فهرست مطالب

رشد زبان های خارجی - پیاپی 123 (زمستان 1396)
  • پیاپی 123 (زمستان 1396)
  • تاریخ انتشار: 1396/11/30
  • تعداد عناوین: 12
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  • Guidelines for Publishing in My Contribution
    Dorri, J Page 1
  • Mehdi Noori Page 2
  • Azimih., Kobadi, Z Page 4
  • Washback in Action: The Case Study of Iranian EFL Teachers and Learners
    Mohammad Amini Farsani, Vali Mohammadi Page 9
    There seems to be two major areas of washback studies- those relating to traditional, multiple-choice, large-scale tests, which are perceived to have mainly negative influence on the quality of education, and those studies where a certain examination has been modified or improved to exert a positive influence on the teaching and learning process. The present study done on the washback effect of the National English Exam (NEE) can be included in the latter domain of washback studies. The purpose of this study was to find out whether the National English Exam (NEE) has any washback effect on EFL teachers and learners. The sample included 15 Iranian EFL teachers as well as 90 students who were conveniently selected when they were to take the test. The instrument used was teacher and learner questionnaire. The questionnaire included 13 items reflecting the 13 sections that constitute the NEE. The results indicated that the NEE did have a washback effect on the content of the educational program, methods of high school English instruction, the test construction and administration procedure, the types of tests used in high school classes, the way that the participants perceive the test items and the students’ and the teachers’ attitude toward it. Furthermore, the NEE proved to have some positive and negative washback effects on the English language teaching-learning process. Also, some strategies were suggested to promote the positive washback effect and some for reducing the negative ones.
    Keywords: high, stakes test, evaluation, forwash, National English Examination (NEE), washback
  • Sounds: The Pronunciation App
    Musa Nushi, Mahshid Razdar Page 24
    The starting point of this paper is the recent surge in using software and mobile applications to facilitate second language learning, especially pronunciation. One such application, as reviewed in this paper, is the McMillan’s pronunciation application, Sounds: The Pronunciation App. Developed upon Sound Foundations: Learning and Teaching Pronunciation (2012), a best-selling book by Adrian Underhill, it provides both learners and teachers with sound charts, audios, wordlists, and ample opportunities to practice pronunciation through some language skills, namely, listening, reading, and writing. In addition to suggesting the term Mobile Assisted Pronunciation Teaching (MAPT), this review paper attempts to have a critical look at Sounds, starting with a descriptive account of the app, followed by evaluation and empirical reports from some Iranian EFL instructors and learners. Its merits and demerits are enumerated and some suggestions are put forward to make the app more useful and educationally effective.
    Keywords: Mobile application, pronunciation, second Language, technology
  • Guidlines for Publishing in Action Research
    Mehdi B. Mehrani Page 32
  • Team Work Versus Individual Work in Translation Practice: A Project-Based Action Research
    Masoomeh Fatemy, Ghasem Modarresi Page 33
    The present study focuses on project-based learning through which students actively participate in the translation process, through which responsibilities are assigned to the participants involved in the learning and teaching operations. In our educational system, students are not still accustomed to accomplishing tasks as a project in their classroom. To tackle this problem, we selected 30 senior undergraduate BA students majoring in translation, dividing them into two groups, and during the classroom sessions, we observed what was going on in the classroom after these roles were assigned to the students. The results showed that there was a significant difference between the experimental group and the control group. Moreover, some of the students were interviewed to see what they thought about project-based learning. As we interpreted, the major themes that emerged from students’ responses included: 1) novelty of project-based learning, 2) effectiveness, and 3) more willingness to get involved in translation practice. A practical implication is that project-based learning can enhance translation practice based on the most recent translation models.
    Keywords: project, based learning, team work, translation pedagogy, translation practice
  • L'étude des outils de l'évaluation dans les manuels actionnels du FLE enseignés en Iran
    Jaleh Kahnamouipour, Setareh Sadat Mohaddes Foroushani Page 41
    De nos jours, l’évaluation est une étape indispensable dans l’enseignement/apprentissage des langues étrangères. Avec les changements des méthodologies en didactique des langues, la fonction et le fonctionnement de l’évaluation ont aussi subi des métamorphoses. «L’évaluation a connu ainsi, ces derniers temps, des transformations importantes aussi bien dans son esprit que dans sa méthodologie et dans ses pratiques» (Cuq, 2002, p. 210). En outre, la centration sur l’apprenant, sur ses besoins et ses stratégies d’acquisition a mis en valeur une réalité courante et permanente: Il s’agit de l’autoévaluation, «pratique toujours présente, mais généralement inconsciente, et qui accompagne tout apprentissage» (Ibid. 217).
    Ce travail se penche sur une étude de l’intégration et de l’efficacité des outils de contrôle dans deux manuels actionnels du FLE. Cet article est basé sur une recherche antérieure1 qui s’est intéressée à l’étude de dix-neuf critères, dont un concernait les outils de contrôle, dans quatre méthodes du FLE (Alter ego, Version originale, Écho et Le nouveau taxi!) selon les grilles d’analyse remplies par vingt enseignants des instituts de langues à Téhéran. Concernant les outils de contrôle, les résultats finals de la recherche précédente admettent Version originale (Denyer, M. , Garmendia, A. , Lions-Loivier, M.) comme la méthode la plus efficace et Le nouveau taxi! (Capelle, G. , Menand, R.) comme celle avec les plus graves lacunes à combler parmi les quatre. Dans cette nouvelle analyse, on se concentre sur ces deux méthodes qui forment les cas extrêmes en ce qui concerne les outils de contrôle. Ainsi, on a l’objectif de vérifier les éléments qui déterminent le succès des appareils de contrôle d’un manuel basé sur la perspective actionnelle auprès des enseignants du FLE. De cette façon, on se demande comment et dans quelles mesures les moyens de contrôle d’un manuel basé sur la perspective actionnelle ont atteint plus de succès auprès de ces derniers.
    Keywords: Évaluation, Outils de contrôle, Perspective actionnelle, FLE, Iran