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

This study explores the relationship between work quality, job satisfaction, and the teaching efficacy of French language tutors in private language institutions in Iran. Its objective is to ascertain the degree to which work quality and job satisfaction impact the educational achievements of these educators. A survey facilitated data collection, and the research hypotheses underwent evaluation using the Partial Least Squares method for structural equation modeling. The assessment of working-life quality utilized Walton's theoretical framework (1998) through a standardized questionnaire spanning six dimensions, showcasing proven validity and a high-reliability index of 0.7. Job satisfaction was measured employing the Minnesota Satisfaction Questionnaire (MSQ) (1999) over six dimensions, with both its validity and reliability recognized in domestic and international research. Additionally, educational effectiveness was appraised using Taghizadeh and Soleimani's model (2014) across three dimensions, with established validity and reliability. The study covered all French language tutors in four institutes, totaling 154 participants. A census or exhaustive study method was adopted, involving every individual within the target group. Three questionnaires on work quality, job satisfaction, and teaching effectiveness were used for data gathering, with responses noted on a five-point Likert scale (from strongly agree to strongly disagree). The analysis unveiled a significant and affirmative link between work quality, job satisfaction, and teaching effectiveness. Specifically, work quality was responsible for 33 percent, and job satisfaction for 45 percent, of the variance in teaching effectiveness. The study also found that factors of work quality and job satisfaction could foresee fluctuations in teaching effectiveness. The computed determination coefficient (0.55) suggested that the pair of external variables, work quality, and job satisfaction, jointly explained 55 percent of the changes in teaching effectiveness. Furthermore, the standardized beta coefficients (β) for work quality and job satisfaction were determined to be 0.33 and 0.45, respectively.

The global pandemic of COVID-19 has driven us apart, disrupted the continuity of education worldwide, and awakened the need for developing an educational environment based on kindness, compassion, and understanding more than ever before. Also, this crisis has forced the authorities to change the format of education from face-to-face to online delivery mode on very short notice. Due to this rapid transition, lack of appropriate infrastructures, and absence of proper preparation in Iran and most countries around the world, face-to-face education has switched into a kind of low-quality, temporary, and unplanned online practice, which should be referred to as Emergency Remote Teaching (ERT). This study aims to provide a discussion on the practice of this low-quality and temporary online education or ERT in the current situation of Iran and other countries around the globe during the COVID-19 crisis. Moreover, this paper summarizes the literature on the history, definitions, merits, barriers, and effectiveness of online education for students and teachers from different disciplines, especially language education. The present literature review can help students and teachers grasp the current status of this low-quality and unplanned online education or ERT in Iran and other countries worldwide. Furthermore, instructors and authorities can reconsider their online teaching practices, move beyond ERT, and develop a high-quality and well-planned online education for their students based on the information obtained from this literature review and the lessons learned from the pandemic.

Linguists have long studied various language teaching approaches, such as classical education, electronic education, and contemporary face-to-face education, in the subject of foreign language education. Like other disciplines, the science of teaching foreign languages is developing and progressing. However, there is no denying the role and significance of educational and multimedia technology in the teaching of foreign languages, including Russian. This study aims to examine the use of passwords and QR codes in Iranian textbooks written in the Russian language. The research's first step, which uses the library method, defines technology, the role of technology in education, electronic learning, and the function of multimedia with a focus on films, after which the QR-code technology is described in the context of the educational process. Among its applications are the following: removing educational disparities by providing platforms for the creation and dissemination of excellent educational material; facilitating universal access to education; and speeding up and simplifying access to educational help files - enhancing the effectiveness and efficiency of educational materials; inspiring authors, professors, and writers to create multimedia educational materials appropriate for the book to aid in the learning process; assisting in becoming familiar with the correct pronunciation, cultural nuances, and other aspects of the target language.

In this assay we are trying to find some points of contact between foreign literary works and their adapted cinematographic versions as a probable method used in foreign language teaching processes with a central cultural competence and intercultural knowledge . Our first hypothesis in this study is that these two native cultural corpus, if included in teaching program, will be a useful tool for teaching a foreign language with a focus on intercultural competence. Therefore, at first, are discussed some special features of the nature of a literary text and the cinematic text or the film. In this regard, we analyze the educational and methodical reasons that, along with valid teaching resources, may validate the use of this type of native resources in the language classes and in a language course. Then methodological aspects in using this type of educational resources will be pointed out by presenting three different teaching models, so that by using the nature and structural features of a literary work and it’s adapted cinematic version, effective suggestions and practical solutions can be provided. We will see that use of this type of educational resources in language learning classes would be interesting and useful to develop cultural knowledge of the target community and help to gain a more strong intercultural competence in language learners.

