جستجوی مقالات مرتبط با کلیدواژه "requests" در نشریات گروه "علوم انسانی"
جستجوی requests در مقالات مجلات علمی
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This study aims to contribute to the research literature on politeness in language teachers’ requestive behaviour. More specifically, it adopts a multilingual approach to explore teachers’ politeness strategies in the English for Young Learners (EYL) classroom, an underresearched instructional setting where regulative discourse tends to predominate. Participants are two pre-school teachers and two intact groups of 4/5-year-old children. 1,942 procedural and disciplinary directives in six video-recorded lessons are processed from a discourse-pragmatic perspective centred on directness, modifiers, and person deixis. The emerging syntactic and sequential design of regulative discourse seems to respond to factors like activity type and differing understandings of classroom power relations or deontic stances (Stevanovic, 2011). Results can serve as an awareness-raising exercise useful to draw attention to the need of strengthening practitioners’ pragmatic sensitivity in teacher training.Keywords: Politeness, Regulative Discourse, Teacher Directives, Requests, Early Foreign Language Learning, English for Young Learners (EYL)
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ارزیابی عملکرد، فرآیند کمی سازی اثربخشی و کارایی فعالیت های مرتبط با عملکرد یک سازمان می باشد. منظور از کارایی، میزان موفقیت سازمان در استفاده بهینه از نهاده ها در جهت تولید ستاده های بیشتر است. یکی از روش های نوین ارزیابی عملکرد محاسبه کارایی واحدهای سازمانی با استفاده از تحلیل پوششی داده هاست. از آنجا که شهرداری تهران ملزم به پاسخگویی و جلب رضایت شهروندان است، مطالعه حاضر به بررسی کارایی مناطق 22گانه شهرداری تهران در پاسخگویی به درخواست های شهروندان با روش تحلیل پوششی داده ها پرداخته است. بدین منظور از روش یادشده با فرض های بازده ثابت و متغیر به مقیاس و با رویکردهای خروجی و ورودی محور استفاده شده است. شاخص های تعداد پرسنل، سرانه هزینه، تعداد درخواست های شهروندان در هر منطقه به عنوان ورودی و شاخص های امتیاز زمان پاسخگویی و صحت عملکرد رسیدگی به درخواست های سامانه 137 به عنوان خروجی مدل انتخاب شده اند. رویکرد مدل پیشنهادی با متغیرهای انتخابی فوق موضوعی است که تاکنون به آن پرداخته نشده است. نتایج نشان می دهد، با فرض بازده ثابت نسبت به مقیاس مناطق 4، 8، 9، 13، 17 و با فرض بازده متغیر نسبت به مقیاس علاوه بر مناطق قبلی، مناطق 3، 14، 21 و22 نیز کارا هستند. همچنین از مدل اندرسون-پیترسون جهت رتبه بندی واحدهای کارا استفاده شد و میزان تغییر در ورودی ها و خروجی ها جهت بهبود کارایی نسبی مناطق ناکارا مشخص گردید. مهم ترین دستاورد مدیریتی پژوهش حاضر، ارایه برنامه پیشنهادی جهت افزایش کارایی مناطق ناکارا است.کلید واژگان: ارزیابی عملکرد, تحلیل پوششی داده ها, درخواست های شهروندان, شهرداری تهران, کاراییPerformance assessment is the process of quantifying the effectiveness and efficiency of an organization's performance-related activities. Efficiency refers to the amount of success of an organization in the optimal use of inputs to produce more outputs. Evaluating the efficiency of organizational units using data envelopment analysis (DEA) is a new method for performance assessment. Since Tehran Municipality is required to respond and satisfy citizens, the present study investigates the efficiency of the 22 districts of Tehran Municipality in responding to citizens' requests using DEA. We proposed DEA base on Input-oriented and Output-oriented models under the Constant Return to Scale (CRS) and Variable Return to scale (VRS) assumptions. This study uses the number of staff, per capita cost, the number of messages in the 137 system as inputs and response time and, the validity of response performance as outputs of the model. The proposed model with these variables has not been considered in similar studies. Findings indicate that in CRS model, five districts (4, 8, 9, 13, 17) are operating efficiently and, in VRS model, four more districts (3, 14, 21, 22) are efficient as well. The ranking of efficient units was obtained using Andersen and Petersen (AP) model. Finally, it was determined how much change in the inputs and outputs improves the relative efficiency of inefficient districts. The most important managerial result of this study is providing suggestions for improving the efficiency of inefficient districts.Keywords: Citizens', requests, Data Envelopment Analysis, Efficiency, Performance Assessment, Tehran Municipality
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Speech acts shape the core of pragmatic competence and their mastery is a prerequisite for successful dis- course encounters in an L2. Cross-cultural comparisons, as claimed by Johnstone (2018), are very effec- tive for knowing and acquiring the speech acts. Accordingly, the purpose of this study was to compare a limited number of communicative routines in English and Persian within the framework of the Natural Semantic Metalanguage (NSM) developed by Wierzbicka (1991) and to examine if the words uttered by speakers at the surface level (exterior) would match their thoughts (interior) especially in such routines as compliment, request, and invitation patterns. The participants comprised 21 MA students studying Eng- lish language teaching. The data was obtained by a validated researcher-made questionnaire