جستجوی مقالات مرتبط با کلیدواژه « مهارت های زبانی » در نشریات گروه « ادبیات و زبان ها »

Ethnic diversity in Iran results in language variety and it affects education from the first year of school; therefore it is necessary to take heed of this matter and to prevent disturbing bilingual children’s education progress for lack of deficiency in the Persian language. This study has been done to analyze the language skills of bilingual and graduated Persian speakers. Statistical society was the students of twelfth grade and the sample has been chosen with the cluster sample and random multistage method among these cities: Arak, Tabriz, Sari, Sanandaj, Shiraz, Yasouj, and Yazd. The research methodology was based on a survey. Besides descriptive statistics, in the inferential statistics part, the non-parametric tests of Mann-Whitney U and KruskalWallis and the parametric test of t-test and ANOVA were employed. Examining the quantitative and qualitative data proved that the results of evaluating Persian and bilingual graduates were meaningful in reading, writing, listening, and speaking skills and the Persian students functioned in all of the skills better than the bilingual students. These outcomes were exact even with adding gender, major, and comparison between the best score of bilinguals and the weakest score of Persian students. The meaningful differences between all of the skills demonstrated that the efforts made in the formal education years were not efficient enough. Based on language variety in Iran, the recommendation of this paper is a reconsideration of current educational programs, especially with paying attention to preschool and the first-third grades of elementary school.

It is more than two decades that culture has been taught as the fifth skill for foreign language learners. Ta’arof is a communicative strategy that Persian learners need to use in their very initial interactions with Iranian society i.e. a lack of its command may cause miscommunication. A review of some of the most popular TPFL textbooks shows the need for a pedagogical and linguistic basis for teaching ta’arof. The present article is an attempt to provide such basis by portraying a relatively cohesive picture of ta’arof situations, functions and linguistic structures through investigating ta’arof in native-speakers’ daily conversations. In this research a corpus of ta’arof collected by Kalantari(1398) was explored on the basis of Koutlaki’s framework of politeness and ta’arof. The study distinguished nine situations of ta’arof i.e. conversation onset, reception, request and enquiry, gratitude, empathy and sympathy, appreciation and encouragement, donation and receiving gifts, states and actions, coming and going and conversation disclosure. Then the functions included in each situation and the linguistic structures used for expressing ta’arof were searched and listed The research took a preliminary step towards a grammar of ta’arof which could be used in compiling TPFL textbooks and facilitating ta’arof teaching and learning.

Current researches on discourse and communication are often based on linguistic and verbal communications. In this regard, the performance of speakers and the way that communication competence is developed among speakers based on discursive context would be significant. The linguistic developments indicate the existence of communications and the ability of human beings in having meaningful relationship using effective methods of interactions. Regarding the development of communication competence, Bachman’s approach has been considered and debated as it pays special attention to the organizational and pragmatic competences. Bachman proposed linguistic, discursive, psychological, and contextual criteria as applicable layers of the competences. What makes the debate more important in this study is the capability of assessing the mentioned aspects in Heart of Darkness. At first, different concepts of competence are discussed in detail and then, they were explored and assessed in communication structures of the novel. The novel narrates what happens to the characters, their action and reaction in different social conditions and the way they communicate. Considering the linguistic aspects of the novel and using a descriptive-analytical method, it was tried to present a precise assessment of the mentioned elements in selected samples of the novel. The results show that, generally, since characters tend to social facts, such issues as the tension between the characters in linguistic communications, the occurrence of events in the social and linguistic contexts, and dominant social limitations can be investigated using the elements of Bachman’s model of communication competencies.

