتبر در حوزه‌ی زبانشناسی کاربردی از اینترنت باربرداری شد و همچنین، 92 دانشجوی مرد و زن، از دانشگاه آزاد اسلامی واحد اهواز و دانشگاه شهید چمران اهواز انتخاب شدند. دانشجویان به دو گروه کارشناسی و کارشناسی ارشد تقسیم شدند. دانشجویان کارشناسی در رشته‌ی ادبیات انگلیسی و دانشجویان ارشد در رشته‌ی آموزش زبان انگلیسی مشغول به تحصیل بودند. سپس، به دانشجویان موضوعی داده شد تا پیرامون آن، انشای استدلالی بنویسند که در پایان فقط 67 انشا قابل قبول بود. این انشاها با مقاله‌های باربرداری شده بر اساس چارچوب پیشنهادی هالیدی، دنیش، رمیج، بین و جانسون مورد بررسی قرار گرفتند. نتایج خی دو نشان داد که اختلاف چشمگیری بین آغازه انشای استدلالی دانشجویان و بخش مقدمه مقالات تحقیقی وجود داشت، درحالیکه از نظر الگوهای استمرار آغازه تفاوت قابل توجهی دیده نشد. همچنین نتایج نشان داد که دانشجویان می‌توانند با توجه به الگوهای استمرار آغازه، نگارش خود را بهبود بخشند. 85 110 علیرضا جلیلی فر Alireza Jalilifar Shahid Chamran University of Ahvaz, Iran Iran ar.jalilifar@gmail.com محمد علی پور Mohammad Alipour Department of English Language Teaching, College of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Iran malipour@iauahvaz.ac.ir مهسا ربیعی Mahsa Rabiee Department of English Language Teaching, College of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Iran mahsa_18july@yahoo.com Thematicity thematic organization argumentative writing introduction research articles Belmonte, I. 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1 مقیاس آزمون عملکردی برای فارغ التحصیلان دانشگاه فرهنگیان An Assessment Scheme for ELT Performance: An Iranian Case of Farhangian University https://jtls.shirazu.ac.ir/article_4045.html 10.22099/jtls.2017.4045 1 Accountability concerns in language education call for the development of more valid and authentic measures of assessment. In light of these concerns, performance assessment has received increasing interest in the context of teacher education programs and teacher licensing over the last decade. In Iran, a recent policy adopted by Farhangian University aims at assessing the professional competencies of its ELT graduates by requiring them to go through a performance assessment as part of the licensing requirements. Mounting concerns regarding the validity of traditional tests used for teacher certification (Mitchell, Robinson, Plake, & Knowles, 2001) have motivated Farhangian University to develop its own performance assessment. Therefore, the present study explored the components of the performance assessment through detailed analysis of the Curriculum Document of the English Major, review of literature, and investigation of the stakeholders' perspectives. To this end, in this exploratory study, convenience, purposive, and cluster sampling procedures were used for the selection of the teacher educators, student-teachers, and mentor teachers. Then, in-depth interviews were conducted with the stakeholders. Finally, based on the content analysis of the above-mentioned sources which resulted in a strong agreement, a performance assessment scheme with seventeen items was developed. However, results of the factor analysis yielded a thirteen-factor performance assessment scheme to be used as the criterion for assessing the professional competencies of student-teachers. 0 نیاز به پاسخگویی در آموزش زبان منجر به پیدایش آزمون‌های موثق و معتبر شده است. به همین سبب در دهه گذشته آزمون عملکردی در برنامه‌های تربیت معلم از اهمیت خاصی برخوردار شده است. در ایران نیز دانشگاه فرهنگیان به منظور ارزیابی صلاحیت حرفه‌ای دانشجو معلمان خود سیاستی در پیش گرفته است که طبق آن کسب نمره قبولی در آزمون عملکردی بخشی از شرایط لازم برای کسب مجوز صلاحیت حرفه‌ای است. نگرانی‌های فراوان در خصوص اعتبار آزمون‌های قدیمی که برای صدور مجوز صادر می‌شدند (میتچل، رابینسون، پلیک و نوولز، 2001) دانشگاه فرهنگیان را به سمت طراحی آزمون عملکردی سوق داده است. بنابراین, این تحقیق درصدد شناسایی مؤلفه‌های آزمون عملکردی از طریق تحلیل سند برنامه درسی رشته زبان انگلیسی، مرور ادبیات و بررسی دیدگاه‌های افراد ذینفع می‌باشد. بدین سبب با دانشجو معلمان، معلم‌های راهنما و استادان تربیت معلم مصاحبه‌هایی صورت گرفت و بر اساس داده‌های بدست آمده از طریق مصاحبه‌های فوق، تحلیل سند برنامه درسی و مطالعه ادبیات یک مقیاس آزمون عملکردی با هفده آیتم طراحی شد. لیکن پس از تحلیل عاملی مقیاسی با سیزده آیتم بدست آمد تا معیاری برای سنجش صلاحیت حرفه‌ای دانشجو معلمان باشد. 111 144 غلامرضا کیانی Gholamreza Kiany Tarbiat Modares University Iran rezakiany@yahoo.com محمد نبی کریمی Mohammad Nabi Karimi kharazmi university Iran karimi_mn@yahoo.com منیره نوروزی Monireh Norouzi Tarbiat Modares University Iran norouzimonireh@gmail.com assessment performance assessment accountability Akbari, R., & Dadvand, B., (2011). 