containing both structured and unstructured items and 10 scenarios on the basis of which the study participants pro- vided comments, appropriate expressions, and responses. For the English routines, the data was obtained from three English plays. The aforementioned communicative routines in Persian were described in terms of their NSM while the metalinguistic components for the English routines were adopted from Wierz- bicka (1991). The results indicated that the NSM provided rich insights into subliminal cross-cultural dif- ferences. Since this study makes use of simple cultural scripts (similar to circumlocution) to describe communicative routines in both English and Persian, learners can easily understand differences within the hidden cross-cultural bound interactions. Implications of the study suggest that both EFL teachers and learners can gain more profound insights about the cross-cultural sociopragmatic differences between English and Persian.Keywords: Cultural scripts, Invitation patterns, Natural semantic metalanguage (NSM), Requests, Semantic primes, Ta’arof (Compliment)
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Pragmatic competence is one of the most important components of successful communication; also, it is the most difficult aspect of SLA. This study aimed to explore the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners’ learning of requests and refusals, following a mixed method design. In the experimental part of the study, 2 intact classes were homogenized by a pretest, with 24 written discourse completion tasks (WDCTs), carried out by the participants as the treatment. Concurrent G-DA group received calibrated feedback, whereas the nondynamic assessment (N-DA) group was explicitly provided with pertinent assistance without considering their zone of proximal development (ZPD). Additionally, for the sake of a qualitative study, all the dialogues between the teacher and pairs of students under investigation were audiorecorded while they were receiving the treatment. Finally, a WDCT posttest was administered to both groups. Results of the analysis of the data, using t test, showed that the G-DA group performed significantly better than the N-DA group. Also, the qualitative microgenetic analysis of the dialogues between the learners and their teacher indicated the effectiveness of concurrent G-DA in learning requests and refusals, thus corroborating the efficiency of dynamic assessment (DA) in pragmatic instruction. Implications and applications are discussed in this study.Keywords: Pragmatic Instruction, Speech Acts, Refusals, Requests, Concurrent Group Dynamic Assessment (G-DA)
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This paper, anchored in interlanguage pragmatics, studied the effects of individual differences such as language proficiency, gender, and age on the production of speech act of requests in institutional discourse. To this end, 187 Persian EFL university students at three academic levels (undergraduates, postgraduates and PhD students) participated in this study. Triangulation was undertaken to collect and analyze the data in three phases. In phase one, through convenience sampling, the Oxford Placement Test was employed to identify the proficiency level of the students. In phase two, a three way ANOVA between subject analyses showed quantitative differences among the three groups. In the third phase, in-depth qualitative analyses of test items and retrospective verbal reports (RVRs) revealed developmental information about the cognitive and individual traits followed in pragmatic awareness. Results showed that sociocultural, socio-psychological, and socio-affective aspects of the discourse situations influenced not only students’ pragmalinguistic and sociolinguistic choices but also their negotiation of lexical and grammatical forms in planning the requests. One significant implication is that not only linguistic competence is essential for the EFL learner, acquiring pragmatic competence is also important.Keywords: Individual difference, Institutional discourse, Interlanguage pragmatics, Requests, speech acts
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خواسته هر دعوای حقوقی ، اساسیترین رکن آن تلقی میگردد. صرفنظر از ضرورت دقت در نحوهی تعیین خواسته ، به سبب وابستگی سرنوشت دادرسی به درستی و صحت عملکرد خواهان در این خصوص ، تشخیص نوع خواسته از حیث مالی بودن یا غیرمالی بودن و بهای آن در دعاوی مالی ، از حیث میزان هزینههای دادرسی ، صلاحیت مراجع رسیدگی و قابلیت تجدیدنظر یا فرجام حکم ، از اهمیت بسیاری برخوردار است. به بیان بهتر و راحت تر، منظور از خواسته دعوی ، چیزی است که خواهان از دادگاه می خواهد ، خوانده دعوی را به پرداخت یا انجام آن محکوم می نماید و یا نظر خود را به عنوان فصل الخطاب نسبت به آن موضوع اعلام کند. در مواد مختلف قانون آئین دادرسی مدنی ، به مناسبت های گوناگون به لزوم تعیین خواسته اشاره شده است. از باب مثال ، طبق بند 3 ماده 51 قانون آیین دادرسی مدنی شرط لازم برای به جریان افتادن دعوی ، آن است که خواسته دعوی معلوم باشد و برابر بند 2 ماده 53 عدم تعیین خواسته در دادخواست ، از موارد توقیف دادخواست است و در صورتیکه در مهلت مقرر قانونی دادخواست از این جهت تکمیل نگردد ، طبق ماده 54 همان قانون ، دادخواست رد خواهد شد. گذشته از این ، تعیین خواسته مشخص کننده مقدار هزینه دادرسی لازم برای دعوی است که احکام مربوط به آن در مواد 61 تا 63 قانون آیین دادرسی مدنی به تفصیل بیان شده است.