آرین کریمی

آرین کریمی

گروه آموزش آیلتس و تافل استاد آرین کریمی

یکبار برای همیشه حروف اضافه زبان انگلیسی و کاربردش را با دکتر آرین کریمی یاد بگیر!

 


برای تهیه این مقاله زمان زیادی صرف شده است . لطفا نظر دهی در انتهای مطلب فراموش نشود سپاسگزارم

 

 

روش افزایش نمره در رایتینگ آیلتس :

  

حروف اضافه در آیلتس چه کاربردی دارند ؟

 

چطور باید در رایتینگ آیلتس از حروف اضافه به درستی استفاده کرد و چرا به این میران در افزایش نمره آیلتس نقش دارند؟

  

حروف اضافه نقش مهمی در افزایش نمره آیلتس در مهارتهای مختلف آیلتس از جمله : رایتینگ ، ریدینگ ، لیستنینگ و حتی اسپیکینگ دارند چرا که جملات انگلیسی بدون حرف اضافه که به صورت درست و در جای مناسب بکار رفته باشد مفهومی ندارند و بصورت کلی افعال زبان انگلیسی از نظر حروف اضافه به 3 دسته تقسیم میشوند. دسته اول افعالی که حروف اضافه ندارند و باید به خاطر بسپاریم که اصلا حروف اضافه ای ندارند . دسته دوم افعالی که یک حرف اضافه دارند و باید آن را همراه فعال حذف کرد و دسته سوم افعالی که بیش از یک حرف اضافه دارند  که باید به خاطر سپرد که با حروف اضافه متفاوت معانی متفاوتی خواهند داشت و کاربری متفاوت خواهند داشت که به راحتی با نگاهی به مثالهای موجود در یک دیکشنری خوب مثل دیکشنری لانگمن یا دیکشنری کمبریج به راحتی میتوان آنها را فرا گرفت.

 

 

نکته مهم اینکه : معمولا حروف اضافه در دیکشنری های زبان انگلیسی بصورت بلد و برجسته مارک شده اند تا شما راحت تر بتوانید آنها را یاد بگیرید

 

 

آموزش رایگان گرامر پیشرفته آیلتس توسط دکتر آرین کریمی

 

( Advanced Grammar For IELTS By Dr.Arian Karimi : Prepositions )

 
 
مرجله اول : در این مقاله ابتدا یک آزمون تعیین سطح آیلتس و کاربرحروف اضافه در آزمون به شما داده شده که سطح فعلی گرامر خود را بخصوص در ارتباط با حروف اضافه و کاربرد درست آنها محک بزنید 
 
 
مرحله دوم : آموزش گرامر مورد نیاز در آزمون آیلنس جهت کسب نمره بالا در آیلتس و اهمیت حروف اضافه در آیلتس
 
 
مرحله سوم : تمارینی در رابط با حروف اضافه به شما داده شده تا اطمینان حاصل نمایید که این نکات گرامری را بخوبی فراگرفته اید.
 
 
 

Diagnose Test, Grammar Explanation & Practice Exercises

 

 

الف ) در این مرحله سطح پایه زبان خود و میزان آشنایی خود را با انجام این تست بسنجید

 

A      DIAGNOSTIC TEST: Prepositions

 

Example:

The animal spun round suddenly and hissed violently …………… me.

a to                  b by                 c at 

  1. We used to be able to hear the sonic boom of Concorde as it flew…….. the house.

a above          b over              c on top of

  1. Is the rank of sergeant…….. the rank of corporal in the British army?

a underneath             b behind          c below

  1. The Grand Bazaar……….. Istanbul is the largest covered market in the world.

a at                b in                  c by

  1. The Council is building a new office……………. the car park of the Multiplex cinema.

a at                b behind          c after

  1. The zookeeper was amazing – he calmly walked…….. the lion and took the bag out of its mouth.

a near                        b up to             c towards

  1. Your appointment with the consultant is at 6.30…………the evening of the 11th.

a in                b at                  c on

  1. The new soap opera on BBC2 is starting……….. tomorrow.

a at                b  –                   c on

  1. The walking tour will be leaving promptly ………………. time in order to cover the itinerary.

a on               b in                  c at

  1. Louis was unable to name one person……… all his acquaintances that he could truly call a friend.

a between      b under            c among

  1. The hotel’s bedding is made only…………. the finest cottons and linens.

a of                b in                  c with

  1. Well, ………….my opinion, our neighbours could be a lot noisier and more disruptive than they actually are.

a from                       b according to                         c in

  1. Despite………no rain for weeks, the garden appears to be flourishing.

a have                        b that we have had      c having

 

Six of these sentences contain mistakes with prepositions in bold. Tick (✓) the correct sentences, then find and correct the mistakes.

