dynamic mediation for removing language comprehension problems: a psychological support for listening comprehension mental processing

Dynamic assessment is an approach to assessment within applied linguistics which is stemmed from vygotsky’s socio-cultural theory of mind, his concept of zone of proximal development and feuerstein’s theory of structural cognitive modifiability. this study is an attempt to pinpoint the sources of mental processing problems in listening comprehension and applies dynamic interventions to remove the problems and promote listening. two male classes (each containing 5 upper-intermediate members) ranging in age from 19 to 24, were selected based on an intact group design. one class was selected as the control and another class as the experimental group haphazardly. the research was on the pretest, mediation, and posttest paradigm. in the beginning, the two groups were pretested purposefully and their real time listening problems were detected through verbal and nonverbal recall protocols. then, in the mediation phase dynamic group experienced different treatment sessions in two weeks to overcome the problems detected on the pretest. the experimental group was instructed with mediations based on the sandwich format of interventionist dynamic assessment while the control group received no intervention and was taught traditionally. finally, all two groups were post-tested. the qualitative analysis showed that both groups suffered from various listening problems related to mental processing in comprehension. result of quantitative analysis also revealed that the experimental group which was instructed dynamically outperformed the control group which was taught non-dynamically. the findings of this study suggest that dynamic interventions would not only affect the promotion of the efl listening comprehension in educational settings but also have a significant effect on the performance of the dynamic group in comparison with the non-dynamic group.

مداخلۀ پویا برای رفع مشکلات درک زبان: یک پشتیبانی روان‌شناختی برای پردازش ذهنی در درک شنیداری

پژوهش حاضر با هدف بررسی ترجمه ی انگلیسی علاءالدین پازارگادی از اشعار پروین اعتصامی و تحلیل عناصر ساختاری آن از جمله افعال٬ اسامی٬ ضمایر٬ صفت ها٬ قید ها٬ حروف تعریف٬ حروف ربط٬ حروف اضافه، و حروف ندا صورت گرفت. با در نظر گرفتن رابطه ی بین زبان شناسی و مطالعات ترجمه، چارچوب نظری کتفورد (1965) که شامل  تبدیل های مقوله ای می باشد، انتخاب شد. این تبدیل ها ماهیتی زبان شناختی دارند و بر اجزای سازنده ی متن اعم از جمله واره٬ عبارت، و واژه متمرکزند. از اهداف اصلی این مقاله٬ تعیین نوع ِ تبدیل مقوله ای است که عمدتاً مترجم به کار گرفته است و استفاده از رویکرد های زبان شناختی محور در ترجمه جهت روشن کردن ساختار های متن مبدا. بدین منظور٬ از روش های تحقیق کمی و کیفی استفاده شد. تحلیل ها نشان دادند در بین ١٤ دو بیتی منتخب،تغییر واحد بیشترین تکرار را داشت؛ این در حالی است که تغییر ساختار٬ کمترین تکرار را در ترجمه دارا بود.