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مرکز اطلاعات علمی SID1
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    153-173
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    328
  • دانلود: 

    207
چکیده: 

طی ده سال گذشته، بحث بر سر دوگانه بومی/جهانی در مورد نقش و ارزش زبان انگلیسی به عنوان یک زبان خارجی عمیق تر شده است. انگاره های پیشنهاد شده برای بهبود توانش ارتباط بین فرهنگی و فرافرهنگی در پژوهش های زبان شناسی کاربردی (به عنوان مثال، بایرام 1997، کرامش 2010) که در این ژورنال نیز توسط کرامش (2013) به آن ها اشاره شده، جهت پیشرفت مهارت ارتباطی زبان آموزان انگلیسی به کار رفته اند، اما آیا این انگاره ها توانایی زبان آموزان برای درک رابطه میان «خود » و «دیگری » را ورای مرزهای فرهنگی بیشتر کرده اند؟ در این دنیایی که روزبه روز بیشتر به سمت جهانی شدن پیش می رود، «فرهنگ» بیش از همیشه در حال محو شدن است؛ بنابراین، این مقاله مزایای استفاده از رویکرد میان گفتاری به جای رویکرد بین فرهنگی را جهت آموزش توانش ارتباط به زبان انگلیسی مورد بررسی قرار می دهد. این مقاله به بحث در مورد امکان این که زبان آموزان انگلیسی بتوانند در عین وفاداری به میراث فرهنگی خود، از طریق چندین سیستم گفتاری (اسکالن و همکاران 2012) وارد مکالمه شوند می پردازد. این مقاله به بحث در مورد امکان این که زبان آموزان انگلیسی بتوانند در عین وفاداری به میراث فرهنگی خود، از طریق چندین سیستم گفتاری (اسکالن و همکاران 2012) وارد مکالمه شوند می پردازد. این مقاله به بحث در مورد امکان این که زبان آموزان انگلیسی بتوانند در عین وفاداری به میراث فرهنگی خود، از طریق چندین سیستم گفتاری (اسکالن و همکاران 2012) وارد مکالمه شوند می پردازد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

بازدید 328

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesدانلود 207 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesاستناد 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesمرجع 0
عنوان: 
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اطلاعات دوره: 
  • سال: 

    2021
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    -
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    68
  • دانلود: 

    0
کلیدواژه: 
چکیده: 

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

بازدید 68

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesدانلود 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesاستناد 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesمرجع 0
اطلاعات دوره: 
  • سال: 

    2021
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    1-21
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    188
  • دانلود: 

    0
چکیده: 

In the last In the last In the last In the last In the last In the last In the last In the last In the last In the last In the last In the last ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a ten years, the local/global debate about role and value of English as a foreign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguisforeign language has become more acute. The models proposed by applied linguistic tic tic tic research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, research (e. g., Byram 1997, Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this 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(2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this Kramsch 2010) and mentioned by (2013) in this journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of 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intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural journal for the development of intercultural or transcultural competence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence havecompetence have served served served served served served served to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the to improve the communicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative abilitycommunicative ability of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved of learners English but have they improved their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self their ability to understand Self and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because and Other across cultural boundaries? Because “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, “ culture” has become more nebulous than ever in this increasingly global world, paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of 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interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than paper explores the benefits of using an interdiscourse approach rather than intercultural approach to teaching 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communicatiintercultural approach to teaching communicatiintercultural approach to teaching communicative competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. It discusses ve competence in English. 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learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners 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of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several the possibility of teaching learners English how to enter into dialogue with several discourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et aldiscourse systems (Scollon et 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remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural 2012) while remaining faithful to one’ s own cultural heritage. heritage. heritage. heritage. heritage. heritage. heritage. heritage. heritage.

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نویسندگان: 

ریزاگر کارن

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    174-194
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    233
  • دانلود: 

    99
چکیده: 

