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Showing 3 results for Rahimi

Ali Rahimi, Rouhollah Askari Bigdeli, ,
Volume 2, Number 1 (3-2014)
Abstract

Resilience as a psychological emotional mechanism is employed by the individuals when they are in stressful irritating situations to be able to resume their previous productive mental activities. It is a vital coping activity when students go through upsetting events, psychological breakdowns, academic failures, suffocating educational atmospheres, and undemocratic teaching techniques. The essential elements of such a construct can be diverse based upon a whole prism of cultural specificities. The crux of the matter is that resilience is immensely influenced by social parameters and significant others who are in interaction with the students. The objective of this study is to investigate the predictive relationship between perceived social support (social support of family, significant others, and friends) and resilience in English language learners. To this end, 200 EFL learners studying at university level participated in the study. The data were gathered through two questionnaires and multiple regression analysis was run as a statistical procedure to analyze the data. The results of the study indicated that social support of family, significant others, and friends significantly predicted resilience. The implications of this study pointed to the importance of significant others, and social support from teachers, family and friends in providing EFL learners with effective copying skills manifested as resilience in confrontation with unwelcoming stressful tasks and challenges in the process of language learning.
Seyed Foad EbRahimi, Hossein Saadabadi Motlagh,
Volume 5, Number 1 (Volume5, Nomber 1, 2017 2017)
Abstract

This study intends to scrutinize the realizations and discourse functions of context frames in  research article abstracts written by native and non-native writers of English from four disciplines namely: Applied Linguistics, Economics, Biology, and Mechanical Engineering. To this end, 200 research article abstracts (50 from each discipline) were selected for analysis. From the 50 research article abstracts of each discipline, 25 were written by native writers of English and 25 written by Iranian non-native writers of English. The corpora, then, were analyzed based on the analytical framework proposed by Ebrahimi (2014). Based on the findings obtained, it can be concluded that the context frame’s selection, frequency and discourse functions are affected and imposed by the nature of discipline and genre of RA abstracts. The result also indicated that there is a difference between native and Iranian non-native writers of English in dealing with these elements. In addition, the findings stress the fact that writing is restricted by the disciplinary conventions and writers’ background knowledge of English language.
 


Maryam Farnia, Shahrzad Rahimi,
Volume 5, Number 1 (Volume5, Nomber 1, 2017 2017)
Abstract

The present contrastive study reports a research on a genre analysis of the introduction section of dentistry research articles between English and Persian languages. To this end, 70 introduction sections written in English and Persian and published in wellknown leading journals were examined and analyzed using Swales’ (2004) classification of moves and steps in introduction sections. Frequency and Chi-square test were used to examine the differences between the two corpora of introduction sections. The analysis of the introduction sections shows that Move 1 step 1 “claiming centrality”, Move 2 step 1a “counter-claiming” and Move 3.1 “Announcing present research descriptively and/or purposively” are the most frequently used moves in English and Persian corpora. Moreover, the findings show that the majority of research articles across the two corpora opened with Move 1.1 “Claiming centrality”. Also, results revealed that there was a statistically significant difference in certain moves between English and Persian introduction sections.
 



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دانش و پژوهش در آموزش زبان انگلیسی Research in English Language Pedagogy
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