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جستجو در مقالات منتشر شده |
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7 نتیجه برای Karimi
رامین اکبری، غلامرضا کیانی، محسن ایمانی نایینی، نبی کریمی الوار،
دوره 11، شماره 1 - ( 1-1387 )
چکیده
There is nowadays a burgeoning research base, mostly in mainstream education, acknowledging that teachers have the most important impact on students' achievement outcomes. This line of research, however, has not yet found its way into second language pedagogy and little, if any, empirical evidence exists on which set of EFL teacher characteristics promotes positive student learning outcomes. In line with this argument, the present study investigated three important teacher-related variables, i.e. teaching styles, teachers’ sense of efficacy, and teacher reflectivity to see how they relate to student achievement gains in ELT. 30 EFL teachers teaching in Ilam (Iran) high schools participated in this study. The final exam score of the participants' students served as the dependent variable of the study. The results of multiple regression analysis (R=.91) showed that the three variables investigated can significantly predict student achievement outcomes. Besides the R value, the results showed individual correlations between each pair of the variables which reveal interesting relationships.
Khadijeh Karimi Alavijeh، S. Susan Marandi،
دوره 17، شماره 1 - ( 1-1393 )
چکیده
Mohammad Nabi Karimi، Afsaneh Abaszadeh،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Mahmood Reza Atai، Mohammad Nabi Karimi، Fatemeh Asadnia،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research |
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دوره 22، شماره 1 - ( 1-1398 )
چکیده
Zohreh Nafissi، Farnoosh Karimi، Elaheh Sotoudehnama،
دوره 22، شماره 2 - ( 6-1398 )
چکیده
| The present research aims to examine the effects of using culturally oriented texts in project-based classes on the views of EFL university students regarding their L1 culture. To this end, three experimental groups of intermediate EFL freshmen, assigned to classes A, B and C, participated in this study. Each of the classes were presented with reading passages focused on L1 culture, L2 culture, and a combination of both L1 and L2 culture, respectively. A written two-question structured interview was designed by the researchers to gain in depth detailed information about the students' views regarding L1 culture in each class. The interviews were then examined using content analysis. Findings revealed the effectiveness of the combined approach (i.e. the use of reading materials focused on L1 and L2 culture) in establishing more positive views about L1 culture in students. The results can provide insightful recommendations and implications for EFL instructors, educational materials developers and educational policy makers. |
Simin Karimi، Hossein Bahri،
دوره 26، شماره 2 - ( 6-1402 )
چکیده
This study explores translators’ (in)visibility in translating English teen and young adult novels into Persian through various analytical perspectives. Five contemporary award-winning young adult novels were chosen for analysis. The textual aspect involved assessing the translator's influence using Baker’s translation universals: explicitation, simplification, and normalization. A sample of 300 sentences was scrutinized. The results indicated that translators utilized translation universals in 193 sentences, demonstrating considerable visibility. Four translators favored explicitation, while one preferred simplification, with normalization being the least prevalent strategy. The semiotic analysis of novel covers aimed to reveal the translators’ visibility. Utilizing Kress and Van Leeuwen’s (2006) framework, it was found that four covers featured smaller font sizes for translators’ names compared to the authors’, reflecting a diminished valuation of translators. None of the back covers acknowledged the translators, while authors’ names and images appeared on two, and publisher names were present on all five volumes. The paratextual analysis focused on the translators' presence in prefaces, postfaces, and footnotes. Three novels were devoid of both a preface and a postface. Translator acknowledgment was absent in the two novels with a postface, rendering them invisible. However, all five novels included footnotes, highlighting the translators' contributions and ensuring their visibility in this aspect. In conclusion, this study underscores the varying degrees of translators’ (in)visibility across different perspectives, particularly highlighting their underrepresentation in semiotic and paratextual domains.
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