دانلود مقاله کامل درباره مه 85 ص

اختصاصی از کوشا فایل دانلود مقاله کامل درباره مه 85 ص دانلود با لینک مستقیم و پر سرعت .

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فرمت فایل word  و قابل ویرایش و پرینت

تعداد صفحات: 86

فهرست مطالب

مقدمه 4

تعریف مه 6

اقلیم شناسی مه 6

انواع مه 8

ساختار فیزیکی مه 14

مفاهیم کلی تعدیل مه 17

روش‌های رفع فیزیکی مه 19

روش های تبخیر 20

روش های پیشگیری 22

استفاده از علم سنجش از دور و کمک گرفتن از عکسهای ماهواره‌ای 23

مفاهیم اصولی در سنجش از دور 24

دورسنجی 26

نیاز مبرم به آمار و اطلاعات از منابع زمینی 28

انرژی یا تشعشع الکترومغناطیسی 29

الف: طیف انرژی الکترومغناطیسی 30

ب: بازتاب طیفی 31

ماهواره ها و سیستم های سنجش از دور در هواشناسی و علوم جو 32

کاربرد تغییر تصاویر و داده های ماهواره ای 35

کاربرد سنجش از دور در مه زدایی 37

پیش بینی مه 41

مه تابشی 43

ضرورتهای مه تابشی 45

مه جبهه ای 46

ضرورت های مه جبهه ای 47

مه دریایی 48

ضرورت های مه دریایی 50

مه فرارفتی 51

ضرورت های مه فرارفتی 52

مه توده ای 53

نیاز کلی در پراکندگی مه 54

پراکندگی مه ابر سرد 58

فناوری بارورسازی 59

بارورسازی با یخ خشک 60

بارورسازی با پروپان 61

بارورسازی با استفاده از دی اکسید کربن مایع (LC) 61

پراکندگی مه گرم 65

مخلوط کردن بوسیله هلیکوپتر 66

بارورسازی بوسیله مواد جاذبه الرطوبه 68

مه زدایی از طریق گرمایشی زمینی 72

حذف مه یخی 81

نتیجه 82

مقدمه

با وجود پیشرفتهای تکنولوژی، هنوز مه، بعنوان خطری جدی برای هوانوردی، دریانوردی و راه و ترابری محسوب می شود. سیستم های حمل و نقل جاده‌ای، هوایی و دریایی به علت وجود مه غلیظ، دچار اختلال می شوند و درصد بسیاری از خسارات جانی و مالی بدلیل وجود مه ایجاد می گردد.

طبق تعریف، مه به هر ابری اتلاق می گردد که میدان دید ناظر را کاهش دهد و آن را از هزار متر به 100 و حتی 10 متر محدود کند. مه می تواند از چند ساعت تا چندین روز ماندگار باشد و بطور طبیعی تحت تأثیر نیروی عمودی قوی و گرمای خورشیدی پراکنده شود. بطور کلی مه یک پدیده آب و هوایی در سطح وسیع است و محاسبه رخداد مه تنها از طریق مشاهده می تواند مورد توجه قرار گیرد.

آمار نشان دهنده خسارات بسیار ناشی از مه غلیظ در سرتاسر جهان می باشد. لذا، کشورها را بر آن داشته تا با ابداع سیستم های عملیاتی و قابل استفاده جهت مه‌زدایی در سطح جاده ای، هوایی و دریایی از خسارات وارده احتمالی بکاهند. کشورهای پیشرفته جهان نظیر امریکا، روسیه، ایتالیا، چین و ... در خصوص مقابله با پدیده مه

پایان نا مه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی

اختصاصی از کوشا فایل پایان نا مه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی دانلود با لینک مستقیم و پرسرعت .

فرمت:word(قابل ویرایش)

تعداد صفحات:

پا یا ن نا مه جهت اخذ درجه کارشناسی ارشد رشته آموزش زبان انگلیسی

                            CHAPTER 1                                                           

INTRODUCTION

1.1           Overview

Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. It is evident that children listen and respond to language before they learn to talk. When it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow directions. In the classroom, students have to listen carefully and attentively to lectures and class discussions in order to understand and to retain the information for later recall.

