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

Research in Persian grammar books and representing their ways of expression and teaching following new educational theories can open the way for grammar writing and scientific education. The purpose of this research is evaluation the educational prose in Persian grammar books based on its communicative Competence. In this research, the data was collected in the form of a library, which was done by examining 9 Persian grammar books. Data analysis was carried out in a descriptive-analytical way and by designing reviews based on the approach of applied linguistics and teaching instruction. Based on this, the characteristics of each of the basic theories were extracted and numbered as an index so that the findings can be inserted in front of them. According to the findings of the present research: Persian grammar books are written according to the structuralist or formalist descriptive order and in an analogical way. In none of them teaching grammar indicators such as context-oriented, considering form and meaning and function, concept-oriented, task-oriented, production-oriented, and paying attention to speech types, have not been the teaching criteria. In this text, the emphasis is on linguistic knowledge; No communication skills. According to this study, Persian grammar is not written based on the corpus of linguistic data.

As regards the definitions and viewpoints toward the field of Applied Linguistics, one might conclude that diversity of definitions mean diversity of research trends and methodologies of research. Pica (2005) believes that such an implication is natural. Research on different issues of the field has expanded over the years and this expansion has attracted a good deal of attention among researchers. Additionally, Applied Linguistics as an interdisciplinary field of study is associated with different disciplines. This multi-disciplinary nature creates a context for the use of different research methods. The appearance of new methods and even the old ones were not considered comprehensively in the current research methodology books (Duff, 2002). Though research methodology has been the subject of many books and research papers, Duff (2002) believes that no textbook has ever provided a comprehensive list of qualitative and quantitative research methods. In addition, the emergence of mixed-methods, action research, and content analysis research approaches have further complicated the matter. It can also be added that no comprehensive report has ever specified to the actual practice of research methods in Applied Linguistics. Therefore, the second aim of this study is to categorize the existing research methods used in Applied Linguistics research articles (RAs). This study aims at investigating trends of research methods in Applied Linguistics research articles in recent three decades (1986 to 2015). To do so, a corpus of 7525 articles published in 10 applied linguistics journals were collected and analyzed by the current writers and four Ph.D. students. In this study, the focus was on the journals and published RAs since (1) they are widely accessible through personal or university library subscription (2) they are academically rigor papers peer-reviewed by referees (3) they cover a range of topics currently practiced in the field and (4) they reflect the research interest of wide range of researchers.  The final journals selected for analysis were 10 journals of Modern Language Journal, Language Learning, System, Foreign Language Annals, Applied Linguistics, Studies in Second Language Acquisition, TESOL Quarterly, Language Testing, Applied Psycholinguistics, and Language Teaching Journal. The list was in common with the top-most Applied Linguistics journals by Egbert (2007) and Phakiti (2014). The selected papers picked up from ten journals discussed above. Review articles, comments, and RAs written in languages other than English such as French and German were excluded from the analysis. To have a manageable analysis, the research methods were divided into two broad categories: empirical and non-empirical. Empirical methods included quantitative, qualitative, and mixed-methods research and non-empirical included theory and implication, pedagogical operation, and personal views and perspectives. Results of the analysis indicated that the empirical studies (83.23%) were dominant over the years. It was also shown that non-empirical studies accounted for 40.73% of the papers published in 1986-1995. However, during 1996 to 2005 quantitative research was the dominant method (64.23%). In the recent decade (2006-2015), qualitative research has received much attention and increased to be used in 41.75% of the papers. Review of Applied Linguistics RAs shows that outstanding tendencies and changes in research methods were observed over that past thirty years. At first (during 1986-1995), researchers tended to use non-empirical studies for investigating research problems in Applied Linguistics. They tried to present pedagogical issues, theoretical discussions, and personal views in designs other than empirical ones which established on stronger and more acceptable theoretical bases. However, this trend subjected to remarkable changes and, along with awareness rise in research methodology among researchers, empirical studies dominated the field. The dominance of quantitative methods continued in the following decade (1996-2005). During these years, about 64.23% of RAs conducted according to the quantitative designs which showed an outstanding increase in their applications among researches. As a matter of fact, researchers assumed that quantitative methods more closely examine language learning and teaching problems. In this regard, non-experimental studies were remarkably attracted researchers' attention. In the recent decade of analysis, qualitative methods were found to be dominant in Applied Linguistic studies. These methods accounted for 41.75% of all the RAs published between 2006 and 2015, indicating a significant increase in their use. Quantitative studies, on the contrary, from 64.23% during 1996-2005 decreased to 40.21% during 2006-2015. The abundance of mixed-methods studies in this decade was also observed to be remarkable. This popularity and extension is in line with the emergence of social variables in language studies and paradigm shift towards more critical and constructivist viewpoints. It is discussed that researchers and instructors pay special attention to these trends of research methods and take merits, demerits, and popularity of these methods into account.