Listening skill is one of the basic skills in teaching Persian language as a second language. Listening skill is a basic skill and plays a fundamental role in learning Persian language and communication ability of language learners. It is considered that if the learner has sufficient mastery of this skill, s/he can use his/her spoken language well and express his/her intended purpose in a good way and be successful in communicating. It also seems that by strengthening listening skills, other skills are also affected. By strengthening listening skills, other skills are also affected. Therefore, it is important to learn the strategies of listening skills through simple techniques. The purpose of this article is to review the relevant literature and extract the concepts and theories in this field, and to express practical strategies for the improvement of this skill and finally to provide suggestions to improve the listening skills of Persian learners. For this purpose, using the descriptive method, the desired variables were examined and analyzed. The materials and data included authentic books and numerous articles published in authentic magazines in the field of Persian language teaching to non-Persian speakers. In particular, the categories presented by Oxford, Rubin, O’Malley and Chamot were used in the data and materials reviewed in this article. In addition, by citing examples, we examined the most important learning strategies (cognitive, meta-cognitive and emotional-social ones) that the use of these strategies has a significant effect on learning a second language and facilitates the learning process in listening skills. By using the document analysis method, the results of the study showed that the use of learning strategies as a set of operations that the language learner uses to learn the language makes the learning process easy, fast and enjoyable. Knowledge of these strategies and practice to use them increases the ability and expands the learning capacity of the language learner. Learning strategies means a set of operations that a language learner uses to learn a language and the learning process becomes easier, faster and more enjoyable. Knowledge of these strategies and practice to use them increases the ability and expands the learning capacity of the language learner. This article aims to provide a strategic model of listening skills in teaching Farsi to non-Persian speakers using a descriptive method, and after stating the importance of Farsi language education, we review the categories suggested by Oxford, Robin, O’Malley, and Chamot. Also, by citing examples, we examined the most important learning strategies (cognitive, metacognitive and emotional-social) the use of which has a significant effect on learning a second language and facilitates the learning process in listening skills.

To learn a language, it is important to master the four basic language skills. The basis of these skills is teaching and learning vocabulary; since vocabularies are the most important part of language learning. What is very important in today's world is transferring the meaning, which requires the use of lexical knowledge. One of the reasons for lexical teaching is the conceptual expansion of the vocabulary as well as the globalization and expansion of global communication. In the training courses, attempt is made to design the vocabulary section efficiently and includes the assessment of learners' lexical knowledge. In vocabulary teaching, the choice of vocabulary to be taught, the way they are taught, the evaluation of vocabulary knowledge, and the process of development of vocabulary learning are important. The development of language skills is assessed based on test results. Accurate vocabulary assessment reveals the strengths and weaknesses of language skills training and the level of readiness of language learners for further training. In this article, the importance of vocabulary teaching for language skills is shown through conducting library research and case study based on work experience in teaching Persian to non-Persian learners. Also, the importance of evaluating and measuring the learning rate of language learners, as an indicator of the success or failure of the educational plan, is discussed. It can be concluded that one of the most important areas of education is vocabulary training and vocabulary development, which should be achieved through using all four language skills.

The aim of this study was to evaluate language needs and identify the priority of using language skills (reading, listening, writing and speaking) in different situations (private, academic, and professional). The research method is descriptive-analytic and the data collection tool is a questionnaire consisting of 49 items. The statistical population consisted of 199 students (73 males and 126 females) at BA (n = 69), MA (n =67) and Ph.D (n =63) at the University of Mazandaran. The responses of the participants were analyzed using SPSS software. In general, the results of the comparison of mean scores of language skills reavealed that with increasing educational level, students' needs to use language skills especially in academic domains increased steadily. Also, receptive skills (reading and hearing) have more usage than productive skills (speaking and writing) in all three groups. The results of data analysis through non-parametric tests showed that there were significant differences in reading skill among all groups, in writing skill between the Ph.D group and the two groups, and in speaking skill between the Ph.D and BA groups. In terms of language usage, while the needs of participants in the undergraduate level were related to their private life situations, doctoral students often expressed their needs in academic situations. There was no significant difference between different sections in the professional situation and listening skill. This study has implications for researchers, instructors, and learners of English language.

Many scholars have stressed that the content of English courses do not correspond to the learners’ needs in a particular learning context. Therefore, before designing and implementing any curriculum for English for Academic Purposes (EAP), it is necessary to conduct a needs analysis to assess the language needs of language learners. This study attempts to identify the most important needs of university students as well as their preferences for using language skills in different academic, private and professional situations.
Research Questions:The present study sought to provide a general analysis of the target language needs of the students in three educational levels. Therefore, the study sought to answer the following questions:1. How do university students (undergraduate and postgraduate) compare in their needs for the use of language skills in different situations?
 2. Is there any significant difference in the needs to use language skills (reading, listening, writing and speaking) among BA, MA and PhD students?
3. Is there any significant difference in the needs to use language in different situations (private, academic and professional) among BA, MA and PhD students?