 

Example

 

The house was undamaged in the floods, except the carpets. ==> except for

 

  1. We had to put up with her moaning for the whole journey up to Glasgow!
  2. Harriet advanced to her position in the company by means some strategic friendships
  3. The post office is behind just the petrol station. You can’t miss it.
  4. Why don’t you go towards that police officer and ask him the way?
  5. The divorce became much more expensive and messier because of that solicitors became involved.
  6. From what they said on the weather forecast yesterday, we’re in for a good weekend.
  7. Apart from to dismantle the lighting, the band took only fifteen minutes to pack up.
  8. I’ve been offered the job in Helsinki for that I applied.

 

ب ) به نکات گرامری و نحوه کاربرد حروف اضافه در writing آیلتس توجه فرمایید.

 

B       GRAMMAR EXPLANATION: Prepositions

 

 کاربر حروف اضافه معمولا یکی از مواردی است که بیشتر زبان آموزان بخصوص کسانی که برای آزمون آیلتس آماده  میشوند در آن مشکل دارند و نیاز به یادگیری آن بصورت ریشه ای هستند. چرا که این حروف کاربردهای بسیار متعددی دارند.

 

Prepositions are a common cause of confusion for learners, often because each preposition has a number of different uses. In this paper is looking at the uses of a range of prepositions, and the  difficulties they can present.

 

یک حرف اضافه رابطه بین 2 یا چند چیز را مشخص میکند بطوری که میتواند اسامی ، افعال یا صفات قبل از خود را به اسم یا ضمیر بعد از خود ارتباط دهد. به مثالهای زیر توجه فرمایید :

 

A preposition describes the relationship between two or more things. It can link nouns, verbs or adjectives before the preposition with a noun or pronoun after it:

Now, let’s move on to  item six on the agenda.

Be careful. The hem of your dress is dragging along the floor

John’s got an appraisal tomorrow. He’s really anxious about it.

Prepositions can be one word only, e g. of, throughout, or more words, e.g. because of:

We got fewer dollars this week because of the drop in the exchange rate.

 

تفاوت حروف اضافه و قید ها

Prepositions and adverbs

 

در زبان انگلیسی از نظر ظاهری تفاوتی بین حروف اضافه و خیلی ازقید ها  نیست ولی از نظر کاربردی یک تفاوت بسیار مهم وجود دارد به طوری که یک حرف اضافه معمولا یک مفعول هم دارد ولی قیدها مفعول ندارند.

 

There is no difference in form between prepositions and many adverbs, but there is a difference in use: a preposition has an object but an adverb does not. Compare:

 

Did you ever travel before the war, Dad? (preposition)

I have a strange feeling that I’ve been here before. (adverb)

We can modify prepositions with adverbs (the adverbs in the example are in bold):

The pub is almost at the end of the street, just before the traffic lights.

 

 

معنی و کاربرد

MEANING AND USE

 

Position

 

حروف اضافه برای نشان دادن ارتباط عمودی

 

vertical relationships above, after, below, beneath, down, on, on top of, over, under, underneath, up

 

 

above و over معانی یکسانی دارند و below و under هم همینطور. ما معمولا above or below را به راحتی در مثالهای زیر بکار میبریم :

 

Above and over have similar meanings, as do below and under. We usually use above or below:

 

The refuge is in the hills above the town.

The temperature was below freezing last night.

ولی over و under را فقط در موارد زیر بکار میبریم : 

1. وقتی یک چیز دیگری را میپوشاند.

2. وقتی حرکت افقی مد نظر هست.

3. زمانی که ما میخواهیم به کمتر یا بیشتر بودن در قیمت ، سن ، سرعت ، مسافت و کمیت اشاره نماییم.