The assessment of listening comprehension for academic purposes is an area which has not received much attention from researchers (Read, 2005). Rankin (1926/1952) suggests that adults spend more than 40 percent of their communication time listening, in contrast with 31.9 percent speaking, 15 percent reading, and 11 percent writing. Clearly, much of the educational process is based on skills in listening. Students have to spend most of the time listening to what the teacher says, for instance, giving lectures or asking questions. According to Wolvin and Coakley (1979), the amount of time that students are expected to listen in the classroom ranges from 42 to 57.5 percent of their communication time. Taylor (1964), on the other hand, estimates that nearly 90 percent of the class time in high school and university is spent in listening to discussion and lectures. Since listening occupies such a large percentage of the communication time of most people, it is therefore advantageous to possess effective listening skills in order to meet listening demands that occur daily.

Listening is an important skill for learners of English in an academic study context, since so much of what they need to understand and learn is communicated through the oral medium (Read, 2005). Listening can also help students build vocabulary, develop language proficiency, and improve language usage (Barker, 1971). Cayer, Green, and Baker (1971) found that students’ ability to comprehend written material through reading as well as to express themselves through spoken and written communication are directly related to students’ maturity in the listening phase of language development. Dunkel (1986) also asserts that developing proficiency in listening comprehension is the key to achieving proficiency in speaking. Not only are listening skills the basis for the development of all other skills, they are also the main channel through which students make initial contact with the target language and its culture (Curtain & Pesola,1988).

Investigating the EFL listening needs of college students is ignored in Iran. Probing in to the conversational and academic listening abilities required by EFL college students should be very well considered. Iranian EFL students are studying English in their home country where English is not the dominant native language. Students who are from environments where English is not the language of the country have very few opportunities to hear the real language; these students therefore are not accustomed to hearing the language as it is produced by native speakers for native speakers. Consequently, students from the countries in which English is taught as a foreign language frequently have great difficulty understanding English spoken to them when they come in to contact with native speakers of the language.

Selecting appropriate materials and activities for language classroom requires much attention. Materials include text books, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive versus inductive learning, the role of memorization, the use of creativity and problem solving, production versus reception, and the order in which materials are presented  are all influenced by the materials (Kitao, 2005). Authentic materials refer to oral and written language materials used in daily situations by native speakers of the language (Rogers& Medley, 1988).Some examples of authentic materials are newspapers, magazines, and television programs. It is necessary for students who are going to study in an English-speaking environment in future to learn how to listen to lectures and take notes, to comprehend native speakers in various kinds of speech situations, as well as to understand radio and television broadcasts. (Paulston & Bruder, 1976).This is also true for students who pass English courses in universities.

Videotapes and audiotapes, television, and interactive computer software are becoming increasingly common methods of delivering academic content in the university classroom. One way to prepare EFL students for encounters with real language is to apply real language or authentic speech in the EFL classroom (Bacon, 1989; Rivers, 1980; Rogers & Medley, 1988; Secules, Herron, &Tomasello, 1992). The breath, the timbre, the speed and the intonation of each authentic voice influence the content and meaning of the spoken word (Selfe, 2005). An advantage of introducing authentic materials at an early stage of language learning is to help students become familiar with the target language (Field, 1998). The use of authentic materials in EFL teaching and learning appears to be worthwhile (Porter & Roberts, 1981; Rings, 1986; Rivers, 1987). Teachers should employ authentic listening materials at all levels in instruction whenever possible (Chung, 2005). Implementing authentic speech in classroom listening allows students to have “immediate and direct contact with input data which reflect genuine communication in the target language” (Breen, 1985, p.63). Conversely, however, the use of teacher talk and/or foreigner talk with EFL students can impede students’ ability in listening comprehension because of the unusual rate of speech (Robinett, 1978; Snow & Perkins, 1979).

This exploratory study sought to examine the influences of the use of aural authentic materials on listening ability in students of English as a foreign language. This descriptive study examined how the use of authentic input in an EFL classroom eased and/or impeded students’ learning in English-language listening. In conjunction with the primary objective, the study also identified the learning strategies EFL students used when they experienced authentic listening materials. Finally, the study determined the influences of using authentic materials on EFL students’ attitudes towards learning English

مه زدایی از تصویر - image dehazing

اختصاصی از کوشا فایل مه زدایی از تصویر - image dehazing دانلود با لینک مستقیم و پرسرعت .

اگر به دنبال مجموعه ی کاملی از مقالات برای شروع پژوهش در زمینه ی مه زدایی تصویر یا Image Dehazing به عنوان یکی از فیلدهای پردازش تصویر هستید، این پست برای شما مناسب هست. سعی کردیم بهترین مقاله ها و پایان نامه ها به زبان انگلیسی رو جمع آوری کنیم، امیدواریم راهگشای پژوهش شما در این حوزه باشه.