We will examine common mistakes in the use of the definite article in Spanish. This element can play different roles such that it can denote noun, can have a possessive value, can make nouns, or can be the nucleus of nominal group, and can be deleted based on the speaker’s intention and the common context with the listener. Unlike Spanish, definite article with such values do not exist in Persian; yet other elements instead of definite article in Spanish bear the responsibility in to express these characteristics in Persian. We study definite article in Spanish and we analyze the mechanisms of its replacement in Persian. The methodology is based on the analysis of learners' errors and statistical data. The data is the result of a questionnaire answered by Iranian students at different levels of familiarity with Spanish which indicate a high percentage of errors in Iranian learners when using definite article of Spanish in the nominal group. The goal of this research is to introduce ways to help learn Spanish.

Gender linguistics is a cynosure branch within the framework of language sociology and it deals with the effect that gender¡ as a variable¡ has on the creation of lingual diversities. Because a great many of the social-cultural concepts¡ including gender¡ are multifaceted¡ one-dimensional and absolute perceptions of such concepts lead to some sort of superficiality¡ particularly in research areas. The present article¡ firstly¡ deals with the presentation of the notions opined by two prominent figures of the field¡ namely Robin Lakoff¡ 1975 and Deborah Tannen¡ 1990. Then¡ it is attempted¡ through a probe into the most recent studies carried out in the years from 2008 to 2016¡ to elaborate more on this study field. The results of the study are indicative of the idea that the Applied Linguistics researchers are more interested than the other. In the survey of gender effect and its role in language¡ this effect has been¡ especially¡ evaluated regarding the second language learning¡ but this field of study is found with numerous shortcomings¡ the most important of which is the negligence of the propounded gender-related theories.

The past decade has witnessed a renewed conceptual interest in higher education research, including applied linguistics discipline, which has led to the crafting of research as one of the most effective forms of professional development. This sequential explanatory mixed research study examines the conception of research the applied linguists’ faculty members have in a major site of EFL( English as a Foreign Language) context by obtaining quantitative results from surveying a representative sample of 140 faculty members and then following-up with interviewing twelve purposefully selected respondents to explore those understanding of research in more depth. The quantitative results reveal that inquiry including experimental designs and mixed-methods research was more likely to be conceived of as research by the respondents. The respondents’ views also represent conceptions of research wherein there exist rigorous characteristics which are related to three important paradigms of research. The qualitative findings shed additional lights on the quantitative ones by providing a further understanding of how EFL faculty members think about research.