 

But we use over or under in the following cases:

  • When one thing covers another: The clouds hung low over the hills. He disappeared under the water.
  • When horizontal movement is suggested: Are we going to fly over the Alps?
  • With prices, ages, speeds, distances and quantities, where we mean more than or fewer . less than:

 

مثال : 

 

X  The conference was very badly attended: below two hundred people came.

✓  The conference was very badly attended: under two hundred people came.

 

ما از above و below برای صحبت در مورد سطح یا مقام یک چیز استفاده میکنیم.

 

We use above or below to talk about ‘level’ or ‘rank’:

 

Is the position of Managing Editor above or below that of Editorial Director?

It is also possible to use after in this sense:

His opinion is second only after the Managing Director’s.

 

به کاربرد up و down توجه فرمایید

Note the use of up and down:

 

John lives a few houses further up/down the hill from us. 

We generally use beneath in idiomatic phrases:

Your behaviour towards my new husband was really beneath contempt!

 

حروف اضافه برای نشان دادن ارتباط افقی

 

horizontal relationships against, along, alongside, around, at, beside, between, by, in, near, next to, on, on the left/ right of

 

 

We use at with a point in space, e.g. at the bus stop, at 8 Baker Street;

We use on with a surface or a line, e.g. on the table, on the river, on Oxford Street;

We use in with something that surrounds, e.g. in the wood.

We use different prepositions depending on how we see a place. Compare:

The group will meet at 7.30 at the sports centre. (= either inside or outside)

The group will meet at 7.30 in the sports centre. (= inside)

 

Note: Also: at the corner of the street (= a point) but in the corner of the room (= inside).

 

We usually use in with countries, cities or towns.

We use on with streets, roads, avenues, etc.,

We use at with the names of squares if we think of the ‘address’, and in if we think of the square as ‘surrounding’ us:

 

e.g.

 

X  The film premiere this year will take place on Leicester Square at London.

✓ The film premiere this year will take place at Leicester Square in London.

 

The trees in Leicester Square don’t look very healthy.

 

We use at when we refer to gatherings of people: at a party, at a conference.

 

We use beside and alongside to express proximity along a line:

Warehouses were built beside /alongside the motorway.

 

 لیست حروف اضافه و کاربرد آنها برای نشان دادن ارتباط و برخورد مستقیم

 

‘facing’ relationships across, after, before, behind, facing, in front of, opposite, over

 

 

We use in front of or behind to describe the spatial relationship of two things, one after the other on a line and facing the same way:

 

A is in front of B, B is behind A.         

 

In front of and behind can also be used for metaphorical, not literal, position:

 

Christopher is really behind his brother in terms of academic development.

Before and after can refer to position in some contexts:

Karen’s nephew appears before I in front of the magistrates this afternoon.

You ‘ll be called first as my name is after yours on the list.

 

Opposite, facing, across and over have the meaning of on the other side of but with across and over we have to state on the other side of what, e.g. a road, a river:

 

I’ll meet you in the café opposite I facing the theatre. (= on the other side of the road)

I’ll meet you in the café across lover the road from the theatre.

 

Note: The difference between opposite / facing and in front of is that the items on the ’line’ are not facing in the same direction, as in the diagram above, but are facing each other:

 

A is facing/ opposite B. A and B are facing /opposite each other.

 

کاربرد حروف اضافه برای نشان دادن حرکت و جهت 

 

Movement and direction

 

لیست حروف اضافه برای نشان دادن حرکت عمودی

 

 

vertical movement down (to), off, on, onto, over, up (to) 

 

 

We use these prepositions for movement up or down:

 

Keep to the right as you go down the stairs.

Look at Johnny’s knee – he’s just fallen off his bike.

We get on or off a bus, plane, train, boat and bike but into and out of a car.

We can use over for a movement up and then down an obstacle:

The burglar leapt over the garden fence as he ran away from us.

 

لیست حروف اضافه برای نشان دادن گذشتن از جایی یا مسیری

 

passing movement across, along, down, over, past, through, up

 

 

 

We use along for movement In a line, e g. along a river/ road:

 

You can spend a pleasant afternoon strolling along the canals in Amsterdam.

We also often use up and down with roads and rivers (meaning ‘along’):

Go up the road to the corner, and the cinema is on the left.