این مقاله چنین استدلال می کند که آموزش زبان به صورت بین فرهنگی باید کماکان الگواره های سنتی و ملی (که در آن تمرکز آموزه های فرهنگی و اجتماعی بیشتر معطوف به شرایط درون مرزی کشورهای زبان هدف است) را به چالش بکشد و همچنان با نظر به آموزش شهروندی جهانی، به سمت جهانی سوق یابد که در عین گوناگونی ها، دارای همبستگی متقابل باشد. این مقاله خاطرنشان می کند که زبان ها، و حتی زبان هایی که به عنوان زبان های خارجی آموزش داده می شوند، پدیده های فراملیتی و جهانی هستند و این مسئله ایجاب می کند که فرآیند زبان آموزی در نقاط مختلف جهان قابلیت آموزش زبان مقصد را به عنوان زبان اول، زبان دوم و زبان خارجی داشته باشد. این مقاله طیفی از ابعاد فراملیتی را معرفی می کند که دربردانده جریان های زبانی و نیز انواع دیگری از فعالیت ها، فرایندها و ساختارهای فراملیتی است-ابعادی که بایسته است در برنامه ریزی و تجزیه وتحلیل مطالب اموزشی زبان مدنظر گیرند. این مقاله سه محور فراملیتی را به تفضیل تشریح نموده و نشان می دهد که چگونه همبافت سازی فراملیتی می تواند مفاهیم را دستخوش تحول کرده و جهانی همبسته و واقعی بسازد که مسایل آن برای زبان اموزان مشهود باشد. البته این تلاش شاید صرفا در خصوص تصاویر و متون ساده میسر شده باشد. سه محور موضوعی فراملیتی که مورد بررسی قرار گرفته اند عبارتند از: اسکاتلند: پیوند اسکاندیناوی (برای آموزش زبان انگلیسی)؛ سنگال: دیوار بزرگ سبز صحرا و ساحل (برای آموزش زبان فرانسوی)؛ و نجات غار تایلند (برای آموزش زبان انگلیسی).

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نویسندگان: 

دوکیم سانگ

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    195-210
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    150
  • دانلود: 

    77
چکیده: 

هدف این مقاله تایید اهمیت بعد اخلاقی در زمینه های مرتبط با آموزش و یادگیری زبان های خارجی است. این بعد اخلاقی می تواند در حیطه های مختلف و خاص با مدرسان و زبان آموزان ارتباطی نزدیک و پیچیده داشته باشد. در حقیقت، به دلیل ماهیت اخلاقی روابط انسانی و کلا زبان طبیعی، تاکید بر اهمیت مولفه های اخلاقی در آموزش زبان خارجی مشروعیت یافته است. نویسنده جهت تاکید بر ماهیت اخلاقی زبان، به اندیشه های عمیق فیلسوف فرانسوی، امانویل لویناس، اشاره می کند. به این ترتیب، این بررسی دو هدف مشترک را دنبال می کند: در وهله اول، ارایه نمایی انسان گرایانه از تفکرات صورت گرفته درباره مسایل اخلاقی در اصول آموزشی زبان های خارجی، و در وهله دوم، طرح چند پیشنهاد جهت توسعه این تفکرات اخلاقی. تحلیل تاریخی ما امکان روشن شدن این واقعیت را برایمان فراهم کرد که مسئله اخلاق در آموزش و یادگیری زبان های خارجی از دیرباز بر ادراکی بیشینه گرا از مفهوم اخلاق و نیز بر طرحی سیاسی مبتنی بوده که تا حد زیادی از فعالیت های واقعی مدرسان زبان حذف شده است. تاریخی ما امکان روشن شدن این واقعیت را برایمان فراهم کرد که مسئله اخلاق در آموزش و یادگیری زبان های خارجی از دیرباز بر ادراکی بیشینه گرا از مفهوم اخلاق و نیز بر طرحی سیاسی مبتنی بوده که تا حد زیادی از فعالیت های واقعی مدرسان زبان حذف شده است.

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اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    211-232
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    164
  • دانلود: 

    498
چکیده: 