Literature Review 

The principles underlying course design in most of the English language programs are not consistent with the language needs of the university students (Atai & Tahririan, 2003; Eslami, 2010). Jordan (1997) suggested that the academic curriculum of an EAP course, in which attempt is made to meet the needs of the students in advanced university level, must be academically-oriented and consider the learners’ literacy abilities. In this regard, the EAP curriculum is designed based on the students’ awareness towards a particular language of specialty and therefore particular methods of speaking, writing or reading academic texts are applied. Analysis of needs as a first step in the design of courses can confirm the validity of courses (Johns, 1991). Since teaching all aspects of language is not possible, all approaches should be focused as much as possible on that part of the language which is related to the future needs of students (Mackey,1995). According to Brown (1995), the needs are not absolute, and once identified, they must be continuously validated to ensure that they are real. Needs analysis not only reflects the needs of language learners, but also enables the process of prioritizing needs through highly effective and feasible advanced statistics (Čapková & Kroupová, 2017). Mohammadi Rakati et al. (2015) emphasize that the most important objective of the needs analysis is to collect information about learners' problems in language skills, familiarize themselves with the gap between current abilities and the needs of learners, and determine the success rate of programs and textbooks in meeting these needs.Conducting a need analysis not only facilitates the process of constructing course objectives, but also it will lead to learners’ assurance in achieving the expected learning outcome.

Data were collected from 199 students (73 males and 126 females) studying in different fields of study, including basic sciences, humanities and social sciences. The age of the participants ranged from 19 to 42 years. The first language of all participants was Persian and none of the participants had the experience of living in a foreign country. In this descriptive inferential study, data were collected using a questionnaire adopted from Kormos et al. (2002), which used a combination of the existing questionnaires (Nunan, 1988; Richterch, 1980) and the framework presented by the Education Committee of the European Union (council of Europe, 2001). The questionnaire was piloted and validated by think-aloud interviews and its reliability was ensured (r > 0.7). It comprised 49 questions requiring the participants to answer on a five-point Likert scale ranging from “never” (value 1) to  “always” (value 5). For the purpose of analysis, the questions were divided into 3 major domains of language use situations: private (18 items), academic (14 items), and professional (17 items).  After administration of the questionnaire, the responses of the students were scored, tabulated and subjected to a series of statistical analyses.

The study indicated that the students from different educational levels reported different levels of  using language skills and expressed different needs in private, academic and professional domains. The difference was particularly meaningful between PhD students with both BA and MA students. Findings related to the first research question indicated a significant difference between the linguistic needs of undergraduate and postgraduate students in the academic and professional domains. In order to determine the exact location of the differences, multiple comparisons from the three levels of study were performed. The results of the analysis indicated that there was a significant difference in academic domain of English language use between undergraduate and postgraduate groups of students (MA and PhD). Concerning the second research question, PhD and undergraduate students reported the highest and lowest application of language skills, respectively. Furthermore, the receptive skills (reading and listening) in general were more used than the productive skills of speaking and writing in all three groups. Considering the last question, there was a significant difference in academic domain of English language use between undergraduate students and the two other groups of students (MA and PhD). In addition, all three groups differred significantly from each other in the use of English in professional domain. 

Findings of the study indicate that the students are in need of increasing their general language proficiency particularly the written mode (reading and writing). This result seems to be in line with the findings of the studies by Eslami Rasekh (2010) and Atai and Nazari (2010). Therefore, most of the attention should be drawn to the written mode of language skills in academic course design of the university, since this mode was shown to be more frequent in the situations in which students use the target language.Secondly, it was found that the situations for using English language in academic and also teaching and other professional domains were considerably different considering the level of education. But no significant difference in private domain was observed. This finding could be justifiable since the participants reside in a country that English is considered as a foreign language; therefore, they are not expected to use language on a daily basis. Findings of the current study have obvious implications for the curriculum development for English programs as well as Iranian EFL instructors and course designers. They can revise and restructure the present courses based on the students’ most frequent perceived needs.

Language teaching methods and approaches are considerably effective in teaching Persian language and culture. This study examined the teachers' perspectives toward the use of methods and approaches appropriate for teaching Persian to students learning Persian for general purposes. To this, the study recruited 43 teachers teaching the Persian language to non-Persian language learners at several Persian language centers across different universities. They were provided with a 22-item questionnaire probing the teachers' attitudes to the use of methods sub-categorized into five sections, namely, structural view, functional view, interactional view, proprietary methods, and other. The results showed that the participants generally favored 16 (out of 22) teaching methods and approchs among which "teacher-oriented and appropriate to class conditions," "communicative", "audio lingual", "task-based" and "natural approach" were ranked from the first to fifth positions respectively; in their perspectives, the principles of these five methods could be used for teaching Persian Language for general purposes. The results of the t-test showed that the methods of "teaching dogmatic language," "Pimsler," "Michael Thomas," and learning by teaching were not useful in designing and developing resources for teaching Persian language for general purposes. The results of this study might encourage the Persian language teachers to employ the most efficient methods in teaching Persian to the speakers of other languages.