 

We use across for movement from one side to the other of something on a ‘surface’, e.g. across the river/ road/field. We use through for movement inside something, e.g. through a room/ tunnel:

 

You walk across the playing field to the wood then you go through the wood …

Over is similar to across (one side to the other) but it incorporates the idea of above:

Are we going to fly over the Alps on the way to Italy?

We use past for a movement from one side to the other of something, next to it:

I was startled by a huge bird that flew past my window this afternoon.

 

 لیست حروف اضافه برای نشان دادن حرکت از یک سو به سوی دیگر مثل پرتاب کردن و کابرد آنها

 

 

movement in one direction around, at, away from, down, down to, from, into, onto, out of, to, towards, up, up to

 

 

We can use both to and at after certain verbs, e.g. throw, shout. To suggests that the recipient of the action is willing but at that he/she is not willing:

 

Can you throw that book to me, please ? (I am willing.)

Don’t throw stones at the cat! (The cat is unwilling.)

 

We can use up to or towards when we approach someone or something, but we use only up to if we actually reach the person/thing:

 

X Do you think I can go towards him and ask for his autograph?

✓ Do you think I can go up to him and ask for his autograph?

✓The scientist moved quietly towards the group of grazing animals.

 

We can use up (to) and down (to) for movement north or south within a country:

 

We’ve just come down to Canberra from Darwin.

We can express a circular movement with (a)round:

We drove (a)round the roundabout three times before we took the correct exit.

 

We can also use the prepositions of movement in a less literal way:

 

A system of charges has been introduced into the Health Service.

 

حروف اضافه برای نشان دادن زمان

Prepositions of Time

 

 

point in time at, in, on

 

 

We use at with times, special periods (e.g. celebrations) and in some phrases: at five to seven, at Christmas, at night, at the weekend (US English on the weekend)

We use in with parts of the day, months, seasons, years, centuries, etc.: in the evening, in December, in 1999, in the winter, in the twentieth century

We use on with days and dates, including special days: on Thursday, on (the morning of) the 31st of October, on Christmas Day

We sometimes omit the preposition if we use about or around, to be less specific:

Let’s meet at the station (at) about six; there’s a train at ten past.

We can supply the materials (on) around Thursday next week.

 

In US English and informal British English, we can also omit on before days:

 

Great news! The travel agent can get us on a flight that leaves Wednesday

We do not use the prepositions at, on or in immediately before adverbs or adverbial phrases such as today, tomorrow, last / this/ next week:

X  The new soap opera on BBC2 is starting on tomorrow.

✓ The new soap opera on BBC2 is starting tomorrow.

 

 

before or after after, before, by, past

 

 

We can use after or past to mean ‘later than’:

 

There’s no point in going to the party now; it’s after / past eleven o’clock.

We use before to mean ‘before a time’, and we use by to mean ‘before or at a time’:

Applications must be submitted before 30th November. (= on the 29th or earlier)

Applications must be submitted by 30th November. (= on the 30th or earlier)

Note: The adverbial phrases in time (with time to spare) and on time (at the right time, often fixed) have different meanings:

The wedding car arrived in time but the bride wasn’t ready. (= time to spare)

I want to arrive right on time at the church. It’s not done for the bride to arrive before the groom. (= not early or late)

 

حروف اضافه برای نشان دادن یک دوره یا طول انجام کار

 

duration as from / of, between, during, for, from … till/until/up to, in, inside, since, through (out), until/till, up to, within

 

 

We can use a number of different prepositions to talk about duration:

 

As of next Monday, we will have to suspend flexible working arrangements until further notice.

The long flowing style – of hair and clothes – was fashionable during/ through(out) much of the seventies.

This volcano hasn’t erupted since 1935.

The motorway widening was successfully completed within/in/inside four months.

 

British English uses from … to to express the start and end points of a period of time, but US English uses through:

 

I ’ll be staying at the Hilton from Friday to Monday.

I’ll be staying at the Hilton Friday through Monday.

 

Other meanings

 

 

reason because of, due to, for, from, out of, owing to, through

 

 

The 10.00 service to Bath has been cancelled due to /owing to staff shortage.

Huge numbers of people in the Third World die from starvation every day.

Many parents sacrifice their own material wealth out of the desire to give their children everything.

The fire started through careless disposal of a cigarette end.

 

 

means by, by means of, in, via, with

 

 

We use by or with to introduce an instrument:

 

Negotiations were held by phone between the client and his solicitor.