در پژوهش حاضر به چگونگی رفتار زبانی و غیر زبانی جامعه ایرانیان مقیم ژاپن هنگام گفتگو با ژاپنی زبان ها در صحنه های گفتگوی مودیانه تمرکز کرده ایم و تاثیرات زبان اول بر استفاده از زبان ژاپنی در جامعه ایرانیان مقیم ژاپن را به عنوان مطالعه موردی مورد بررسی قرار داده ایم. در واقع، تمرکز اصلی بر روی چگونگی کنترل و مدیریت زبانی فارسی زبان ها، هنگام استفاده از زبان ژاپنی است. به منظور روشن کردن موارد یاد شده، پنج صحنه گفتگوی مودبانه بین گویشوران فارسی زبان و ژاپنی زبان که در آن احتمال استفاده از بیان های یاد شده، زیاد است را مورد توجه قرارداده ایم و برای تشخیص و تحلیل استفاده از بیان های مودبانه و یا چگونگی مدیریت زبان ژاپنی توسط فارسی زبان ها از ارزیابی شخص سوم بهره برده ایم. لازم به ذکر است که تا به حال در این زمینه هیچ پژوهش میدانی انجام نشده است. نتایج پژوهش نشان داد که گویشوران فارسی زبان برای ابراز ادب، همواره در صحنه های مشخص تحت تاثیر عناصر فرهنگی-اجتماعی زبان مادری خود، از بیان-های مودبانه مشابه در مقابل مخاطب های ژاپنی زبان استفاده می کنند. با بررسی نتایج پژوهش حاضر می توان به یک چارچوب رفتاری مشخص و تکراری میان دو گویشور مورد مطالعه در هنگام استفاده از زبان ژاپنی رسید و با علم به این مطلب، می-توان به حل مشکلات احتمالی گویشوران فارسی زبان در یادگیری زبان ژاپنی در آینده کمک کرد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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نویسندگان: 

اعظم لطفی فرزانه

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    233-254
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    208
  • دانلود: 

    188
چکیده: 

همانگونه که درنتیجه تحولات سیاسی در ایران تماس نزدیک فارسی با زبانهای عربی، ترکی، فرانسوی و انگلیسی صدها لغات را بدین زبان وارد ساخت زبان اردو و زبان فارسی هندی نیز رنگی از زبانهای محلی هندوستان را به خودگرفته است. این واژه ها معمولا شامل اسامی خاص و کلمات مربوط به مراسم و اعیاد و فرهنگ وتمدن خاص هندوستان است که اکثرا هیچ گونه ارتباط معنوی و لغوی با زبان فارسی ایرانی نداشته است. از آنجایی که زبان فارسی ایرانی در سرزمین و وطن دوم خود هندوستان بیش از هشتصد سال حاکم بود لذا ادبیات هند تابع فرهنگ ایرانی قرارگرفته است اما برخی از واژهایی از فارسی که در این سرزمین به کار برده می شود از طرفی به علت نفوذ زبانهای محلی و فرهنگ های خاص هر منطقه و از طرفی به علت رواج و گستردگی سبک هندی به عنوان یک مکتب فکری تازه ترکیبات و اصطلاحات و کنایات و تعبیرات و مفاهیم پیچیده-ای را سبب گردیده است که از زبان فارسی ایرانی در سطح معنوی و فرهنگی لغات بسیار فاصله گرفته است. از طرفی گاهی دانسته ویا نا دانسته گاه دخل و تصرفات و دگرگونی و فساد دربه کار گیری تلمیحات فارسی در زبان و ادبیات اردو دیده می شود در این پژوهش به تحلیل و بررسی اختلاف فرهنگی و فساد واژگان و مصادر افعال و تلمیحات فارسی در زبان و ادبیات اردو پرداخته خواهدشد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    255-272
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    247
  • دانلود: 

    288
چکیده: 

ادراک رابطه میان فرهنگ، زبان، و هویت، برای تمامی معلمان، به خصوص معلمان زبان های خارجی، امری بسیار مهم و ضروری است. این سه مقوله در ارتباط با هم، نگرش معلم را از یک سو، و نگرش دانش آموز را از سوی دیگر شکل می دهند. اهداف این مطالعه، بررسی رابطه میان هویت فرهنگی و نگرش دانش آموزان مقطع دبیرستان استان تهران نسبت به یادگیری زبان انگلیسی، و نیز بررسی حس هویت فرهنگی در میان دختران و پسران مقطع دبیرستان است. صد و هشتاد دانش آموز دوره دوم دبیرستان (88 دختر و 92 پسر) مناطق یک، پنج، دوازده و هجده، با روش نمونه گیری تصادفی خوشه ای نمونه گیری شدند. سپس، پرسشنامه های انگیزش و نگرش نسبت به یادگیری زبان خارجی، گاردنر-فرم کوتاه، و پرسشنامه هویت فرهنگی بصورت الکترونیکی میان افراد توزیع شد. نتایج حاصل از تجزیه و تحلیل های آماری حاکی از آن بود که بین دو متغیر هویت فرهنگی و نگرش دانش آموزان نسبت به فراگیری زبان خارجی همبستگی منفی ضعیفی وجود دارد. به عبارت دیگر، میان افزایش آگاهی نوجوانان ایرانی (16-18 سال) نسبت به هویت فرهنگی ایرانی، و نگرش آنها در خصوص فراگیری زبان خارجی رابطه منفی بود، که البته با توجه به نتایج تحقیق، شدت این رابطه ضعیف است. همچنین، تفاوت معناداری بین حس هویت فرهنگی دو گروه دانش آموزان دختر و پسر مشاهده نشد. نتایج تحقیق حاضر می تواند برای فعالان امر آموزش، به خصوص آموزش زبان انگلیسی، طراحان مطالب آموزشی، معلمان، مربیان تربیت مدرسان زبان مفید باشد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    273-295
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    222
  • دانلود: 