The role of music in learning a foreign language can be investigated from various dimensions. Highlighting the similarities between music and language, increasing learner motivation, reducing learners’ fear and anxiety when participating in class activities, increasing learners’ understanding of literary texts, and improving learners’ pronunciation are among the topics underlining the significance of music in the process of learning a foreign language. The results of a 2019 survey conducted on German youths by Shell show listening to music is the most popular activity among this age group, occupying an average of 57% of their leisure time. The present study seeks to find out to what extent and in what fields textbooks employ music to teach a foreign language. To this end, in addition to introducing appropriate music styles for use in language teaching, we refer to the criteria for selecting music for the purpose of teaching as well as techniques and strategies for using music in a foreign language class. In the practical section, the music used in a number of up-to-date textbooks is analyzed from various aspects, including vocabulary, grammar, language skills, and regional and cultural input. The results indicated that despite what is mentioned in the theoretical section about the role and importance of music and its educational value, the textbooks analyzed in the current study have failed to sufficiently benefit from this popular tool among the young.

The current research has been conducted to analyze the status of the literary and linguistic skills among the high school graduates. Based on research questions, the four skills of reading, writing, listening and speaking of the graduates, the impact of gender and major have been investigated in 7 provinces including East Azarbijan, Kurdistan, Kohguiluye-Boyer Ahmad, Mazandaran, Fars, Yazd and Markazi through directed sampling, for a sample size of 327 females and 282 males in three disciplines of humanities, sciences and mathematics, in 1396-1397. The findings indicated that the graduates have not reached the mastery in any one of the linguistic skills. However, they achieved the minimum score in at least three skills of writing, listening and speaking and could overcome the level of insufficiency. Females got higher score in all four skills. Regarding their majors, in the humanities, the highest score went to speaking and writing, while in mathematics and natural sciences, writing held the highest score. Meanwhile, the most focus of educational construction is on reading. The results show that the lowest score belongs to reading in all majors. The analysis of the present evaluation stated that achieving the minimum mastery level in literary and linguistic skills was not successful enough and the policy of teaching Persian language and literature have been failed as well.

Goal: This study aims to develop a language-based skill test revolving around four main language skills, with principals and basics of language test development in mind intended to evaluate Persian language proficiency of non-Iranian students (In terms of language level). One of the main goals of this study is to develop a Persian language skill (proficiency) test. The purpose of language proficiency test is to measure one's overall ability to utilize the desired language without having to undergo specific training courses. So the content of a language proficiency test is not based on the content or purpose of the language courses. Also in this study, measures are foreseen to evaluate the validity and reliability of the designed test in order to obtain the Credibility of the standardized test. Research Question:The questions raised in this study are as follows:•What are characteristics of designed tests in terms of analysis of test making procedures? •To what extent does the test designed conform to the standard criteria?Research hypothesis:This test possesses the following characteristics in terms of analysis of test making procedures:This test incorporates the necessary efficiency This test is reliable. This test is valid. This test is applicable and practical. This test is designed according to standardized criteria.

In this research a descriptive-analytical method is firstly used to study previous researches, and to select a theoretical framework in order to present the theoretical concepts and basics; to construct the criterion test and standardize it the “agreement-oriented scaling method” was used, and to determine the validity of the proposed test, the “field method” was used. The statistical population of this study is the learners of Persian Language Learning Centre of Imam Khomeini International University of Qazvin. The total population of this statistical population is 200 people. The sample size of this study will be 130 members of this statistical population who have been learning Persian language for at least 2 months and a maximum of 1 year. Their mean age is 38-38 years. The sampling method utilized is cluster random sampling.

