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The purpose of this study was to investigate the effects of cooperative learning on students' self-esteem. The research method was causal-comparative. The study population consisted of all female students (3450 people) in secondary schools of Sanandaj city that who were studying in the schools of this city at the academic year 2015-2016. According to the study was quasi-experimental studies, students were classified into two distinct groups trained and untrained 25 people. These students were selected by using stratified cluster random sampling. To collect the data, first 5 lessons were trained (religious life, social studies, English, science, mathematics) by used cooperative learning methods for 10 weeks. Then, data were collected by using standard questionnaire esteem of Rozengerg (1965) and the average score of students before and after the implementation of cooperative learning methods. Validity and reliability has been confirmed in several preceding studies. After data collection, independent t tests were used to test the research hypotheses. It should be noted that all the statistical analysis and confidence was fulfillment by using SPSS software version 22 in error level 0.05. The results of the analysis of findings showed that the cooperative learning has a significant impact on students' self-esteem. In general, skill teachers are used of group processes to enhance students' self- esteem. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning.
2nd Conference on New Trends in English Language Teaching and Testing Ardabil, August 28, 2017, At Ardabil, Iran
An investigation into attribution of failure-oriented EFL university students2017 •
Fourth International Conference on Language, Discourse, and Pragmatics
The SFL Analysis of a Collection of Poems by William Butler Yeats2017 •
The purpose of this study is approaching a literary text in terms of the three metafunctions of SFL system, and also the pedagogical implications. The corpus is selected from William Butler Yeats‘s poem ―The Second Coming‖ and three more poems of his. The ideational metafunction includes behavioral, mental, verbal, relational, and existential sub-parts. The interpersonal metafunction consists of two subcategories: indicative and imperative. In the indicative part, the speaker/writer tries to either declare information or seek for (interrogate) it. In imperative part, the speaker either includes him/herself to do a task or excludes him/herself. The textual metafunction includes the theme/rheme organization and information system. The result showed that in these poems, most of the clauses are textually complex and marked, interpersonally indicative and declarative, and ideationally mental, material, and relational. The results of this paper also give pedagogical implication. First, the students are supposed to be able to describe how these three metafunctions are realized in any type of text, specifically literary texts. Second, for EFL teachers, this study can be used as a reference to teach metafunctions in class. Besides, mastering these realizations can be used as a guidance to choose appropriate learning materials for EFL students.
This study evaluates the role of the addict's social relations network on relapse and relapse prevention and presents an idea for addiction prevention and treatment
Archives of Iranian Medicine: A Monthly Peer-Reviewed Medical Journal
Davidson and Global SkepticismThe present study, adopting a quasi-experimental pretest/posttest design, investigated the effect of instructional intervention in teaching polite/appropriate refusal strategies explicitly on Iranian EFL learners’ performance of the speech act of refusing. The participants consisted of 24 male Iranian elementary EFL learners, aged 12 to 18, who responded to a discourse completion task (DCT) prior to and after they had been exposed to explicit instruction in the polite performance of refusals in English. The learners’ responses showed that there existed a variety of impoliteness elements at pretest stage including lack of mitigation, directness, shortness of responses, etc. The instruction, lasting for 10 sessions, was directed at eliminating these impoliteness/inappropriacy elements and included the length of semantic formulas, using adjuncts to refusals, apologizing prior to refusing, use of honorifics, intensification of refusal semantic formulas, etc. The participants’ responses to the DCT in the posttest showed a high level of appropriacy in the semantic content of refusal utterances. Furthermore, paired-samples t-tests demonstrated a significant difference in the use of both refusal strategies and adjuncts to refusals between the pretest and posttest stages. In conclusion, the study revealed that pragmatics can accompany language teaching even when learners have not attained a high level of linguistic proficiency. More specifically, the results clearly demonstrated that the pragmatic as well as the linguistic components of language can go in hand in hand in the course of language teaching.