    322
چکیده: 

در دنیای رقابتی مبتنی بر فناوری امروز، سیستم های آموزشی صرفا با گنجاندن فعالیت هایی در راستای تقویت مهارت های قرن 21ام قادر خواهند بود شکاف موجود بین دانش هر شاخه ای از علم و امکان استفاده از این دانش را پر کنند. این مطالعه به بررسی تاثیر بکارگیری رویکرد آموزشی پروژه محور مبتنی بر فناوری های روز در کلاس های آموزش زبان انگلیسی بر یادگیری خودتنظیمی پرداخته است. 68 زبان آموز در دسترس با سطح متوسط زبان انگلیسی انتخاب شدند. پس از حصول اطمینان از همگن بودن آزمودنی ها به لحاظ سطح مهارت زبان انگلیسی، در قالب یک گروه آزمایشی و یک گروه گواه گمارده شدند. پیش از آغاز پژوهش حاضر، توان خودتنظیمی آزمودنی ها از طریق یک پرسشنامه استاندارد مورد سنجش قرار گرفت. در طول اجرای پژوهش، آزمودنی های گروه آزمایشی افزون بر برخوداری از آموزش های متداول دوره، در 24 پروژه کوتاه مدت و 7 پروژه بلند مدت از فناوری های آموزشی متنوع بهره مند شدند. آزمودنی های گروه گواه تنها از آموزش های متداول دوره برخوردار شدند. در پایان دوره پژوهش، میزان یادگیری مهارت های زبان انگلیسی آنها با استفاده از یک آزمون محتوامحور و میزان یادگیری خودتنظیمی مورد ارزیابی قرار گرفت. نتایج تحلیل های کوواریانس انجام شده تاثیر معنی دار روش یادگیری پروژه محور مبتنی بر فناوری بر هر دو متغیر تحت بررسی (مهارت های زبان انگلیسی وخودتنظیمی) را نشان داد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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نویسندگان: 

صادقی سهل آباد زینب

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    296-310
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    188
  • دانلود: 

    97
چکیده: 

زبان ابزار اصلی برای یادگیری و تسلط بر جهان خارج است. همچنین به عنوان اصلی ترین وسیله ارتباطی بین افراد عمل می کند. بدین ترتیب، زبان، شناخت فرهنگ های دیگر را امکان پذیر می کند. در دهه های اخیر دیدگاه فرهنگی در آموزش زبان ها، جایگاه مهمی یافته است. علاوه بر زبان، یادگیری فرهنگ نیز ضرورت دارد و به یک هدف مهم در آموزش زبان های خارجی تبدیل شده است. در مقاله حاضر نظریات زبان شناسان مشهور روس همچون باختین، لوتمان، تر-میناسوا، ورشاگین، سافانوا، وارابیوف، فورمانوا و سایرین در خصوص اهمیت و نقش فرهنگ در فرآیند آموزش زبان های خارجی بررسی می شود. در حال حاضر هدف از آموزش زبان ها فقط به شایستگی های زبانی و ارتباطی خلاصه نمی شود، بلکه شایستگی های بین فرهنگی نیز مطرح است. زیرا تماس های بین المللی به صورت پیوسته در حال گسترش است و زبان آموزان به طور فزایند ه ای با افرادی از فرهنگ های مختلف دیدار می کنند. هدف از مقاله حاضر آشکار کردن اهمیت فرهنگ در آموزش زبان های خارجی، تعیین نقش مدرسان زبان خارجی و صلاحیت های حرفه ای آنها و همچنین تعیین نقش کتاب های آموزشی در گنجاندن مفاهیم و مباحث فرهنگی در فرآیند آموزش برای بازنمایی فرهنگ است. مدرس زبان نه تنها باید درک یک زبان خارجی را به زبان آموز بیاموزد، بلکه توانایی درک فرهنگ زبان مورد آموزش را نیز به وی بیاموزد.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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نویسندگان: 