The current study has presented the Persian language proficiency test based on the multidimensional concept of language derived from Stern theory. Since it was found that the average difficulty coefficient of reading questions was appropriate and optimal compared to the criteria of test designing, It can be claimed that the designed test were in accordance with the test designing criteria. Difficulty coefficient of listening comprehension questions were assessed easy, which after flaw scrutinizing was found that it was influenced by the nationality of some of the testees and the duration of Persian language learning. Since 15 of the subjects were Tajik and 24 of them have been leaning Persian in Faculty of Foreign Languages of Beijing for 1 year, they possessed a high listening comprehension skill and this had an impact on the difficulty coefficient factor. Cronbach's alpha coefficient of the test was 0.7, indicating the reliability of the test. The content validity of the test was also evaluated well, based on the judgment of the Persian language teachers. After calculating Pearson's correlation coefficient, structural validity between reading and listening skills was also evaluated well. The designed test can be used for placement since it also possesses the needed efficiency, it can be used to for placement of subjects and determine the base level of language learner, thus informing the Persian language learners of their own skill and making Professors cognizant of Students' Linguistic Status. Another attribute of a good test is its applicability and practicality, which the designed the test is also easy to conduct, easy to score and easy to interpret and apply. Finally, in response to the research question, it can be concluded that the designed test possesses the test designing criteria and features, and has been designed in accordance with standard criteria.

Given the prominence attached to watching foreign films and TV shows in learning a language, the present study aims to identify out-of-class language learning opportunities and activities in which university students are engaged, and to examine students’ attitudes towards watching foreign programs with the aim of learning a language. In doing so, the data were quantitatively and qualitatively gathered a select group of undergraduate students. Initial results suggest that a large number of students watch foreign programs with Persian subtitles in their spare time. Additionally, watching foreign programs, along with listening to songs were found to be the most frequent out-of-class language learning activities. As a result, informal learning may take place from extensive watching of foreign cinematic programs. Other findings illustrate that students perceived the use of foreign films and TV shows relatively positive, more specifically from three aspects: improving pronunciation, learning new vocabulary and enhancing listening skills.

There is a twofold relationship between the literature and language learning. On one hand, one of the ultimate goals of language teaching is enabling learners to comprehend a literary text independently. On the other hand, literature is a means of teaching languages and improving linguistic skills.  This aspect of language teaching has attracted a scant attention in Iran, which motivated the current study to address this issue. In this regard, 13 literary approaches to language teaching were collected from reliable sources and then theoretical aspect of each approach was elaborated and analyzed using relevant examples from Novin Persian Teaching book series (one of the main sources of teaching Persian language to non-Persian speakers in reliable language centers). The obtained results of the current study were indicative of the influential role of literature in teaching Persian language, which can open new horizon in this regard.

Thanks to the spread of Globalization process, traveling and living in other countries and interacting to people whose culture and customs are different causing a challenge. It covers the various domains such as: Global trading, International relations, Language teaching and so on. The attempt to decline this challenge resulted in emerging the new concepts and guidelines. One of these concepts is Cultural Intelligence.
This article aims by measuring CQ of non-Iranian students learning Persian as a foreign/ second language at Persian Language Center of Imam Khomeini International University to investigate the relationship between CQ and their educational improvement in four abilities.
For this, 124 learners of this center that have currently passed the elementary level, through random selection were asked to participate in this research. The CQ questionnaire of Ang et al (2007) was given to measure the CQ of the learners. Also in order to determine the rate of their educational improvement, their individual final scores in four abilities at previous term were measured.
The relationship between four components of CQ, that is, motivational, behavioral, cognitive, metacognitive intelligences and educational improvement was analyzed. In addition, in this research, the correlation between CQ and linguistic components of learners in terms of gender and level of their education was evaluated. It was found out that: 1- there is a significant relation between reading ability and two components of CQ, namely: behavioral and cognitive components. The relationship between Listening ability and behavioral intelligences is significant. 2- It was also found out in the male subjects, the relationship between reading ability and total average gained from four abilities and CQ is positive and significant. 3- And finally, in subjects without academic education between two abilities namely, listening and reading abilities and CQ exists a significant relation.

In teaching writing, methodologies play a major role in language learning and since the aim of writing is to keep the students away from making mistakes in speech and writing, applying the methods which teach writing practically, play a major role in language learning. Inspite of assigning six units of writing for Arabic literature at B.A level in Iran, students still fail to use this knowledge practically, because writing is taught by using old methods for many years and the instructors dont use appropriate teaching methods. The current srudy tries to analyze the determined syllabus, methodology and the relationship between writing and the other language skills (speaking, Read, etc) by using surveys and questionnaire and presenting appropriate solution.The subjects of this research include Eighty semester students at B.A level and Arabic literature instructors at universities of Tehran,Allameh Tabatabaye, Beheshti and kharazmi.The research findings indicate A major challenge in the teaching of writing: the lack of language skills of the teachers interact with each other, disregarding the various techniques for teaching writing, and limited laboratory facilities and equipment.