Schumann’s (1986) Acculturation Model recognizes accent as a means of language learners’ identification with either their mother tongue (MT) culture or the target language (TL) culture which will consequently affect the learners’ language learning effort. Taking up a critical stance, the present study, thus, aimed to examine the role that learners’ attitudes and beliefs play in their adoption of MT (i.e., Persian) culture or TL (i.e., English) culture while speaking in the TL in an instructed foreign language context. The triangulated data were elicited from a number of 213 Iranian male elementary EFL learners, aged 12 to 19 years using a questionnaire consisting of both close-ended and open-ended questions, focus-group interviews and class observations. The questionnaire and the interview questions required the participants to voice their opinions freely regarding the accent they assumed and preferred when using the target language and the reasons for their preferences and the class observations focused on the participants’ reactions to MT-accented as well as TL speech of their peers. The findings revealed that 81.3% of the participants displayed strong preferences for the TL accent (i.e., English) while only 18.7% of the participants privileged speaking English with their MT accent. The rationale for the TL accent preference was found to be composed of nine categories of reasons with ‘intelligibility’, ‘beauty and effectiveness of TL accent’, and ‘resemblance to native speakers and avoidance of mockery’ cited as the most primary reasons. On the other hand, the major reason for assuming a MT accent was to reveal one’s identity through the MT accent. The study therefore highlighted the strong inclination among EFL learners to acculturate into the TL culture through assuming its accent.
Journal of Education and Practice
The Role and Station of the Teacher in Formation of the Social Skills in Disabled Students in an inclusive Education Program2013 •
The challenging nature of translation of implicatures and the scarcity of research on this area of translation were amongst the rationales behind conducting the present study. The main purpose of the present study was to examine the effectiveness of the translations of the conversational implicatures in novels Sense and Sensibility, and Emma; and to find out the translation strategies employed by the translators in the translation of the conversational implicatures. To this end, a three-dimensional framework was employed in this study. First, Grice's theory of conversational implicature was utilized for the pragmatic analysis of the conversational implicatures. Then, Rahimi's translation theory was employed to assess the level of translation quality of the implicatures. The results of the study illustrated that most of the translations of the conversational implicatures were completely effective. To be more precise, with respect to the translation of the conversational implicatures, Rezaee's translation of Emma was completely effective, whereas Karamifar's translation of Sense and Sensibility was effective. Moreover, the findings of the study depicted that literal translation, functional equivalent, expansion, shifts, reduction, and modulation are the most useful strategies used to translate conversational implicatures.
The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR), 31 January-1February 2019, Iran-Ahwaz, Book of Abstracts
Iranian Cultural Interference in Ancient Western Georgia in the Light of Linguistic Data2019 •
Journal of Humanities and Social Sciences
The Effects of Cooperative Learning Strategies on Sixth Grade Bhutanese Students’ Learning Achievement and Satisfaction in Social Studies Class2018 •
International Journal of Educational and Pedagogical Sciences
Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources2020 •
Procedia - Social and Behavioral Sciences
Spatial location of movement by children with intellectual disabilities: Automatically encoded or not?2010 •
2020 •
Iranian EFL Journal
Incorporation of Persian Literature into ELT in Iran: A Necessity which has been Ignored.2014 •
International Journal of Foreign Language Teaching & Research
Impact of Online Strategies-based Instruction on Iranian Advanced EFL Learners' Speaking Scores2021 •
Journal of Faculty of Letters and Humanities
A Critical Appraisal of the Status of Chomskyan Linguistics in TEFL Curriculum2010 •
2019 •
Zanjan University of Medical Sciences
Dignity Therapy Improves Hope and Quality of Life in Cancer Patients: A Randomized Clinical TrialSKASE Journal of Translation and Interpretation
Iranian Literary Translators' Emotional Intelligence: Description of Facets2019 •
Modern Journal of Language Teaching Method
Differences Between Webster's Daddy Long Legs Translation for Publication and Animation: Insight From Van Dijk's Ideology Framework of Critical Discourse Analysis2014 •
1 st International Nursing & Midwifery Conference on Health and Wellbeing, Isfahan University of Medical Sciences, Isfahan, Iran
Relationship between attachment style and love style on married students in Azad University, Falavarjan Branch in 20122014 •
2018 •
Modern Journal of Language Teaching Method
The Impact of Creativity on the Cognitive and Meta-Cognitive Strategies in EFL Reading Comprehension2014 •
Journal of Advances in Medical Education and Professionalism
The summer school students' viewpoints about important factors in learning, Shiraz University of Medical Sciences2014 •
2018 •
2015 •
Iranian Rehabilitation Journal
Effect of Cognitive Behavioral Therapy on Social Competence in Physically Disabled Adolescents2018 •