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Showing 5 results for Ghonsooly


Volume 0, Issue 0 (Articles accepted at the time of publication 2024)
Abstract

The aim of this research was to identify the challenges and requirements of teaching English in the curriculum system of Iran. The research questions focused on English language education in upstream national documents, the current state of English language teaching, the challenges facing learning, and the requirements for teaching English in schools. The study area was the city of Sarayan in the academic year 2022-2023. To conduct the research,  document analysis, surveys, phenomenology, comparative studies, and focused discussion group were used. To examine the experiences of subject experts and English language teachers and students from interviews and to benefit from the experiences of other countries, the teaching methodology and learning outcomes of the four countries were meticulously examined.  Changing the teaching method, increasing the teaching time, teaching from a younger age, retraining teachers, reviewing assessment techniques, redesigning the physical space, and revising the content and methods of retraining and empowering teachers are among the requirements set for effective English language teaching in the official curriculum.


Volume 3, Issue 4 ((Articles in Persian) 2012)
Abstract

Literary translations have developed in accordance with the essence of interactions in which the role of addressee has become much more important. Procedures such as clarification and adaptation have gained a particular place since they have included the importance of addressee and appropriateness of discourse in translation. However, the place of adaptation and its effect on literary translation have remained ambiguous. There may arise a question that whether local and global characteristics of adaptation can also be applied to a literary translation. If the answer is positive, which of the adaptation techniques enjoys a higher distribution? This article is an attempt to provide answers for these questions. It further tries to investigate the Persian translation of Pride and Prejudice novel based on Bastin (2009) taxonomy in order to find the ways adaptation has been used. The results showed that the translator has used local and global features of adaptation to better represent the writer’s message and, at the same time, to keep the beauty and effectiveness of the discourse in a way that global features outweigh local ones in their applicability. Likewise, although the translator has remained faithful to the main passages, situational equivalence and expansion are two adaptation techniques, which have been used mostly in the translation of paragraphs. In other words, for translating the text, the translator has kept the meaning but, for creating effectiveness and beauty of the discourse, adaptation proves essential.  

Volume 10, Issue 4 (Vol.10, No.4, (Articles in Persian) 2019)
Abstract

Teachers perform a substantial role in students’ learning (Tikly& Barret, 2013). Their relationship with students coupled with the range of emotional factors at play in their behavior can stimulate the development of students’ affective learning (Woolfolk Hoy & Weinstein, 2006). Their status as a prominent figure in the classroom lowers once the students perceive a sense of injustice. Hence, it is well worth looking at instances of injustice in teachers’ behaviors toward students. Regarding the leading role of fairness in teachers’ behaviors toward students and the effect of their fair treatment on students’ learning, the present study aims to qualitatively scrutinize TPP, a unique example of unfairness in educational contexts (Babad, 2009), in the context of higher education in Iran.
To this end, thirty graduate and undergraduate students of both genders were interviewed. They were all majoring in English Translation, English Literature, and English Language Teachingat different universities and institutes of higher education in Mashhad, Tehran, Shiraz, and Ahvaz (e.g., Ferdowsi University of Mashhad, Tarbiat Modares, Tehran, Shahid Beheshti, Alzahra, Shiraz, Shahid Chamran, Imam Reza, and Tabarn Universities). They answered five questions which were related to their feelings about a pet and an instructor who has a pet, the characteristics of a pet, the terms they use to call a pet, and the reasons for which a teacher-pet relationship ends. Then, the collected data were analyzed using Interpretative Phenomenological Analysis.
The results showed that the students had negative feelings towards the instructor and his/her pet, and their negative feelings triggered negative and hostile reactions against the instructor and his/her pet. It was also revealed that they tended to use offensive terms to call pets. Moreover, they mostly described pets negatively, and most of them believed that pets are incompetent students who become pets to compensate for their insufficient knowledge of the field of study. The participants also asserted that the teacher-pet relationship can be broken off if both the instructor and his/her pet cannot take advantage of each other. Finally, the reasons underlying the findings were discussed.
 

Volume 11, Issue 4 (September, October & November (Articles in Persian) 2020)
Abstract

Understanding the impact of various factors on language testing is important. Therefore, it is necessary to understand how they affect test scores in order to design and standardize language tests (Bachman, 1990). Based on the same logic and considering the need of fair reviewing for any tests claimed by ETS (2010), it is essential to identify, reduce and eliminate factors unrelated to the structure that hinder the optimal performance of test takers (Messick, 1989).
 According to Vinson (2014), words themselves are a powerful tool for expressing emotions. Does a factor such as vocabularies in a text stimulate emotional reactions? When we read a text, we use our knowledge to understand its vocabularies, but in addition, by reading the vocabularies, emotion may be stimulated, which are deliberately not examined during the test.  This research is intended to investigate if the vocabularies of TOEFL passages are likely to stimulate emotion as the construct-irrelevant factor which could affect the accuracy and legitimacy of the TOEFL test. Also, our hypothesis is that the amount of emotion evoked in the words of TOEFL texts is different from each other, and other factors intervene in this category.
By using the initial pilot sampling and with the help of PASS Software  to determine the size of the final sample, 393 people were randomly selected by Random Number Generator Software. In addition, according to  the method of detecting emotions by forming an  emotional dictionry proposed by Turney (2002), the present study labled parts of speech of each word and then the words were grouped together as meaningful expressions into a five-page list of phrases like a dictionary. Through this method, the present study could determine the intensity and valenance of the selected particpants’ emotions in relation to the phrases selected from TOEFL iBT reading passages. Also, it was significant to measure if emotional intelligence could be influential on the evoked emotions of the words and phrases; thus, Emotional Intelligence Questionare of Schutte (1998) was selected.  The research procedure was that the selected participants read three TOEFL passages without answering their reading questions; instead, they did Emotional Intelligence Questionnaire and self-reported their emotions through the five-page list of  words and phrases.
The results of this study confirmed the validity of the research hypotheses, in the sense that not only the words and phrases of the three TOEFL passages in this research caused emotions but also the three passages were different in terms of emotion, and it can be argued that this can be a construct-irrelevant factor when reading and comprehending TOEFL passages.
The results of this study can increase the awareness of TOEFL test designers. In other words, TOEFL test designers must consider the effect of emotional elements in language assessment because these elements may disrupt the mental order of test takers and can affect their performances. This study casts doubt on the validity and reliability of the TOEFL as a standard test. ETS (2010) is interested in a fair review of tests to identify and reduce factors unrelated to the structure so it is useful considering the emotional interactions in the process of assessing the validity and reliability of any tests.


Volume 15, Issue 1 (March & April (Articles in English & French) 2024)
Abstract

The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant

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