پایان نا مه کارشناسی ارشد رشته آموزش زبان انگلیسی درباره پیشرفت درک مطلب شنیداری

اختصاصی از کوشا فایل پایان نا مه کارشناسی ارشد رشته آموزش زبان انگلیسی درباره پیشرفت درک مطلب شنیداری دانلود با لینک مستقیم و پرسرعت .

Chapter 1: Introduction                                         1

   Overview 1

   Statement of the Problem and Purpose of the Study 5

   Significance and Justification of the Study 6

   Research Questions 7

   Research Hypotheses 8

   What Is Known About Listening 8

   What Is Known About Authentic Materials 10

   Definition of Important Terms 12

   Delimitations 13

   Limitations 14

   Organization of the Master Thesis 14

Chapter 2: Review of Literature                            15

   Introduction 15

   Listening Comprehension 15

2.2.1     Definition of Listening                                                     15

2.2.2     Importance of Listening                                                   17

2.2.2.1     Listening and Academic Success                     18

2.2.2.2     Discovery Listening                                         18

2.2.3     Listening as an Academic Process                                   20

2.2.3.1     Knowledge Required for Listening                 20

Process

   Listening Comprehension versus Reading 21

Comprehension

   Listening Comprehension 23

2.2.5.1     Authentic and Listening                                 23

Comprehension

   Different Kinds of Comprehension 24

   Comprehension Preceding Production 25

2.2.6     Tasks for Listening Comprehension                               25

2.2.6.1     Performing to Indicate Understanding           27

2.2.6.2     Teaching rather than Testing                           28

2.2.7     Inner Speech and Language Learning                             29

2.2.7.1     Listening and Speaking                                   29

2.2.8     Maturation and Language Learning                               30

2.2.8.1     Vygotsky’s Zone of Proximal                       31

Development

   The Role of Background Knowledge in 32

Learning Language

2.2.9.1     Schema Theory                                              32

2.2.9.2     Background Knowledge/Prior                     33

Knowledge

2.2.10 Cultural Background                                                     35

2.3     Listening and English-as-a-Foreign-Language Learning           36

2.3.1     The Emergency of Communicative Language             36

Teaching

   Communicative Approach: Some Principles 38

and Features

2.4     The Use of Aural Authentic Materials                                       40

2.4.1     Definitions of Authentic Materials                               40

2.4.2     Authentic Materials and Language Performance         41

2.4.3     Nature of Authentic Texts                                             43

2.4.3.1   Characteristics of Authentic Speech             43

2.4.3.2     Authentic Speech and Cultural Aspect         44

Chapter 3: Methodology                                     46

   Introduction 46

   Summary of the Study 46

3.2.1     Participants                                                                      48

3.2.2     Classroom Observation                                                   49

3.3     Demographic Data of the Students                                               50

3.4     Classroom Environment                                                               52

3.4.1     Setting                                                                               52

3.5     Classroom Practices                                                                      52

3.5.1     Listening Materials Implemented in Class                     52

3.5.2     Class Procedure                                                               53

3.6     Teacher’s Pedagogy                                                                      54

3.7     Interviews                                                                                       55

3.7.1     Interviews with Students                                                 56

3.7.1.1     First Interview                                                 56

3.7.1.2     Second Interview                                             56

3.8     Self-Evaluation Questionnaire                                                     57

3.9   Language Learning Strategy Questionnaire                                 58

3.10   Data Collection                                                                             59

3.11   Analysis of Data                                                                           60

3.12   Validity and Reliability                                                               63

Chapter 4: Results                                                  64

   Introduction 64

   Summary of the Study 64

   Results of the Study 65

4.3.1     Results for Fundamental Research Question:               66

Influences of Aural Authentic Materials

4.3.1.1     Results from the Interviews with Students   67

4.3.1.2     Results from the Class Observation               69

4.3.1.3     Results from the Self-Evaluation                   71

Questionnaire

4.3.2     Summary of Findings Related to the Influences           72

of Aural Authentic Materials

4.3.3     Results for Secondary Research Question#1:               73

Learning Strategy Use

4.3.3.1   Results from the Interview with                     73

students

   Results from the Class Observation 75

   Results from the Learning Strategy 76

Questionnaire

4.3.4     Summary of Findings Related to the Learning             77

Strategy Use

4.3.5     Results for Secondary Research Question#2:                 79

Attitudes towards Language Learning

4.3.5.1     Results from the Interviews with                     79

Students

   Summary of Findings Related to the Students’               80

Attitudes towards Language Learning

4.4   Overall Findings of the Study                                                       80

4.4.1   Students with no Progress in Listening Ability               81

4.4.2   Students with Progress in Listening Ability                     82