The victim was killed by a bullet to the head/ with a sawn-off shotgun.

We also use by for the agent (or originator) of something:

It’s a painting by Van Gogh. He completed it during his stay in Arles.

 

Note the difference between by and of here:

 

It’s a painting of Van Gogh. It’s actually not a very good likeness of him.

 

We use in when we refer to the means we use to achieve something:

 

Complete the form in pencil. He prefers to paint in watercolour.

 

 

purpose for,  towards

 

 

I want an opener that can be used for opening bottles of beer as well as wine.

 

We’re saving all of this extra income towards a round-the-world trip next year.

 

حروف اضافه برای نشان دادن وجه اشتراک یا تفاوت بین دو یا چند چیز

 

comparison against, as, beside, between, contrary to, than, (un)like

 

 

 We use against, beside and contrary to to make a contrast:

 

Look at this year’s sales figures against last year’s; they’re so much better.

Beside her sister, Laura was positively plain.

The Davis Cup final was won by the French team, contrary to expectations.

 

We use between to differentiate (usually the difference between):

 

You won’t be able to tell the difference between butter and this spread.

We can use like to make a comparison, but we use as to express a role:

She behaves like a director, but she’s really only a secretary.

Speaking as a director of the company, I believe we should sell the shares.

 

حروف اضافه برای نشان دادن شمول یا عدم شمول

 

inclusion and exclusion among, as well as, besides, between, beyond, inside, instead of, out of, outside, under, within, without

 

We usually use between with only two objects and among with more than two:

 

For women, the distinction between work and leisure is less clear-cut.

The terminals are among the biggest single development sites in Europe.

 

Note the uses of the following prepositions which have the meaning of exclusion:

 

Are there any issues remaining besides that of the roof repairs?

I’m afraid that changes to the curriculum are beyond I outside I out of our control.

 

حروف اضافه برای نشان دادن استثناعات

 

exception apart from, barring, but for, except (for), save

 

Everyone is invited to the conference dinner, except (for)/apart from/save those who have bought ‘day’ tickets only.

Except and except for can both be used after phrases containing determiners such as all, every, no:

Julian did very well in all his exams except (for) geography.

Except for one question on calculus, Julian got all the maths questions right.

 

However, when the prepositional phrase contradicts the main idea of the sentence, we use except for:

 

Trulli emerged from the wreckage of the car uninjured except for a broken thumb.

 

We use but for to mean ‘if not for’:

 

The house would have been destroyed but for the quick thinking of the firefighters.

 

 

دسته لغاتی که در زبان انگلیسی تضاد را نشان میدهند

 

 

contrast despite, for all, in spite of

  

 

Despite/In spite of/ For all his grand ways, he was really no better off than the rest of us.

 

 

حروف اضافه ای که برای نشان دادن جنس یک شی بکار میروند

 

 

material from, of, out of, with

 

 

We use different prepositions when we describe the material from which something is made (made (out) of, made from, made with)

 

We use of when the original material is still visible:

 

a dress made of silk                 a jacket made of leather          a table of the finest mahogany

We use from when the original material has been transformed:

ice cream made from strawberries                   toilet rolls made from recycled paper

 

We use with when we refer to a filling or an ingredient:

 

vine leaves stuffed with rice                             rice pudding made with cream

We use of in metaphorical phrases:

a man of iron                                                   a heart of gold

 

 

حروف اضافه ای که سود و منفعت را نشان میدهند

 

 

benefit for, for the sake of, on behalf of

 

 

On behalf of our shareholders, I’d like to thank all of you who voted in favour of the merger.

I think we should move to the country for the sake of the children.

 

 

   reporting     according to

 

We do not use  "according to"  to report our own feelings or opinions:

 

X  Holograms aren’t a real art form, according to me.

✓ According to many art critics, holograms aren’t a real art form.

✓ Holograms aren’t a real art form, in my opinion.

 

 

PREPOSITIONAL PHRASES

 

Form

 

A prepositional phrase consists of a preposition and the word(s) that follow it. The most common words that follow prepositions are nouns and pronouns:

sleep on  the floor        comparisons between Clinton and Kennedy               it’s for you

 

We can also use -ing forms, adverbs or wh- clauses after prepositions:

 

As well as helping us to move into the house, John bought us a great present.