The Holy Quran as a linguistic phenomenon along with divine purposes has always been considered from various aspects, including how it is taught. Nowadays, it is of special importance to formulate the basics of curriculum planning of schools and university centers and to prepare teaching models and evaluation methods. The problem of research is that most schools and centers for teaching the Qur'an do not have a theoretical and practical plan based on theories of language teaching in terms of the basics of curriculum planning and teaching models and evaluation methods, and most of the efforts are based on taste. It has been the taste, experience and imitation of others. In the meantime, it seems that the plan of teaching the language of the Qur'an by Dr. Mohammad Ali Lisani Fesharaki, following the example of the good tradition of the Holy Prophet in teaching the Qur'an and having an eye on theories of language teaching and educational psychology, seeks to change the teaching of the Qur'an in the country. By reading this book carefully and by studying the articles written in its review and by looking at the new theories of language teaching, Raqam has reviewed and criticized it in order to help eliminate some of its shortcomings, its importance and position. Warn in teaching the language of the Qur'an and offer the solution that the teaching of the Qur'an in the present time, in addition to the use of Qur'anic scholars, should train specialists in language teaching, linguistics and psychology.

Given the differences between first language and second language learning in adults, simulating first language learning can help us have an improved picture of the nature of second language learning. During first language learning, we learn the concepts in our interactions with the immediate environment. In second language learning, however, the relevant world knowledge is transferred from the first language and we only learn the word knowledge. Thus, in the current study, we sought to simulate first language learning and introduce the null experimental research method with its roots in the emotioncy model. This research method applies to those studies in which adult language learners deal with some concepts that they have no knowledge about and begin to learn them in the class. Reviewing the conventional research methods, we explained the null experimental research method and provided an example from an electroencephalography (EEG) experiment. The behavioral and electrophysiological results revealed that, as we have more interactions with the sensory environment, the retrieval of word knowledge and world knowledge is facilitated.

To help students progress in today’s technology-aided competing universe, along with fostering knowledge acquisition in any particular field, educational systems are supposed to incorporate 21st century skills into teaching to fill the gap between students' knowledge of the field and the competencies required to use the acquired knowledge. This study sought to explore whether the incorporation of technology and project-based learning into the mainstream English teaching classrooms contributes to the development of linguistic competence as well as self-regulation, as one of the indices of 21st century learning. To accomplish such an objective, a quasi-experimental design was employed and two intact classes, including 68 Iranian leaners of English, were assigned to an experimental and a control group. Along with benefiting from a multi-skill textbook-oriented language instruction, the participants in the experimental group dealt with a variety of small- and large-scale technology-aided projects. The control group’s participants, on the other hand, received a multi-skill textbook-oriented language instruction in the absence of any technology-aided projects. All the participants were gauged in terms of English proficiency and self-regulation, before and after receiving the instruction. Based on the comparative results drawn from an analysis of covariance (ANCOVA), the technology-aided project-based instruction of the study improved the participants’ level of self-regulation and language proficiency.

Teaching ancient languages has an important difference from teaching modern languages. In contrast, the student of modern languages focus on four skills, speaking, listening, reading, and writing, the acquisition of an ancient language, more than anything, is based on text comprehension. That is why modern language teaching methods, like CLT, are not very useful for teaching ancient languages. Moreover, most ancient texts are not general texts, but there are literary, religious, or legal texts, and the student needs additional and information to comprehend the texts. In this paper, at first, we notice the problems of teaching ancient Iranian languages and then describe what can be called the “teaching method of Avestan, Old Persian, and Sogdian. At the end, we compare the available books for learning these languages. All of these books use the method, named “grammar-translation,” but the most useful ones have original texts besides the grammar explanations and pay more attention to read and to analyze of the texts.

Learning time in each language is one of the most important parts of the order. The importance of this section in the languages ​​that the verb is spent is far more, because the verb time is generally influenced by the methodology and is diagnosed with these identifiers. In Persian language teaching, attention to the educational hierarchy is easy to think and also attention to the use of very important verbs. In this regard, the verb is more difficult due to its structural structure and applications. In addition to structural form, attention to the semantic dimension These verbs that only in the texture and application show that there are significant cases that are only achieved by exercise and histology, as well as applied texts. Many times with themselves have an indirect relationship and attention This subtlety of training is very important and necessary. It now looks at the time of the verbs in the Persian language, how it teaches the obligatory verb and its difficulty, and now takes a look at the methodical language of the language.