Introduction It is believed that we can provide our learners with the appropriate language devices in writing through which they can increase their knowledge of linguistic and structural pattern in written texts. Besides, concepts such as identity and culture are included in written texts. Therefore, it is essential to focus on identity in education. In other words, writers show their identities in their writings. Consequently, when researchers write their research articles they manifest their professional identities in their academic writings. However, there has been little focus on this essential concept. Thus, the current study seeks to address this gap in the language education domain, and investigates how mixed methods researchers project their identities into research articles written in English from the point of view of Critical Discourse Analysis.
Methodology Four mixed methods research articles written in English were selected among different research articles published in leading applied linguistics journals including and to be analyzed. In order to have a framework to analyze the data, we devised a model of researcher identity from previous taxonomies in CDA including the patterns of inclusion / exclusion, activation / passivation, and individualization/ assimilation (van Leeuwen, 2008), transitivity pattern (Halliday & Matthiessen, 2004), the why this way and not that way tool, the significance building tool, the relationships building tool, the connections building tool, the intertextuality tool (Gee, 2014), the code glosses tool, and the self-mentions tool (Hyland, 2004). Afterwards, based on the devised model, we analyzed the corpus critically to see whether mixed methods researchers have a particular pattern to project their identities into their writings. To do so, the main social actors were identified. In other words, teacher, learner, and textbook were identified as denominators.
Discussion The theme of these four mixed methods research articles was “teacher education”. Data analysis showed that the mixed methods researchers tried to follow the pre-determined format of article writing; however, they added few sections related to their own article. In other words, they tried to have the pre-determined sections such as introduction, methodology, results, and discussion. They added few sections which were specifically related to the topic of their article. Furthermore, considering the employment of social actors it was found that “teacher”, and “textbook” were included more than being excluded but this is not the case regarding “learner”. This can be due to the fact that the mixed methods researchers intended to deemphasize the role of learners in their writings. Moreover, “teacher” was the most included social actor with the “textbook” in the second position and the “learner” in the third position. This shows the fact that since the theme of the articles was teacher education, the authors tried to include “teachers” more than “leaners” and “textbooks” to show the important role of the teacher in any educational system. Furthermore, they focused on “textbook” as a non-human social actor in their writing and they included it more than excluded.
In addition, the activation/passivation pattern indicates that the occurrence of activation regarding “teacher” is nearly similar to the occurrence of passivation which shows that the mixed methods researchers were conservative in employing active and passive voice in their writing regarding “teacher” and tried to show the teacher as a dynamic force in some parts of their writing regarding actions such as complimenting, performing, arguing, etc. and as the object of the verb regarding actions such as controlling, observing, comparing, etc. in other parts of the texts to have an unbiased viewpoint.
It is worth mentioning that the writers employed different ways in representing the pattern of individualization/assimilation. “Teacher” was assimilated more than being individualized. Concerning learners, similar pattern could be seen.
Concerning transitivity, we can see that authors employed mental, material, behavioral, and relational processes more than the verbal process. Also, the writers used relative clauses to help the readers grasp the concepts in the texts better. They, similarly, used frame markers to refer to discourse acts and stages in the argument; it means that they explicitly refer to discourse shifts or text stages. The authors also employed hedges which indicate the author’s doubt. Moreover, the writers used attitude markers to show the importance of the different concepts and their attitude to the textual information. The reason for using attitude markers can be that mixed methods researchers might use this tool when they are relying greatly on their personal convictions and ideas in order to influence their readers.
Additionally, they used engagement markers to have a relationship with their readers, and they employed transitions almost frequently in their research articles. The writers employed these devices in their writings so that they can show their readers how different parts of texts were connected to one another.
These researchers also used evidentials to document their claims, and to give credit to the people whose ideas were used in texts. On the other hand, they tried not to use evidentials very frequently since they might feel that using frequent citations indicate lack of originality. In addition, they did not use code glosses very frequently in their writings. Therefore, they thought that the reader could realize the intended meaning of the elements in text; so, there was no need to elaborate on it more by using these devices.
Besides, they used self-mention devices showing that although they did not try to show their presence explicitly in most parts of their writings, they had a balance in that regard and whenever they found it necessary they used self-mentions rather than other terms such as “the researcher” to show their powerful authorial presence.
This study tried to examine how mixed methods applied linguistics researcher’s project their identities into their research articles. The results seem to imply that they followed certain patterns in their articles by using specific linguistic devices. They employed all subdivisions of the devised model. We couldn’t find any study on researcher identity; however, we found different studies in the field of identity in general, and this study was in line with these previous studies. The findings of the current study would be beneficial for language teachers, learners, and educators to help them become more self-conscious about representing their identities in the content of the textbooks and research articles. One of the strengths of this study, therefore, is that it gives hints to the writers that their readers learn beyond their words; and in research articles they not only present informational content, but also they represent their identities.