Please don’t interfere in any way with what I have written in the introduction.

A prepositional phrase can include a determiner before the noun or -ing form:

The head teacher doesn’t approve of his arrangement with a local band.

 

We can’t use a that clause after a preposition:

 

X The government managed to pass the bill through Parliament, despite that it had a low majority.

✓ The government managed to pass the bill through Parliament, despite its low majority/despite having a low majority/despite the fact that it had a low majority.

Nor can we use an infinitive phrase, except with the prepositions except, but and savePlease come straight home – don’t stop except to phone us.

 

Stranded preposition

 

A ‘stranded preposition’ is a preposition on its own at the end of a clause or sentence. English commonly uses stranded prepositions in:

 

  • Questions: Who are you coming to the party with?
  • Relative clauses: I’ve been offered the job in London that I applied for!
  • The passive: What is your coat made from?
  • Infinitive clauses: That man is impossible to work with!

We sometimes keep the preposition and object together in formal language:

We have been unable to offer you the position for which you applied.

Note: We do not precede the relative pronoun that with a preposition:

X  We have been unable to offer you the position for that you applied.

 

ج ) تمرین و ممارست

 

C       PRACTICE EXERCISE

 

Q 1. Rewrite the sentences. Put the words in brackets in the correct order.

 

  1. The people in the earthquake zone were encouraged to [area/away/from/get/the] while there was still time.
  2. Water will be made available [and/crisis/for/hospitals/schools/the/throughout].
  3. The acting and the costumes were excellent, [as/but/for/plot/the], it was ridiculous!
  4. It must have been raining really hard. All [are/through/passers-by/soaked/the].
  5. This year’s award for excellence in the industry will be collected (behalf/of/on/winner/the) by the chairman of the Design Foundation
  6. The rescuers pulled the dog [a/by/from/means/of/rope/the/well].
  7. Can you pass me the pasta pan? It’s [cupboard/of/on/right/the/top].
  8. The journey time has been reduced [hours/just/three/to/under].
  9. ‘You’re late. You weren’t on the train that was derailed, were you?’ ‘No, [one/after/the/mine/just/was]
  10. Didn’t you recognise her? She was sitting [almost/beard/man/opposite/the/the/with].

 

Q 2. Underline the best alternative in bold.

 

  1. Our son, James Christopher, was born in/on the morning of 2nd March.
  2. Don’t forget that your final assignment must be handed to your tutor – /on next Monday.
  3. The soldiers didn’t arrive at the village on/in time – the rebels had already burned the remaining houses.
  4. Don’t be late for the Philharmonia concert – you know they always start dead on/in time.
  5. There has been no sign of the birds until/since nightfall.
  6. David Mamet’s latest play will be showing on Broadway October up to/through December.
  7. Payment of your electricity bill is now four weeks overdue. If we do not receive payment on/ by 31st July, we shall refer the matter to the court.
  8. As he opened the shop at 7.30 in the morning, Mr Charles was attacked by/with a baseball bat.
  9. The definitive photograph of/ by Marilyn Monroe is the one where she is standing over an air vent.
  10. Alexander Graham Bell worked as/like a teacher for much of his life.
  11. It was impossible to find anything of importance between/among the dead man’s papers.
  12. It is the duty of governments today to take seriously the threat of global warming, in spite of/ for the sake of future generations.
  13. Except/ Apart for a few less experienced individuals, all of the recent applicants were taken on.
  14. This publication is made of/ from paper from sustainable forests.
  15. Letters of application for this post should be completed in/with handwriting.

 

Q 3. Complete the following article with the most appropriate prepositions. The preposition may consist of more than one word. The exercise begins with an example (0).

 

End of the road

 

It was late afternoon when we drove (0)…into…. the little town. We had driven (1)……. 400 kilometres in the morning and most of it had been (2)………… thick fog. We were tired and decided to find a hotel – we didn’t know how far it might be to the next town. We parked, got (3)……. the car and stretched – a walk would be very welcome. We left our luggage (4)……..the car boot and walked (5)………          the already empty car park to a narrow but fast-flowing stream. A five-minute stroll (6)……… a tree-lined avenue (7)………. the stream took us (8)……….. the town square. It was a beautiful old square with a fountain (9)………..the middle and arcades (10)…………three sides. We looked up at terraces of interesting-looking restaurants (11)……………the arcades and then back down at entrances to fascinating little shops (12)…………them.

