گونۀ کرمانی، برخی آثار واجی و واژگانی فارسی دورۀ میانه را در خود حفظ کرده است که بررسی این آثار به عنوان بخشی از مطالعات در زمانی زبان فارسی در زبان شناسی امروز از اهمیت بالایی برخوردار است. علاوه بر این،گونۀ کرمانی دارای برخیویژگی های واجی و وااژگانینیز هست که آن را از فارسی معیار متمایز می کند. این پژوهش به بررسی برخی آثار واجی و واژگانی باقی مانده از فارسی میانه در گونۀ کرمانی پرداخته است. نتایج این پژوهش نشان می دهد که اعمال فرآیندهای واجی از قبیل سایشی شدگی، واک دارشدگی، حذف، افراشتگی واکه ای و افتادگی واکه ای در برخی واژگان فارسی میانه، باعث تغییر این واژگان در فارسی نو شده است؛ با این حال، گونۀ کرمانی تحت تأثیر این فرآیندها قرار نگرفته است و در نتیجه برخی آثار واجی زبان فارسی میانه در این گونۀ زبانی باقی مانده است. علاوه بر این، صورت واژگانی برخی از واژگان فارسی میانه که در فارسی نو تغییر کرده اند همچنان در گونۀ کرمانی به کار می رود. برخی از این واژگان با مفهوم دوران میانۀ خود در گونۀ کرمانی به کار می روند و برخی دیگر دچار فرآیندهای کاهش یا گسترش معنایی شده اند. وجود این آثار در گونۀ کرمانی نشانۀ قدمت تاریخی این گونۀ زبانی است. تفاصيل المقالة

With the development of technology and due to the COVID-19 Pandemic, most of the ELT courses in Iran have shifted to online learning since March 2020. Therefore, this study aimed at determining the effectiveness of four online technological tools of teaching idioms. To this aim, 106 pre-intermediate learners of English took part in the study. A language proficiency test was administered to ensure the homogeneity of the sample. A total number of 80 students were selected as the final participants who were randomly assigned to four experimental groups: In group A, concept maps of the same idioms were drawn with the help of an online mind-map maker. Group B were presented with online flashcards which included definitions and examples of idioms. Group C received etymological elaboration from an online dictionary of the origins of idioms, and group D listened to online audio stories of all the idioms. Each group of the participants received the treatment for 12 sessions and took part in the pretest, posttest, and delayed posttest. The results of a one-way ANOVA indicated that the most gains were achieved by story-telling. The findings imply implications for teachers, syllabus designers, and materials developers in using appropriate instructional methods for teaching idioms. تفاصيل المقالة

Blended learning in Iran has provided a novel learning milieu for language learners and teachers. This study examined how blended learning writing strategies might contribute to the self-regulation of EFL learners in their writing performance. To this end, grounded theory was used as thestudy's systemic methodology. Ninety-four Iranian EFL teachers were purposively selected through Writing Strategies and e-Learning Experience questionnaires. The participants were further interviewed to provide information on the blended learning strategies which can contribute to the self-regulation of the learning process. To enrich the data, the interviews were triangulated with some document analyses, observations, and field notes. The collected data were analyzed through open, axial, and selective coding processes in grounded theory. The results included some web-based strategies that Iranian EFL learners can take into account in order to become academic writers, some web-based strategies which might put Iranian EFL learners into the self-regulated learning frame, and some web-based strategies through which Iranian EFL learners can become self-regulated academic writers. The entire analyzed data were modeled and put into a putative frame. The results revealed that blended learning helps EFL writers in becoming contributors rather than just followers in the development of their compositions, and more importantly, in developing their self-regulated writing skills. The findings can have implications for teachers and students alike. تفاصيل المقالة

The present study investigated the relationship between personality traits and multiple intelligences, and learners’ reading proficiency. To this end, 384 graduate EFL students participated in the present study. Two questionnaires, namely the NEO personality inventory-revised, and McKenzie’s (1999) MI inventory as well as a sample TOFEL reading comprehension test were used to collect the data. Three regression models, backward, forward, and stepwise were used to determine prediction equations for the reading performance of EFL graduate students. Path analysis technique was employed to assess the magnitude of direct and indirect relationship of the variables. The result of the statistical analysis showed that there were only positive as well as direct relationships between interpersonal intelligence and reading proficiency, while the other intelligences such as intrapersonal, existential, naturalist, etc. would account for negative relationship with the criterion variable, reading proficiency. Agreeableness was found to be the only personality trait which had direct and negative relationship with the criterion variable. Additionally, the relationship among conscientiousness and extroversion traits as well as spatial, verbal, and mathematical intelligences with the criterion variable proved to be indirect. All the mentioned relationships between graduate EFL learners’ personality traits and multiple intelligences with their reading proficiency would lead the researchers to conclude that although various individuals have a tendency to do differently while reading in spite of the different reading preferences, readers tend to be relatively consistent in their performance. تفاصيل المقالة

The present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the mentioned method. To fulfil the purposes of the study, a mixed method research was employed and 80 advanced EFL learners of university participated in the study that were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different methods of teaching during a term, the learners’ reading performance results were compared through administering a reading posttest to both groups. The researchers in the control group class followed her regular teaching practice through the conventional book-based method, but, she applied task based method in three stages in the experimental group class. The obtained data were analyzed using t-test to examine the effectiveness of TBLT method as on students’ reading performance. Moreover, the students' views of the experimental group were investigated through related questionnaire and interview. The findings revealed that the experimental group remarkably performed better than the control group. Therefore, TBLT had a significant effect on learners’ reading performance compared to traditional reading instruction. On top of that, findings of the interviews and questionnaires demonstrated the participants' satisfaction with implementing TBLT method, and also revealed that they had positive views towards it. تفاصيل المقالة