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Showing 2 results for Theme
Reza Khany, Ali Mansoori Nejad,
Volume 13, Issue 1 (3-2010)
Abstract
Much has been written about the complex textual mechanisms which lie under the structure of academic genre. However, we are still far from a vivid taxonomy of factors that lead to the development of research articles (RAs) as the manifestation of the given genre. Rhetorical structure and thematicity are two of these main parameters. The present study investigates the interaction of the thematic structures and the rhetorical moves of RAs published in the international journals (IJs) and those of the Iranian local journals (ILJs). To this end, a corpus of 120 RA discussion sections of sub-disciplines of Applied Linguistics were analyzed using Kanoksilapatham’s (2007) move analytical model, thematic option (TO) model proposed by Halliday (1985), and the Dane&scaron’ (1974) revised model of thematic progression (TP) in McCabe (1999). The results indicated a significant relationship between the theme types and the generic moves on one hand, and distribution of the theme progressions and rhetorical structures on the other hand. The choice of theme type and thematic progression was found, however, to be, in some cases, influenced by locality of the journals. The findings of the study call for a consideration of a more complex rhetorical profile of RAs than what has to date been assumed.
Fatemeh Chaghazardi, Nouroddin Yousofi, Nouzar Gheisari,
Volume 24, Issue 2 (9-2021)
Abstract
| Supervising teachers, as a basic component of an educational plan, has positive effects on teachers’ classroom behaviors. Following the tenets of Sociocultural theory of mind, this qualitative study delvd into the perception of EFL teachers regarding their worldviews of what supervision is and what it must be like. For this purpose, 25 participants (10 supervisors,10 in-service teachers, and 5 pre-service teachers) were recruited and interviewed. Their responses to a semi-structured interview were recorded by mobile phone, transcribed, and then translated into English for ease of interpretation. To analyze the data, thematic analysis was used. The emerged themes showed that the participants preferred supervision with feedback which is constructive, timely, with effective solution in challenging situations, effective in identifying tecaher’s strengths and weaknesses, suggestive and non-judgemental. They also believed that supervision must be with no imposition, with prior notice, with a checklist, in a relaxed atmosphere, with a competent supervisor and without supervisor presence. Criticizing the running model of supervision, they believed that the feedback offered is judgemental and inappropriate, offers no solution to the problems, and has no purpose for improvement. Finally, some valuable implications for TTC holders, supervisors, and on-the-job mentors, and also several recommendations for further research are presented. |
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