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1 بررسی ساختارهای نحوی و کاربردهای بلاغی عناوین مقالات پژوهشی انگلیسی و فارسی در رشته‌های مهندسی برق، روانپزشکی و زبان‌شناسی: یک بررسی بین زبانی و بین رشته‌ای Syntactic Structures and Rhetorical Functions of Electrical Engineering, Psychiatry, and Linguistics Research Article Titles in English and Persian: A Cross-linguistic and Cross-disciplinary Study https://jtls.shirazu.ac.ir/article_4066.html 10.22099/jtls.2017.4066 1 A research article (RA) title is the first and foremost feature that attracts the reader's attention, the feature from which she/he may decide whether the whole article is worth reading. The present study attempted to investigate syntactic structures and rhetorical functions of RA titles written in English and Persian and published in journals in three disciplines of Electrical Engineering, Psychiatry, and Linguistics. To this end, 750 English and 750 Persian RAs were randomly selected from reputable English and Persian journals in these fields and syntactic structures of their titles were analyzed based on Dietz’s (1995) taxonomy. The results revealed that, despite some similarities, there were some cross-linguistic and cross-disciplinary differences in title structures. The differences were found in title components and title length and style. Generally, English titles were shorter in length than Persian ones. Psychiatry titles were the longest, whereas Linguistics ones were the shortest. Although the majority of titles were single-unit ones, English authors used multiple-unit titles more than Persian ones. Multiple-unit titles were also employed the most in Linguistics RAs. No significant difference was found regarding combinations of multiple-unit titles in the two languages; however, topic-description combinations were the most frequent in Electrical Engineering and Linguistics titles, whereas topic-method ones were the most popular in Psychiatry titles. Moreover, the post-modified nominal group construction was the most frequent syntactic structure across single-unit titles. Such findings can contribute to the developments of English for Specific Purposes and provide some information about Persian and English RA titles structures in different disciplines. 0 عنوان مقالات پژوهشی اولین و مهمترین مولفه‌ای می‌باشد که نظر خواننده را به خود جلب می‌کند و به او در رسیدن پاسخ به این سوال که آیا متن کامل مقاله ارزش خواندن دارد یا نه کمک می‌کند. بنابراین بررسی ویژگی‌های مختلف عناوین مقالات پژوهشی از اهمیت خاصی برخوردار است. پژوهش حاضر بر آن بوده که ساختارهای نحوی و کاربردهای بلاغی مورد استفاده در عناوین مقالات پژوهشی چاپ شده در مجلات معتبر انگلیسی و فارسی در سه رشته مهندسی برق، روانپزشکی و زبانشناسی را مورد بررسی قرار دهد. بدین منظور، 750 مقاله انگلیسی و 750 مقاله فارسی به صورت تصادفی از مجلات معتبر در هر رشته و زبان انتخاب و ساختارهای نحوی عناوین آنها بر اساس مدل دیتز (1995) بررسی شد. اگر چه نتایج حاصل از این پژوهش تشابهاتی در ساختارهای نحوی عناوین مقالات رشته‌های مختلف در دو زبان انگلیسی و فارسی نشان داد، اما تفاوت‌های قابل توجه‌ای در این مهم بین رشته‌ها و زبان‌ها نیز مشاهده شد. این تفاوت‌ها عمدتا شامل تفاوت در اجزای عناوین، طول و سبک آنها می‌شد. این موارد نشان‌دهنده وجود نقاط افتراق در قوانین نگارشی رشته‌های مختلف در زبان‌های مختلف می‌باشد. 145 175 وحید شهیدی پور Vahid Shahidipour PhD Candidate, Applied Linguistics, Sheikhbahaee University, Isfahan, Iran Iran vahid.shahidi72@gmail.com احمد علی بابایی Ahmad Alibabaee Assistant Professor, Applied Linguistics, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran Iran ahmadalibabaee@shbu.ac.ir research article titles syntactic structures title style and length English and Persian title components English for specific purposes Anthony, L. 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