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

Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs.

This study aimed at shedding light on issues pertaining to conducting CALL research in Iran. Therefore, a questionnaire was designed and validated using exploratory factor analysis (EFA).  Iranian CALL researchers (n=107) and TEFL teacher educators (n=7) participated in the study. Independent samples t-test was used to examine perceptual differences. Findings established that while there were both commonalities and discrepancies between the CALL researchers’ and teacher educators’ perspectives, positive attitudes towards carrying out CALL research were identified in the study. However, findings revealed that conducting CALL research was influenced by a couple of contextual, pragmatic, and infrastructural constraints. The participants preferred considering cross-sectional, correlational, and experimental research as the research designs for their CALL studies. With regard to the research priorities, the participants believed that carrying out CALL research and teaching methodologies/approaches, language learning skills and sub-skills, assessment and testing, curriculum development, learning theories, and adult EFL learning had a high priority. Furthermore, the findings indicated that Iranian CALL researchers had low to moderate competence in conducting CALL research and that they did not take effective measures to facilitate their professional development for conducting CALL research.

Compétence peu connue de professeurs et d’apprenants, la production orale en continu, qui consiste à s’exprimer d’une manière continue et ininterrompue, est la cinquième compétence de la langue qu’a présentée CECRL, il y a vingt ans. Dans la présente recherche, notre problématique est donc de savoir comment nous pouvons aider les apprenants des instituts en Iran à avoir une meilleure production orale en continu en s’aidant par différentes stratégies surtout les stratégies métacognitives. Notre objectif dans cette recherche est de confirmer la performance effective de l'enseignant de langue comme médiateur dans le transfert pédagogique des stratégies d'apprentissage. Pour ce faire et sachant l’importance de cette compétence dans la communication et surtout son rôle positif et quasi unique dans la création du sens de la confiance en soi chez les apprenants, nous avons effectué notre recherche en trois étapes de pré-test, de séquence d’enseignement des stratégies métacognitives et de post-test et à cet égard, nous avons élaboré un questionnaire contenant 10 questions portant sur les stratégies métacognitives ; les questions ont été formulées par les auteurs de cet article et selon les critères stratégiques du CECRL en production orale en continu ainsi qu’en tenant compte du contexte de l’enseignement de la production orale en continu dans les instituts du FLE en Iran à Téhéran. Le questionnaire, a été d’abord rempli par un groupe d’apprenants de 40 personnes de niveau A2 + à B1, âgés de 25 à 40 ans ; après avoir obtenu les réponses du pré-test, une séquence d’enseignement des stratégies métacognitives a été organisée pour ces 40 apprenants afin de faire appliquer les stratégies métacognitives dans leur production orale en continu. L’analyse des réponses du post-test et les graphiques comparatifs ont confirmé qu’il faut mettre en valeur le rôle de l’apprenant dans le processus de l’apprentissage de la production orale en continu parce que c’est lui qui apprend et personne ne peut le faire à sa place mais on peut l’orienter vers le choix des stratégies métacognitives efficaces pour lui permettre de mieux apprendre à apprendre cette fameuse compétence.

Enhancing young learners’ motivation has often been a primary concern in teaching English as a foreign language (EFL). Adopting a self-determination perspective, this study attempted to examine the impact of teacher's motivational strategies on young EFL learners' basic psychological needs of autonomy, competence, and relatedness. The present research employed a mixed-methods design using data from questionnaires, semi-structured interviews, and reflective journals. A total of 30 EFL young learners were selected and assigned to two classes, an experimental group in which the implementation of motivational strategies was studied and a control group. Four motivational strategies namely generating initial motivation, creating the basic motivational conditions, encouraging positive self-evaluation, and maintaining and protecting motivation were instructed in the experimental group. At the end of the treatment, all the participants filled out two questionnaires: The Student Questionnaire on Motivational Strategies Effectiveness and The Basic Psychological Need Satisfaction and Frustration Scale. Also, semi-structured interviews were conducted with the young learners of the experimental group. The results revealed that motivational strategies impacted young learners' basic psychological needs of autonomy, competence, and relatedness positively. Additionally, the qualitative data from the interviews and reflective journals shed more light on the young learners’ autonomy, competence, and their relatedness. Findings have implications for EFL teachers and materials designers.

