مقالههای Azar Hosseini Fatemi
توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقالههای نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده میشوند.
۱The Role of ZPD in Promoting Students’ Syntactic Knowledge: from Vygotsky’s Social Developmental Theory
اطلاعات انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی، سال ۱۳۹۲
تعداد صفحات: ۱۱
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky who have both contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner. Because Piaget concentrated on the individual child, he failed to consider the effect that the social setting may have on cognitive development. Vygotsky is credited with developing the concept of Social Cognition (Social Development Theory of Learning), which proposes that: Social Interaction and culture has a dramatic impact on cognitive development. Cognitive processes (language, thought, reasoning) develop through social interaction. Learning is largely mediated by social interaction of students and More Knowledgeable Others (e.g. teachers, parents, coaches, peers, experts, etc.) (Vygotsky, 1978).Vygotsky centred much of his research on a phenomenon he coined as the Zone of Proximal Development, or ZPD. Wertsch and Stone (1985) believe that research on teaching has been galvanized in the past few years by some seminal concepts from recently translated works of Vygotsky. His thoughts affect our understanding of learning and teaching. Vygotsky’s insights have also affected our understanding of teaching. The present study investigated the effect of teaching within the realm of ZPD on studentsꞌ better and deeper learning. After certain treatment regarding teaching verb tenses to students, it was found that students learn better and deeper if they are taught English grammar, within their ZPD. Learning is significantly enhanced when the class atmosphere is ready for this kind of learning<\div>
اطلاعات انتشار: Issues in Language Teaching Journal، چهارم،شماره۱، Jan ۲۰۱۵، سال ۰
تعداد صفحات: ۱۴
Iranian identity cannot be conceived of as a uniform monolithic concept. But, thanks to certain upheavals in the history of the country, it has turned into the triple concept of national\Islamic\modern. Hofstede’s (2001) cultural framework represents a well–validated operationalization of culture based on six cultural dimensions (power distance, individualism\collectivism, masculinity\femininity, uncertainty avoidance, short–term\long–term orientation, and indulgence\restraint) and this study explores the association between these dimensions and the three components of Iranian identity. To this end, the Cultural Dimensions Scale (CDS) along with the Cultural Attachment Scale (CAS) were administered to a sample of Iranian university students. Multiple Correspondence Analysis and Multiple Regression Analysis were employed for data analysis. The results revealed a significant relationship between cultural dimensions and the identity components. It was also found that indulgence is the sole predictor of National Identity, whereas Religious Identity has four predictors, namely, power distance, collectivism, uncertainty avoidance, and short–term orientation. And, Western Identity is predicted by power distance and individualism. Finally, the results were discussed and implications for soothing Iranian identity crisis through cultural interventions were provided.
اطلاعات انتشار: Iranian Journal of Applied Language Studies، ششم،شماره۲، ۲۰۱۴، سال ۰
تعداد صفحات: ۲۰
Almost little is known about creative writing. In this research, creative writing has been introduced as an alternative to academic writing. The aims were to introduce creative writing as an alternative to academic writing to boost the participants’ attitude towards writing in general. The participants were 32 senior university students studying English Translation at Islamic Azad University, Tehran. The study includes two phases: quantitative and qualitative. For the quantitative phase, the participants were given a questionnaire so that the researchers could measure their attitudes about writing. Then, a creative writing pretest was administered, followed by a posttest to see to what extent the treatment could help the participants improve their writing skill. For the qualitative phase, a videotaped oral interview with the participants was closely examined to find out about the participants’ attitudes towards writing. The means of the pretest and posttest indicated a three–fold increase in the scores after the treatment was over. The oral interview, furthermore, showed that most participants had a negative attitude towards creative writing. It was finally concluded that creative writing might be considered as a useful asset in academic contexts, expected to alleviate the negative attitude of learners towards writing to feel more confident.
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