We had no idea where to look for a hotel or a pension in this sleepy town, so we walked (13)…………. an old man sitting (14)………..a bench by the fountain. He pointed us in the direction of a narrow alleyway and told us we’d find the best hotel (15)………….the little road. It seemed unlikely, but we followed his advice and sure enough, (16)    the other end of the alleyway, (17)………two picturesque old houses, was a sign saying ‘hotel . Just (18)…………. the hotel, (19)…………. the other side of the street, was a house covered in the most colourful flowers, and I immediately hoped that we might be able to see the house from our bedroom window. (20)…………. the hotel reception, a cool, dark room with a bar (21)……… one corner, we asked about a room. Our satisfaction was complete when we realised that even the best room in the hotel was (22)……… $50.

We looked at the room, decided to take it and went down to the lounge, where we stopped for a delicious cappuccino. Soon dusk was falling, so we handed the room key (23)………… the receptionist and told him we’d be back with our luggage in ten minutes. As we walked (24)……….the narrow streets, we discussed what we would do the next day and how long we’d stay in the little town. Imagine our horror when we arrived (25)………the car park to find it completely empty – our car and all of our luggage had been stolen!

 

Q 4. In most of the lines of the following text, there is one word or phrase missing. For each line 1-14, indicate where the word should be (use /) and write the missing word in the spaces on the right. Some lines are correct. Indicate these lines with a tick (✓). The exercise begins with two examples (0 and 00).

 

0          One of the changes in entertainment in recent years has been the arrival of              ✓

00        alternative comedy. In this type of comedy, performers work with/is considered …what..

1          to be taboo or controversial. It’s a very strong kind of humour, the main aim

2          which is the desire to shock people out their comfortable complacent lives and

3          make them think about is Important in life today. Some of the most common

4          subject areas that alternative comedians work are politics, sex and religion.

5          Alternative comedy takes place mainly in adult clubs and comedy venues;

6          because of the that it questions and threatens the establishment, public TV

7          channels have been reluctant to give it much air time, except try to boost ratings

8          occasionally among certain audience sectors. In fact, whenever alternative

9          comedy has appeared on prime time TV, viewers with children have complained

10        about being somehow corrupted by the nature of the humour. Of course, this

11        kind of comedy is not intended for children at all, nor is it really the older,

12        established families with children that it is aimed. Fortunately for alternative

13        comedians, the section of society it is intended – younger people who themselves

14        question the values and priorities of society – continue to support it.

 

Q 5. Underline the correct word or phrase in bold. In some cases, both may be correct.

 

No, you’re not looking at a scene (1) from / out of a James Bond movie! The futuristic buildings in this photo really exist. They are part of the Eden Project – one of the most spectacular (2) in/ of the Millennium projects.

The Eden Project is located (3) at/ in Cornwall, England, in a former clay pit (4) above/over 50 metres deep. It consists of two enormous domes, a large open area and a visitor centre. The Eden Project functions (5) as/like a ‘storeroom’ for a huge number of plants from (6) across/ all over the world. The two collections of domes house plants and trees (7) from/for the tropical and temperate regions (8) of/ in the world, while the open area accommodates more local species.

The Eden Project is much more (9) as/ than a storeroom, however. It is a centre (10) for/ on education, art and science, showing us ways in (11) which/that plants are vital to the world’s existence, and promoting understanding of the delicate balance (12) between/ among using and conserving plant life. As well as (13) offer/ offering a visitor attraction (14) to/ for people of all ages, the Eden Project provides a focus both for scientific research and for education, (15) including/ inside exciting experiences for children, such as walking (16) through/ in a rainforest (17) outside /without leaving England.

In the year 2000, the Eden Project was in the final stages (18) at/ of construction. (19) Contrary to/Unlike most projects of this scale, the Eden Project opened its doors to visitors (20) for/during that building stage. (21) For/ Since several months visitors were able to experience the challenges that lie (22) under/behind the building of such a project and get a taste of (23) what/which was to come. (24) From/ ln spring 2001 this living theatre opened fully to the public and for (25) under/ below £10, everyone can now experience the diversity of the world’s plants.