The necessity of the adoption of online teaching during the spread of COVID-19 has made the researchers’ focus on computer-assisted language learning (CALL). As a preliminary for using technology in language teaching, the present study aims to find the attitude of Iranian EFL teachers towards using a computer in language instruction as well as their competence in working with computers. The existence of any relationship between these two variables has also been under investigation in the study. For this purpose, a group of 153 available EFL teachers teaching in different language contexts in Iran were selected as the participants of the study. They were asked to answer two validated questionnaires: The computer Attitude questionnaire and the Computer Competency questionnaire considering their ability in practically working with some specific software before the survey. The obtained results revealed the positive attitude of Iranian EFL teachers towards CALL and their agreement for the implementation of computers in their language teaching programs. Moreover, the participants were reported to have a moderate and appropriate level of computer competence, indicating their ability to run computer-based classes. Using Pearson correlation and regression tests, a moderate positive relationship was found between Iranian EFL teachers’ attitude towards CALL and their knowledge of computer programs. However, the teachers’ computer competence could not significantly affect their attitude towards using a computer for language teaching. The findings implicated the need for computer knowledge enhancement among Iranian EFL teachers through some training courses, in addition to teachers’ readiness for adopting technology and computer in their instructions.

Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’‎ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate ‎whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP ‎development. To this end, 72 (50 females and 22 males) Iranian lower-intermediate level learners ranging ‎in age from 17 to 25 from two universities took part in this research. A multiple-choice discourse completion test ‎‎(MDCT) (Liu, 2004) and Bar-Onʼs ‎(1997) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes ‎revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and ‎EFL learners’ ILP competence. The independent samples t-test outcomes indicated ‎that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that ‎EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.

La réalisation d’un mémoire est considérée comme la tâche finale des étudiants en master, à la fin de leur cursus afin de mériter un diplôme universitaire. Or, cette activité cause divers types de difficultés notamment aux étudiants allophones. Cette étude a pour but d’analyser les problèmes auxquels se trouvent confrontés les étudiants iraniens en master de didactique du FLE lors de la préparation et de la rédaction de cet écrit académique. Pour atteindre l’objectif assigné, 3 dispositifs de recueil de données ont été combinés : les commentaires de 4 professeurs sur 7 textes de mémoire, un entretien semi-directif effectué auprès de 12 étudiants et un questionnaire rempli par 33 étudiants. 3 dispositifs d’analyse de données ont alors été exploités : une grille d’évaluation basée sur les compétences nécessaires à la rédaction d’un mémoire, une grille d’analyse des entretiens ainsi que le logiciel SPSS. Les résultats de notre étude montrent que selon les étudiants, les problèmes engendrés lors de la préparation du mémoire sont significativement plus élevés par rapport à ceux causés lors de la rédaction du mémoire. Par ailleurs, les problèmes d’ordre linguistique pour rédiger un texte académique sont récurrents. A cette complication se greffent les difficultés d’ordre scientifique/méthodologique (pratiques de citations, choix et mise en place des méthodes de recherche ainsi que des dispositifs d’analyse des données). D’autre part, les obstacles sur le plan spatio-temporel peuvent être considérés comme un malaise auquel se heurtent les étudiants iraniens lors de la réalisation de l’étude de terrain. Le manque d’accès à des ressources diversifiées pour élaborer le cadre théorique ainsi que la non-maîtrise des logiciels de traitement de texte comptent également parmi les problèmes des étudiants.

This study considers the enhancement of socio-cultural competence of EFL students by means of extra-curricular activities. In this study, both control and experimental groups included 80 language learners (each group 40). The control group was given the questionnaires, pre- and post-tests along with the experimental group. Then, extracurricular activities were given to the experimental group which itself was divided into four mini groups. 10 participants were asked to prepare a self-video clip each week (4 clips as whole). Another group of 10 testees were asked to use social networks such as Facebook, What’s app, Telegram and the likes chatting with native speakers at least two hours a day involving themselves in English practice after taking pre-test and they were also given the subsequent post-test after a month. The third mini group, including 10 participants, had to write a letter each week to a native speaker e-pal (4 letters as whole). Finally, the fourth mini group including 10 participants participating at least once a week in ACD (American Corner Dushanbe) sessions which are related to social cultural events such as festivals, charity activities, etc. After that, research questionnaires were distributed among samples using SPSS software for data analysis. The author come to the conclusion that culture-related extra-curricular activities result in the enhancement of the level of language proficiency as well as contribute a lot to bringing up citizens, intellectually, culturally and multi-culturally developed professionals with deep awareness of intercultural values.

