فهرست مطالب

رشد زبان های خارجی - پیاپی 121 (بهار 1396)
  • پیاپی 121 (بهار 1396)
  • تاریخ انتشار: 1396/01/30
  • تعداد عناوین: 11
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  • Wallace, M.J. (1991). Training Foreign Language Teachers / Cambridge: Cambridge University Press. 168 pp
    Rashtchi, M Page 13
  • Mehdi B. Mehrani, Majid Jafari Saray Page 17
    This action research project intends to evalute the eclectic method practiced in an English conversation class in Neyshabur. The method included a repetition drill method which stared with role-play of the exact dialogue and repetition of the structures distancing the learners gradually from the context by encouraging them to move from drills to more free drills and ultimately free production of their own structures based on the real situation. The results showed that repetition of the predesigned structures positively influence the short-term memory extension and fluency of the learners. The comparison of the scores of the two sample groups, Group 2 following the method of the author and Group 1 practicing the normal common methods followed in most language institutes, supports the conclusion that repetition of the drilled patterns by Group 2 improved their listening and speaking skills more than Group 1. This reveals the significance of repetition in improving the speaking skills in general.
  • Translation Index or Manual Revisited / A Meeting With Noam Chomsky
    Hossein Vossoughi Page 23
  • Online Short Stories / Guidelines for Publishing in My Contribution
    Jafar Dorri, Fatemeh Nikui Nezhad Page 26
  • Models of Communicative Competence / Implications for Language Teachers and Teacher Educators
    Ahmad Reza Eghtesadi Page 40
    With the implementation of the Fundamental Reform in Education in Iran, and development of the National Curriculum, foreign language education in Iran aims to develop four language skills through Communicative Language Teaching (CLT). However, CLT, which aims to develop communicative competence, make certain demands on teachers in terms of teaching skills and competences. This papers reviews the major models of communicative competence in the literature of CLT, and in the light of these models, clarifies some of the expectations from CLT teachers. It also pinpoints the difficulties teachers accustomed to traditional methods may have. Implications of the change in the system of language education are also highlighted for teacher educators in pre-service and in-service programs.
    Keywords: communicative competence, CLT, teachers, teacher educators
  • Hadi Azimi, Zahra Kobadi Kerman Page 47
  • Heidar Abdi, Mohammad Fahimnia, Ebrahim Nejati, Bahareh Asadi Page 57
    Textbooks play a significant role in language learning classrooms. Therefore, evaluating them in terms of their contents will provide helpful insights into their educational purposes. To this end, this study evaluated Iranian newly designed junior high school textbook series (Prospect 1, 2 and 3) and also provided a comparison between this textbook series and the previous version. For doing so, the researchers employed Litz’s (2001) questionnaire and gathered the data from a sample of 55 male and 52 female junior high school teachers. Interview with 20 of the participants was conducted as well. Through data analysis, using descriptive statistics (Mean and Standard Deviation), it was revealed that the participants’ viewpoints were positive in the sense that they approved the changes made in the new curriculum. The newly designed textbooks showed improvements over the previous versions in that they seemed to have set the ground for a more communicative - based teaching and environment.
    Keywords: textbook evaluation, EFL textbooks, Junior high school
  • Behzad Hashemi, Shabnam Khani Page 64
    Doit-on dire: Sous la direction de Anne Dupont ou sous la direction d’Anne Dupont? Fallait-il dire: les poésies d’Hugo ou de Hugo? La ville de Haïti ou d’Haïti? Autant de casse-têtes embarrassants qu’affronte au quotidien un enseignant de français. Qu’estce que l’élision? Effacement d’un élément vocalique final devant un élément vocalique initial, soit dans le compte des syllabes, soit dans la langue écrite ou orale (Petit Robert). L’élision est la suppression d’une voyelle en fin de mot devant la voyelle ou un h muet commençant le mot suivant (Grevisse, 15). C’est un phénomène marqué à l’écrit par l’apostrophe, qui remplace la voyelle élidée et ne touche que des mots grammaticaux, habituellement courts, et que les voyelles a, e et i. Il y a des cas où l’élision est obligatoire, et parfois facultative et ou encore interdite. Bien qu’en français on procède souvent à l’effacement d’une voyelle en fin de mot devant la voyelle commençant le mot suivant, mais est-ce toujours le cas et faut-il toujours l’amuïssement de la voyelle finale d’un mot devant un autre mot à initiale vocalique? Outre les voyelles est-ce qu’il y a d’autres éléments susceptibles de modifier la fin des mots en lui faisant perdre la voyelle? Le statut de ‘h aspiré ou h muet’ joue-t-il également un rôle dans l’amuïssement de la voyelle finale? Faut –il de l’élision devant un nom propre ou devant un non étranger débutant par une voyelle ou un h? Où peut-on parler d’une élision facultative, obligatoire et interdite? Autant de casse-têtes aussi bien pour les apprenants de langue que pour les professionnels concernant les règles en la matière. La présente recherche se fixe comme objectif de trouver des réponses à ces questions en apportant des solutions aussi efficaces qu’utiles; en espérant bien ouvrir la voie à des études ultérieures bien plus approfondies.
    Keywords: amuïssement, voyelle, élision, h aspiré, h muet