عسگری فاطمه

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    311-335
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    259
  • دانلود: 

    79
چکیده: 

برنامه های آموزشی و فرهنگی تبادل دانشجو و دوره های کوتاه مدت آموزش زبان و فرهنگ خارجی که معمولا در دانشگاه های جامعه هدف که زبان آن مورد مطالعه دانشجویان زبان است، فرصت مناسبی جهت توسعه مهارت های زبانی و اجتماعی-فرهنگی برای زبان آموزان به شمار می آیند. در دهه های گذشته، معمولا در برنامه های آموزشی اینگونه دوره های زبان در کنار نکات مربوط به دستور زبان، با پخش قطعه ای از یک فیلم در کلاس زبان، مدرس سعی بر انتقال مفاهیم فرهنگی و اجتماعی جامعه مقصد به زبان آموز داشت. حال آنکه چنین رویکردی به فرهنگ در بطن آموزش زبان چندان موفق نبود چرا که ماهیتا و طبیعتا قادر به خلق ارتباط و پل بینافرهنگی با زبان آموز نبود. در این مقاله برنامه آموزشی که در سالهای اخیر در یکی از این دوره های کوتاه مدت زبان و فرهنگ در یکی از دانشگاه های ایتالیایی ارایه شده است مورد بررسی قرار گرفته است. با تحلیلی بر داده های جمع آوری شده در طی مصاحبه با دو زبان آموز که دانشجوی مقطع کارشناسی در رشته زبان ایتالیایی در دانشگاه تهران هستند، سعی بر این شده است تا با عنایت به مطالعات بین المللی انجام شده در حیطه توانش تعاملی بینافرهنگی و مسئله مهارت فرهنگی-اجتماعی زبان ببینیم چقدر این دوره های کوتاه مدت، با اتکا بر برنامه های آموزشی مناسب و هوشمند، در کسب مهارت های فرهنگی زبان به دانشجویان کمک می کنند.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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نویسندگان: 

مقصودی مجتبی

اطلاعات دوره: 
  • سال: 

    1400
  • دوره: 

    11
  • شماره: 

    2
  • صفحات: 

    336-354
تعامل: 
  • استنادات: 

    0
  • بازدید: 

    248
  • دانلود: 

    211
چکیده: 

هدف از انجام این تحقیق بررسی وضعیت برنامه درسی دوره ی کارشناسی آموزش زبان انگلیسی ویژه دانشگاه فرهنگیان در پرتو الگوی دانش فن آوری، تربیتی، محتوای و محتوای-تربیتی. به این منظور، 122 واحد درسی این رشته با استفاده از روش تحلیل محتوا مورد بررسی قرارگرفت. اهداف، محتوا، ساختار، تکالیف، منابع آموزشی، و تمرینات ارزشیابی هر یک از دروس در تحلیل گنجانده شد. تجزیه و تحلیل کیفی داده ها حاکی از این بود که برنامه درسی جدید مصوب این رشته ازنظر دانش معلمی به طور عمده براساس الگوی قدیمی موضوعی-تربیتی (الگوی شولمن) استوار است. در میان 58 واحد درسی به تقویت دانش موضوعی، 37 واحد به ارتقای دانش تربیتی و نیز 24 واحد به توسعه ی دانش تربیتی-موضوعی اختصاص داده شد است و تنها 3 واحد کارگاهی سهم دانش تربیتی-فناوری بود. کاستی بزرگ تر فقدان ایجاد فرصتی برای تقویت دانش فن آوری، و دانش فن-آوری-موضوعی و تلفیق سازه ها در قالب پرورش دانش فن آوری، تربیتی و موضوعی است. به طور اخص، نتایج تحلیل نشان داد که برای تقویت برنامه درسی حال حاضر رشته ی آموزش زبان انگلیسی دانشگاه فرهنگیان باید موضوعات مربوط به دانش فن-آوری به عنوان یکی از انواع شایستگی ها به صورت واحدهای نظری و عملی ارایه شود و دانش فن آوری آنالوگ و دیجیتال، به-همراه دانش فن آوری-موضوعی و دانش فن آوری-تربیتی به طور یکپارچه ارایه شود. علاو براین، باید بر ابزارهای فناورانه تدریس و ارزشیابی برخط تاکید شود.

آمار یکساله:   مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesدانلود 211 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesاستناد 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resourcesمرجع 0
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