The article discusses the methodological potential of fiction in developing professional and communicative competencies of Hospitality students based on interdisciplinary approach. The study focuses on the most actual aspects of speech culture and describes the ways of developing professionally oriented communicative competencies and the basics of professional speech training of bachelors in the field of Hospitality. Particular attention is paid to the specifics of the occupational novel, in which special vocabulary is widely used, and various systems and mechanisms are described in detail. Hotel, an occupational novel by Arthur Hailey, can be used in teaching Hospitality students as source material for consolidating knowledge about the status and role-based dynamics between hotel staff, communicative strategies and tactics, types and forms of speech, rules of speech etiquette in business communication, as well as for improving oral (public speaking) and written (creative work) language skills. The content of this novel allows students to gain a better understanding of their future professional activities. The article emphasizes that learning professional communication culture fundamentals goes hand in hand with the development of professional (study subject) competence of a prospective specialist. Hence it is suggested that students have a solid understanding of the hospitality industry, its main areas, forms and methods of working with clients. This paper describes the most effective tasks and the questions aimed at studying situations of business communication presented in the novel text, as well as the national specifics of business and speech etiquette and various strategies and tactics of communicative behavior in the framework of English communicative culture. The purpose of this work is to demonstrate the role of literary texts in developing professionally-oriented communicative competencies of bachelors in the field of hospitality.

Teaching is neither an innovation nor a fleeting vogue. It has been with human beings throughout history. Recently and in the wake of the revolution of new teaching methods and theories, competence of teachers in adopting the new methods has become appealing to many educational researchers. Eventually, it is maintained that taking part in teaching workshops and watching others’ teaching practice could be of a great help. Correspondingly, this study aimed at investigating student teachers’ attitudes towards teaching workshops and their effects on their competence in adopting the new methods. 40 student teachers who had some experience of attending such workshops were given questionnaires and to gain more in-depth data, semistructured interviews were conducted with ten of them. The findings of this study indicate that most of the student teachers had positive attitudes towards taking part in teaching workshops. Moreover they opine such workshops are effective and satisfactory. The findings of the present study leads us to the notion of necessity for teaching workshops as a supplement to the current internship course.

In their attempt to shed light on the factors contributing to the incongruity between L2 reading teachers’ beliefs and practices, most of the researchers have resorted to teachers’ personal perspectives. As a partial replication of the research carried out by Karimi and Dehghani (2016), the current study sought to broaden this restricted scope by examining the role of teacher education in shaping L2 reading teachers’ beliefs/practices. Data were collected from 84 L2 reading teachers through a survey and follow-up classroom observations. Overall, both undergraduate and graduate teachers had an equally heightened tendency toward competence-based theoretical orientation. However, both groups substantially utilized instructional moves conforming to text-based orientation. There were also significant frequency differences between undergraduate and graduate teachers in their recourse to competence-based pedagogical moves. It is concluded that while the inclusion of a finite number of theoretical coursework may sway L2 teachers to sanction competence-based theoretical orientation, a more clinical approach to teacher education should be embraced to promote the symbiotic belief-practice relationship among L2 reading teachers.

In an attempt to dispel the persisting fallacy that an individual’s grammar knowledge is indicative of the way they put this knowledge into practice, this study seeks to highlight the inconsistency which resides between one’s competence and performance in the domain of conjunctions. It aims to shed light on the discrepancy which lies between the knowledge and production of conjunctions. The research context was an Iranian high school in Tabriz and the participants included 40 pre-university students whose knowledge of conjunctions was checked once by analyzing the results of a grammar test of conjunctions and once more through the administration of a sentence-combining test of conjunctions. Eventually, the obtained results were juxtaposed for consistency comparison, the ultimate outcome of which suggest that an individual’s demonstrable knowledge of conjunctions in a grammar test cannot be necessarily generalized to the proportional use of them; hence, a set of correct responses given to the questions of a grammar test of conjunctions is not necessarily a valid indicator of their actual use or production. Overall, it is concluded that the participants tend to choose paratactic extending conjunctions over hypotactic ones and hypotactic enhancing conjunctions over paratactic ones despite their adequate knowledge of both.