درخت حوزه‌های تخصصی

این مقاله به مقایسه ساختار مدخل های فرهنگ ها و ساختار معنایی کلمات در مجموعه واژگانی ذهنی انسان می پردازد. ساختار مدخل را می توان به عنوان یک ساختار سلسله مراتبی کلمات چندمعنایی که بر اساس تجزیه و تحلیل متون تهیه شده است، بررسی کرد. این ساختار سلسله مراتبی در فرهنگ های گوناگون به اشکال مختلفی تجلی یافته است؛ ولی معانی گوناگون مربوط به یک کلمه چندمعنایی دارای سلسله مراتب قرارگیری ویژه خود هستند. تعیین این معانی به میزان کاربرد گویشوران بستگی دارد و معمولاً با سلسله مراتب موجود در فرهنگ های لغت مطابقت ندارد. بر پایه معانی و تصورات همگانی از کلمه форма برای پنج گروه اجتماعی نشان داده شده است که تعداد معانی پرکاربرد و سلسله مراتب آنها در مجموعه واژگان ذهنی برای گروه های اجتماعی گوناگون متفاوت است.

The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.  

Errors are one of the enigmatic parts in the process of foreign language (L2) learning as they are extremely versatile at each and every stage of the language learning proficiency. The present study, therefore, was an attempt to reveal Iranian EFL learners’ grammatical errors in writing at two levels of proficiency, namely lower intermediate and advanced, and then to investigate whether there was a relationship between the levels of EFL learners’ proficiency and the types of grammatical errors they committed in their scripts. The study was carried out at a private language institute in Gorgan, Iran. To this end, 60 female EFL learners (30 lower intermediate and 30 advanced females) whose age ranged between 13 and 17 participated in this study and wrote 150 word writing samples on a predetermined descriptive subject. The descriptive analyses of the data based on the scoring framework of the study demonstrated the types of grammatical errors at each level of proficiency. A Chi Square test was then run in SPSS Ver. 25 on the 16 common frequent error categories between both levels of proficiency, which verified the existence of a relationship between EFL learners’ levels of proficiency and the types of written grammatical errors they committed in their writing. The findings of the study might be of interest to EFL learners, EFL teachers, syllabus designers, and materials developers.