جستجوی مقالات مرتبط با کلیدواژه "learning process" در نشریات گروه "ادبیات و زبان ها"

One of the key principles of success in language teaching/learning is to improve the required skills for better individual or collective performance during this process and to make it easier for learners to use the language. Therefore, the purpose of language use in this article is a set of language rules that beginner undergraduate students follow in a general and acceptable way. Learning a language follows such a complex pattern. Second language teaching is a multidimensional process, each of which plays an important role in the proper application of this important issue and affects the quality of an educational program. Consequently, to be more effective and efficient, the process of teaching/learning French must be based on factors such as high and positive motivation for learners, increasing their enjoyment of learning, exercises using new technologies along with the literacy for use, , using intellectual work appropriate to the level of language learners, teaching methods, classroom management methods, and presentation of materials. Based on the theory of “thinking brain” proposed by Kenneth Chastain and by examining the effectiveness of communication skills based on cognitive approach with rules of learning, this article aims to study cognitive styles as well as specific aspects of the teaching/learning process, the effect of these factors on improving the quality of teaching/learning French as a foreign language in the university among undergraduate students in the first semester, and also the ease and speed of language use among students.

Learning Arabic syntax in Iranian universities is an important lessson in teaching Arabic language,and has many challenges,obstacles. Of course,these barriers are not limited to Iranian students,Arabs are also faced with these challenges in learning Arabic syntax. This research uses a descriptive-analytical method to study the traditional,modern methods of teaching Arabic syntax,the problems,obstacles facing undergraduate students in Arabic language,literature in order to find solutions to these challenges,barriers,the three main components of the teaching,learning process,including a professor,student,subject matter,have been studied. The results of the research showed that only one method cannot be emphasized,ignored other methods,in order to do so,taking all educational practices into account,they should eliminate the inefficient methods of teaching syntax,pave the ground for students to participate in the classroom and,based on examples of students' daily life,professors should introduce a book to students that presented a methodology,avoid the syntactic rules of use,the differences between the synagogues of Basra,Kufa.

Although greater emphasis is nowadays put on the learner as the crux of the learning and assessment processes, high-stakes tests and test-based inferences are still widely practiced for gate-keeping purposes or as levers to improve education across the globe, especially in centralized educational systems. This paper reports on a study which probed the impacts of the high-stakes university-entrance testing practice in Iran on L2 teaching-learning processes and on student's learning power. The participants were 32 EFL teachers and a random sample of 70 high school students in Tehran. Data triangulation method was used to collect the data. Specifically, the instruments included two (teaching-learning) style questionnaires and one impact questionnaire along with semi-structured interviews. The results evidenced a detrimental teaching-learning style conflict in the L2 classroom. Whereas students generally preferred to learn English through interactive, collaborative, and project-based activities using audio-visual materials, their teachers prioritized solo pedagogical activities, emphasized individual studying of textbooks, and made no use of audio-visual aids. Further evidence indicated that the national high-stakes test negatively impacts every aspect of the teaching-learning process, especially the style mismatch in the L2 classroom, and diminishes student's learnacy for effective lifelong learning. The findings resonate with the learning-oriented approach in the field of educational assessment known as 'assessment for learning' (rather than of learning) which seeks to promote student's learning power besides assessment.