کلید واژگان: خواسته دعوا, دعاوی مالی و غیر مالی, دادخواست, بهای خواسته, خواهان و خواندهThe demand for any legal action is considered to be the most important element. Regardless of the necessity of accuracy in determining the requirements, due to the dependence of the fairness of the proceedings and the correctness of the performance of the claimant in this regard, the recognition of the type of demand, whether financial or non-financial and its cost in financial claims, in terms of the cost of The jurisdiction of the courts, the jurisdiction of the courts, the ability to appeal, or the outcome of the sentence, is of great importance. In a better and simpler way, the purpose of the claim is to demand what the court demands, to file a lawsuit or to execute it. Or announce his opinion as a chapter on the topic. In various materials of the Civil Procedure Code, there are various occasions regarding the need for determination. For example, in accordance with paragraph 3 of Article 51 of the Civil Procedure Law, the necessary condition for the filing of a lawsuit is that the claim is made known and in accordance with paragraph 2 of article 53 of the failure to set aside the petition, the cases of seizure of the petition, and if, within the deadline The legal proceeding of the petition is not completed, according to article 54 of the same law, the petition will be rejected. Furthermore, the determination to specify the amount of the costs of proceedings is necessary for the lawsuit, the provisions of which are detailed in Articles 61 to 63 of the Civil Procedure Code.Keywords: Requests for Fighting, Financial, Non-Financial Claims, Petitions, Requests, Requests
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Despite an upsurge of interest in teaching pragmatics in recent years, the assessment of L2 pragmatic competence appears to have attracted little attention. Assessment in this area seems to center on either formal or interactional assessment (see Ross & Kasper, 2013). Using qualitative analysis, this preliminary study explores the benefits and limitations of the teacher-based and interactional assessment of young learners’ pragmatic development facilitated through dialogic intervention into pragmatics using the visual presentation of narratives. The teacher-based assessment instruments included: a) formality judgment tasks (FJTs); b) discourse completion tasks (DCTs); c) student-generated visual DCTs (SVDCTs); d) pre-designed assessment rubrics; and e) the teacher’s written reflections. The outcome of these instruments was compared with the analysis of f) audio- and video-recorded classroom interactions. The data from five Japanese learners aged 7-12 studying in Hong Kong are reported. The analysis of the data demonstrated that multiple teacher-based assessments used at different points during the instruction revealed enhanced pragmatic awareness and production of the target requests on the learners’ part. However, the teacher-based assessment instruments sometimes resulted in an incomplete or inconsistent data set and occasionally yielded overly generous or inaccurate assessments. In contrast, the interactional assessment, though it tends to be impractical in everyday teaching contexts, revealed the teacher’s ongoing mediation and the dynamic process of joint knowledge construction, including teacher or peer scaffolding, the learners’ response to the mediation, collaborative meaning-making, stages of other-regulation, and emerging signs of self-regulation. Some of the teacher-based assessments offered an opportunity to explore a broader repertoire of pragmatic knowledge in the learners that may not surface in interactive oral discourse. Teacher-based and interactional assessment can thus be viewed as complementary in terms of credibility and practicality as they inform each other regarding the learning outcome and the process of knowledge co-construction. (299words)Keywords: teacher, based assessment, interactional assessment, pragmatic development, young learners, mediation, scaffolding, knowledge co, construction, requests, student, generated visual DCTs, multimodality
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This paper reports the findings of a study designed to investigate English e-requests of Iranian EFL postgraduate students (i.e., nonnative speakers of English) made to their professors during their education at Islamic Azad University, Najaf Abad Branch, Isfahan, Iran, to find out types of politeness features employed in the students’ e-mails and the extent to which these features might influence the degree of politeness of the students’ e-mails to the faculty. To that end, both quantitative and qualitative approaches were employed to investigate 60 English e-mails composed by the participants. The findings revealed that the Iranian students’ English e-mails were not overly adorned with politeness features. The results also indicated that such direct and unmodified e-mails failed to create e-polite messages to the faculty and, therefore, were capable of causing pragmatic failure.Keywords: E mail, Requests, Politeness, Pragmatic failure, Directness, Modification
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