جستجوی مقالات مرتبط با کلیدواژه « انگیزه » در نشریات گروه « ادبیات و زبان ها »

In this research, an analytical-statistical method was used, and our main goal was to show the extent of the use of the translation process in the academic system of Afghanistan. The findings of this research indicate that the year (2019) had the highest number of subjects registered for translation compared to recent years. So, a difference of about 30% can be seen between the mentioned year and the previous year. Although the number of translated works has not been impressive so far, it is a good step towards strengthening the materials and resources for the researches of the country's academic system. The main question that was addressed was how to start the translation process in Afghanistan's higher education institutions in order to use the works and researches of other nations. So, it can be seen that the restoration process in the year (2019) was unprecedented in Afghanistan's higher education institutions compared to the 90s.

In recent years, the enrollment of English as a foreign language (EFL) has increased significantly in higher education. The aim of this study is investigating the impact of a group learning program which is implemented as online on learning motivation of English among Iranian university students. Forty four undergraduate university students (25 males and 19 females) with the age range of 18 to 30 participated in this study. The Dornyei theoretical framework (2005; 2009) was used to measure the three aspects of motivation (ideal L2 self, ought-to L2self, and L2 learning experience). A pre- and posttest survey and a semi-instructured interview were used as the main instruments. For identifying the differences of the scores of three aspects of motivation, a paired sample T-test was used. The findings showed that there was a significant difference in L2 learning experience prior to and after the program administration and no significant difference were observed regarding the two other aspects. The findings also showed the most motivating feature was interesting learning recourses and tools and the most demotivating feature was technology barriers. Moreover, the findings of the interviews showed that most of the students had positive experience of this project. With the increasing role of English in Iran in all aspects of teaching and learning as an international language, it is crucial for teachers and program developers to care about the motivational drives of learners due to the positive feedback of some programs as the project under the study.

 The aim of this study was to examine the role of the visual arts in promoting language competence in adult learners of the German language. The first part of this article explains why the use of fine arts in foreign language teaching is recommended. The second part shows how language and artistic images can be combined as two interdisciplinary poles and effectively improves speaking skills. The practical part of this post included a preliminary study as well as a pretest-posttest design with a control group. The study takes place in four 90-minute sessions. In the first session, the pre-test is carried out with the help of oral questions from the test “German for Immigrants”. The data is analyzed and the results are included. Furthermore, based on a didactic concept with the help of a artwork by the Austrian artist Albert Paris Gutersloh will be shown how art can be used specifically in language teaching to improve the language skills. At the end of the two sessions there is a 90-minute post-test. The data analysis is carried out according to the test criteria "German for immigrants". The results indicated the effectiveness of arts in improving language learners' language skills, particularly in the effective use of vocabulary and grammar skills. It can therefore be concluded that the visual arts can be used well as an effective visual medium to promote educational goals, particularly language skills.

It is safe to say that motivation is one of the most controversial concepts of study in all social sciences especially psychology. Concerned with this controversy, the purpose of this study was to investigate the problems of defining and theorizing about motivation. To this end, the tendency and capability of Iranian English learners and native speakers to distinguish motive and motivation was investigated. Moreover, the problems were situated in a historical context to shed light on the reasons behind them through a structural and genealogical approach. Based on the results all the participants including only distinguished motivation and motive where both of them were present, otherwise, they were treated synonymously. The structural analysis of motivation as a word resulted in a very broad definition: the whole process of moving toward a goal. This extensive meaning, which includes both mental and outside factors, cannot be accounted for in a single theory. Therefore, in the process of becoming a concept and then a measurable construct, the range of meaning has shrunk. It, in technical terms, is the inevitable result of embracing the ontology of analytical philosophy, which ends up in moving toward fixity and identity, by most psychologists. Being aware of these facts can play a major role in preventing motivational scholars from making unjustified conclusion based on their findings.

The present article dealt with the effect of neuro-linguistic programming on the independent variables of autonomy and motivation of foreign learners of Persian. Neuro-linguistic programming refers to a view in which a person is a complete system of mind and body. The research method was quasi-experimental with pre-test and post-test. Participants were selected based on non-random sampling, availability, and manageability, but were randomly assigned to control and experimental groups. The purpose of this study was to answer the question of whether neuro-linguistic programming techniques had a significant effect on students' autonomy and motivation. Statistical analyses included calculating the reliability of the level determination test, mean and standard deviation of scores (descriptive statistics) and the validity of the two assessors in the experimental stage and the conversation part in the post-test were calculated using Pearson test and dispersion according to normality. In the analysis of Hypotheses, MANCOVA was used to examine the differences in the mean scores of the control and experimental groups in the pretest and posttest. The tool of statistical analysis of this research was SPSS statistical software (version 25). The results showed that the Neuro-linguistic programming techniques could improve PFL learners’ levels of motivation and autonomy.

