الموضوعات : پژوهش در برنامه ریزی درسی
Azizeh Chalak
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Parviz Birjandi
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S. Esmail Hosseini
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Ahmad Reza Jafari Dehkordi
4
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Omid Tabatabaei
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Sondos Mansouri
6
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Amir Farzad Ashouri
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Mansour Koosha
8
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Sahar Najarzadegan
9
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Ahmad Reza Lotfi
10
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MohammadAli Nadi
11
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Mohsen Salimian
12
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Fakhri Shatalebi
13
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Nader Soleimani
14
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Mansoor Tavakoli
15
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Omid Tabatabaei
16
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Hossein Bagheri
17
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Hossein Heidari Tabrizi
18
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Zahra Fotovatnia
19
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GholamReza Akbari
20
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Behrouz Nouri Samani
21
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Safura Masaeli
22
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GholamReza Zareie
23
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Naser Abasszadeh
24
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Narges Saeedian
25
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الکلمات المفتاحية: speaking ability, motivation, reading comprehension, translation, recasts, Students, job burnout, teacher, test anxiety, University, interaction, Assessment, Feedback, Iranian universities, Tolerance for ambiguity, contextual factors, Vocabulary, Textbook evaluation, task, core, Periphery, Translation strategy, test score pollution, Situational, Test preparation, Test‐wiseness, Critical language testing, Multi‐level view of SL assessment, Intermodal Transfer, Zero‐Equivalent FL forms, Interlanguage Knowledge, Learning Activity/Context, Performance Variability, EFL Iranian Learners, Rhetorical Modes, Rating Type, Iranian EFL Oral Proficiency, Undergraduate English Translation Students, Preference Organization, Dispreferred Seconds (responses), Preferred Seconds, Dispreferred Markers, Risk‐takers, Risk‐averse Learners, Word Type, Word Family, BNC Lists, Iranian EFL Secondary and High School Textbooks, UG, the Subset‐ Superset Directionality Hypothesis, Explicit Written GJ Task, Grammaticality Judgement Task, Implicit Written GJ Task, L2 Grammatical Proiciency, Repeated Measures Design, Subjacency, study styles, scholastic achievement motive, Morphological Kknowledge, Morphological Structure Knowledge, Iranian EFL Pre‐university Students, Breadth of Vocabulary Knowledge, Lexical Inferencing Strategies, Secondary School, instruction procedure,
ملخص المقالة :
