جستجوی مقالات مرتبط با کلیدواژه « english » در نشریات گروه « علوم انسانی »

Today, people live in a digital world and everyone from children to adults is able to master technology in the form of computers and gadgets. In recent years, the use of gamification has been an important focus of attention in English as foreign language learning. This study aimed to examine the influence of using mobile games on the vocabulary improvement of young learners. A mix- quasi-experimental pre-test – post-test design was implemented in which 30 male and female young learners studying English as a foreign language at Iran Language Institute in Kermanshah were participated. The quantitative data was analyzed using the independent samples t-test. The qualitative data was gathered through interviews and analyzed using Maxqudia software. The results indicated a statistically significant difference between the control and experimental groups in terms of vocabulary achievement. The experimental group performed better and achieved higher results compared to the control group. However, it was found that there was no statistically significant difference between male and female students regarding their improvement in vocabulary. The results of qualitative part indicated that both male and female students exhibited a positive attitude towards the use of mobile games. The participants expressed interest, enthusiasm, and motivation while playing the mobile games. They displayed a keen desire to expand their vocabulary knowledge and acquire new words. Moreover, the mobile games facilitated easier memorization of the words. The findings of this study can be useful in language education.

The study of the cultural and identity status of societies affected by various phenomena and variables, including educational, cultural and artistic systems, is one of the fundamental special works in the field of political sociology. By studying and researching cultural and identity changes in societies, the researcher is aware of the reasons, contexts, effects and consequences of this. The present study investigates the effects and consequences of language hegemony on the culture and identity of language learners in the Iranian Language Center between 2005 and 2017. Accordingly, this research is classified as a descriptive research based on the result and purpose of applied research, and in terms of method, and in terms of data collection in the field of survey research. According to the sample size, 277 questionnaires were prepared and provided to students of the Iranian Language Center to collect information. Based on the analysis of the collected data, the Iranian society can be called a marginal society in which English is still recognized as a foreign language and not a second language. The two mechanisms of knowledge and educational skills, and in particular the centrality of the English language and culture, are very prominent and effective among learners and even English teachers. It is in such circumstances that it is possible to form and expand the hegemony of the English language in Iranian society as a result of the current trend of the development of this language, which has been associated with a kind of dependence of our educational system on the central communities; And acknowledged in the absence of any linguistic sensitivity or realistic and logical language planning.

The grammatical aspect expresses information about the temporal contours of an event. Important differences exist between English and Bosnian/Croatian/Serbian (BCS) aspectual systems. English shows considerable flexibility in the distribution of aspectual forms – different forms can convey one aspectual meaning, which is not the case with the BCS aspect. This study investigated whether grammatical aspect violations are processed similarly in BCS and English (Flecken et al., 2015). In an event-related potential (ERP) experiment, we studied BCS’s electrophysiological responses to aspectual violations. Participants read sentences with and without aspectual violations in a word-by-word presentation in the center of the screen. In the ERP experiment, aspectual violations in BCS resulted in a positivity (P600) in the 600-800 ms and 800-1000 ms time windows and in central and posterior regions absent in sentences without aspectual violations. The different ERP components show differences in processing aspectual violations in BCS and English: P600 for aspectual violations in BCS (present study) and short early negativity (250-350 ms; Flecken et al., 2015) for those in English. The robust P600 suggests that the parser immediately detects the incongruity between the aspectual feature on the verb and the time frame of the sentence in BCS. The parser might not detect aspectual violations in English if such forms have secondary aspectual meanings compatible with the sentence’s time frame.

In recent years, English for Research Publication Purposes (ERPP) has turned into a hot debate among scholars. Flowerdew’s (2015) seminal work on the significance of English in scholarly publication prepared the grounds for considering ERPP an independent field. The challenges and intricacies of publication in English-medium high-indexed journals have induced ERPP as a prioritized concern in non-Anglophone communities. This 10-chapter volume (entitled Introducing ERPP) is a timely attempt, yet surprisingly the first, by John Flowerdew and Pejman Habibie on the significance of ERPP in provoking equal opportunities for Anglophone and non-Anglophone scholars to disseminate knowledge. The book adheres to a neat structure with an informative introduction and an insightful conclusion. Other chapters deal with ERPP background (chapter two), the notion of publish or perish (chapter three), English discourses and perspectives (chapter four), theoretical and research grounds of ERPP (chapters five and six), gatekeeping issues (chapter seven), ERPP and digitalization (chapter eight), and ERPP pedagogical directions (chapter nine).

The study of the cultural and identity status of societies affected by various phenomena and variables, including educational, cultural, artistic systems, etc., is one of the fundamental special works in the field of political sociology. By studying and researching cultural and identity changes in societies, the researcher seeks the reasons, contexts, effects and consequences of this with the aim of awareness and modeling. The present paper examines the data analysis foundation of the implications of linguistic hegemony on the culture and identity of language learners at the Iranian Language Center between 2005 and 2017. Accordingly, this research can be categorized based on the result and purpose of applied research, in terms of method in the category of descriptive research and in terms of data collection in the field of survey research. Based on the analysis of the collected data, the Iranian society can be called a marginal society in which English is still recognized as a foreign language and not a second language. The two mechanisms of educational knowledge and skills, and in particular the centrality of the English language and culture, are very prominent and effective among learners and even English teachers. It is in such circumstances that it is possible to form and expand the hegemony of the English language in Iranian society as a result of the current trend of the development of this language, which leads to a kind of dependence of our educational system on the central communities; And acknowledged in the absence of any linguistic sensitivity or realistic and logical language planning.

This study is a quantitative and functional investigation on self-mention in language teaching research articles both in English and Persian. For this purpose, 40 research articles (20 in English and 20 in Persian) were randomly selected out of the valid online journals. The quantitative findings showed that the frequency of the different forms of selfmention in research articles in both languages (English and Persian) is quite different. Findings showed that “I” in English language teaching research articles and'' we ما''in Persian language teaching research articles were the most frequent self-mentions. Based on Tang and John’s (1999) taxonomy of the discourse functions of personal pronouns, self-mentions were functionally analyzed. The findings showed that the most frequent discourse function of self-mentions in both sets of research articles was the recounter of the research process, whereas the least frequent role was the originator. The findings of this study have some implications for both instructors of academic writings and students to determine whether self-mention in academic writing is permissible and when and for what purposes, writers should use a particular type of self-mention. —————————————————————————————————————————–

The cultural difference between the new language and the mother tongue of language learners is an important factor in creating social language anxiety in learners. The aim of this study was to investigate the relationship between cultural intelligence and creativity with English social anxiety in students.

The research method was descriptive-‌ ‌ correlation and specifically structural equation modeling. The statistical population was the whole of humanities students of Babol Azad University. A total of 380 people were selected as a statistical sample by stepwise cluster sampling method and with English language class anxiety questionnaire, Abedi creativity and Ang and Early cultural intelligence questionnaires. Were evaluated.

The results showed that English cultural intelligence and social anxiety have a direct and inverse relationship. Creativity and English social anxiety are inversely related. Cultural intelligence also has an indirect effect on English social anxiety through the mediation of creativity.

It can be concluded that by increasing and improving cultural intelligence and creativity, English social anxiety will decrease.