One of the major problems that language learners face when reading a text is that they often do not engage with the text while reading it and therefore do what they usually do. They read but they do not understand. This causes their academic failure and lack of motivation to learn. Disabilities, failures and weaknesses in learning and teaching have always been a concern for experts and researchers in second language teaching, as well as teachers and language learners. Learners' academic achievement is influenced by various factors that if these factors and how they affect students' academic achievement are identified, the teaching-learning goals can be achieved well. When problems such as learning disabilities and depression occur in the educational system, learner motivation is mentioned as one of the important causes. From the psychological point of view of language, apathy has a negative effect on language learning and causes a negative self-concept in the person, and as a result, the person has a negative attitude towards all his abilities, and this has a negative effect on all aspects of the person. Leaves undeniable. Different educational factors can be effective in motivating the learner such as teacher, classroom, educational facilities, teaching method, emotional relationships, etc., but one of the factors affecting learning motivation is the appropriate teaching method and the use of effective strategies. One of the new and effective learning strategies that allows to show the interrelationship between elements in terms of content and the relationship between new and previous knowledge is the concept map technique (Novak, 1990).  The theoretical framework of the concept map method is based on the theory of learning absorption by David Azubel (Asubel, 1968). A concept map is a graphical representation of knowledge material produced that is used to understand the key concepts of that knowledge and the relationships between them. Using this strategy can change the role of teachers and learners and make learners the main players in the learning process. Considering that study and learning strategies are very important and effective in strengthening the reading and learning skills of language learners, and on the other hand, such strategies can be taught and learned, by teaching these strategies to language learners, increasing their level of comprehension. The purpose of this study is to investigate the effectiveness of concept maps on strengthening reading skills and motivation; Therefore, the present study is designed to answer the following questions: 1- What is the relationship between applying the concept map strategy and strengthening the reading skills of foreign Persian learners? 2- What is the relationship between using the concept map strategy and strengthening the motivation of foreign Persian students to read?

 The statistical population of the study is 84 students of Persian Language Training Center of Imam Khomeini International University of Qazvin and International College of Tehran University of Medical Sciences. Among them, by available sampling method and randomly divided into 2 experimental groups and 2 control groups. The selection of the statistical population was completely random. Because the educational level of reading texts was for language learners who are somewhat proficient in reading skills, a pre-test was conducted among language learners who had completed the intermediate level. In this study, 4 pre-test tools, researcher-made courses, post-test and motivation questionnaire have been used. Pre-test: After random selection of intermediate language learners in order to standardize the subjects, a pre-test was designed and performed which included 40 questions in three sections. The word section, which includes 20 questions of experimental text words and another 20 questions of comprehension type. Researcher-made texts. In this research, ten educational texts focusing on Iranology were prepared. In selecting the texts, two criteria were considered: the newness of the texts and the relevance of the content to the level of knowledge of the language learners. The reason for emphasizing the novelty of the texts was that the previous information of the subjects did not affect the results. Lessons begin with pre-reading. Pre-reading consists of a few questions about the subject of the lesson that learners practice with each other and answer orally. In fact, by introducing the subject of the lesson and presenting the keywords to the learners, the teacher helps the students to activate whatever they have in mind about the subject under discussion so that they can use it during the teaching and the words that may It is new for learners and helps learners to find the meaning of each word and use their previous knowledge to make their minds more prepared to receive content and learn new words. Post-test: At the end of each lesson, post-test was taken from both experimental and control groups. The questions of both groups were the same and they were tested in the same way. Based on the content of the experimental texts, questions were prepared to assess the subjects' comprehension. The questions of this test were prepared based on and using the test specification table and the revised classification of educational objectives. Farhady et al., (1999, pp. 250-251) have listed three important methods for reading comprehension tests: multiple-choice questions, close-up or text completion test, and short test. Response. Among these three methods, for this study, the multiple-choice question method is used for various reasons, including the fact that these questions have a lot of flexibility and a wide range of capabilities. Language learners prefer them to other tests, and most importantly, they can be selected with high objectivity. After designing the comprehension test, the test was again given to 7 professors of the Imam Khomeini Persian Language Training Center in Qazvin to check its face and content validity, and they also reminded the researchers of important points that led to modifications in the test. At the end of this process, the reading comprehension test was prepared for the initial test in one of the reading classrooms, which had almost the same conditions as the main language group of students (in terms of language proficiency level). Ready for final performance.

According to descriptive statistics, comparing the comprehension motivation of teaching language learners with concept map and without concept map in each of the four methods of individual presentation, group presentation of individual drawing and group drawing separately, indicates that the concept map in strengthening Motivation has the effect of reading skills. The results of this study with the results of Charsky & Ressler (Charsky & Ressler, 2011), Hong et al. (Hwang et al., 2011), Jegede & Aliayemola (1990), Beitz (Beitz, 1998), Chularut and DE Backer (2003) and Talebinezhad & Negari (2007), who have shown that concept maps have a positive effect on emotional characteristics. But it is not in line with Mehrabi Pari (Mehrabi Pari, 2011) research. In his research, he showed that the use of concept maps is not effective on the components of motivation (self-efficacy, internal evaluation, test anxiety, learning strategies and self-regulation). Therefore, it can be said that since a kind of hierarchy is observed in the preparation of a concept map and clearly shows the connection between the concepts, it causes the organization of the content in the minds of the learners and as a result, meaningful learning takes place.