جستجوی مقالات مرتبط با کلیدواژه "micro level" در نشریات گروه "ادبیات و زبان ها"

Developing rating scales for assessing interactional performance is demanding since it is a relatively complicated procedure. The present study investigated the psychometric characteristics of the CAP rating scale (Wang, 2015) for assessing interactional competence at micro-level. To this end, 160 Iranian intermediate EFL learners were selected based on their performance on TOEFL iBT test from a language institute in Tabriz. Four interaction tasks were used to elicit students’ performance on interactional competence using the CAP rating scale. Five raters were recruited in the study to assign score to each individual’s performance. The participants were pretested and post-tested at the beginning and the end of the term through the same scale. The Pearson correlations were computed in order to estimate the test-retest reliability indices of the scale. In addition, five separate exploratory factor analysis (EFA) through the varimax rotation method were conducted in order to investigate the underlying constructs of the communication functions individually and as a total. The results revealed that the CAP rating scale enjoys a reasonable reliability indices and the four functions i.e. building argument, developing discussion, offering support, and shaping connection can be appropriate predictors of interactional competence. Some pedagogical and assessment implications are presented as well.

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.

Framed in Farahzad’s (2009) critical discourse analysis (CDA) model, the present research aimed at analyzing these influences in two Persian translations of Alice’s Adventures in Wonderland at micro and macro levels. To do so, the textual features at micro-level, while the constituent aspects about the translated texts at macro-level were examined. As to the micro-level analysis, it was found that the significations of the formal words, used by Honarmandi (1960), seemed to be more familiar for the adults and the educated groups than for common people. However, Pirzad (2001) adopted a realistic approach to make use of less formal phrases and more of popular lexical items.