 

Q 6. Prepositions are missing from the following three stories. Use the prepositions in the box above each story to fill the gaps.

 

according to                across              between           by        from       in         on        to

 

A BAD EXPLORER

 

A man (1)……Kentucky, USA, had a dream that would take him away from the rolling hills of his home state. The dream: to row (2)…….. the icy Bering Strait (3)……….Alaska and Russia, (4)………….. a bathtub! Unfortunately, the dream was not completely fulfilled. (5)……….the explorer. ‘I took four gallons of peanut butter along, but (6) ……….the morning of the fourth day, it had gone solid. (7)………….late afternoon, although the sun was still high, the sea went rather thick. Next morning I was frozen in.’ No problem. He abandoned the bathtub and walked (8)…………. land.

 

at         behind             in         instead of        into      like               under           with

 

Some stupid thieves

 

(9)…………..the town of Vang, Norway, a group of professional thieves were carrying out a carefully planned robbery. Everything was going (10)………. clockwork. They broke into a company (11)………night, located the safe and set up some explosives that would blow the door of the safe off, allowing them to get to the money inside. After setting the fuse, they ran (12)……….the next room, crouched (13)……….. the wall and waited for the explosion. It came a few seconds later. The safe door was blown off So was the roof. In fact, the entire building collapsed, trapping the robbers, still crouching in the next office, (14)………… the rubble of the destroyed building. There had been just one problem they had not foreseen: (15)……….. money, the safe had been filled (16)…………. dynamite.

 

 

about   against             along   at         between           during              in         in         into      of             off       on        on        on        on        with

 

 

Self-help crime prevention

 

A Western businessman living (17)………..Japan had been warned (18)…………pickpockets in the Tokyo subways. These notorious thieves operated (19)………. the crowded rush hour. They had a habit (20)…………. grabbing wallets just as the subway doors were closing, leaving the victim helpless (21)………. the train while they disappeared with the loot.

One morning the businessman was (22)………….. his usual subway stop when the train pulled in. He got on, and sure enough, just as the train doors were about to close, he felt a man rub (23)……….. him. In a panic, the businessman reached for his wallet. It was gone! He looked up as the doors began to close and saw that a man had just got (24)……… the train. The man was looking at him triumphantly.

Thinking fast, the businessman pushed his hands (25)…………..the closing doors and grabbed the thief’s jacket. The doors closed, with the thief still (26)…………the platform but (27)……………the lapels of his jacket trapped (28)………….. the tight grip of the businessman. As the train began to pull away, the expression (29)……………..the thief’s face changed. He began screaming as he ran (30)…………..the platform with the train. Finally, he held onto a post and his lapels tore away from his jacket. As the train moved (31)………….the tunnel, the businessman was satisfied that at least he had frightened the thief.

When he reached his office, he called his wife to get his credit card numbers so he could cancel them. ‘But honey,’ she said, ‘I’ve been waiting to call you. You left your wallet (32)………….the dressing table when you went to work today.’

 

D       ANSWER KEY FOR DIAGNOSTIC TEST

 

1          b

2          c

3          b

4          b

5          b

6          c

7          b

8          a

9          c

10        a

11        c

12        c

13        ✓

14        by means of

15        just behind

16        up to

17        because of the solicitors’ involvement/because (of the fact that) solicitors became involved

18        ✓

19        Apart from dismantling the lighting,

20        that I applied for/for which I applied

 

E       ANSWER KEY FOR PRACTICE EXERCISE

 

Q 1.

1 get away from the area

2 for schools and hospitals/ hospitals and schools throughout the crisis

3 but as for the plot

4 the passers-by are soaked through

5 on behalf of the winner

6 from the well by means of a rope

7 right on top of the cupboard

8 to just under three hours

9 mine was the one just after

10 almost opposite the man with the beard

 

Q 2.

 

1 on

2 – 3 in

4 on

5 since

6 through

7 by

8 with

9   of

10 as

11 among

12 for the sake of

13 Except

14 from

15 in

 

Q 3.

 

1 over

2 through/in

3 out of

4 in

5 across

6 along

7 by/next to

8 into/to

9 in

10 on/around   

11 on top of/above

12 under(neath)/ beneath/ below

13 up to

14 on

15 up/down/in

16 at

17 between/ opposite

18 opposite

19 on

20 In/At

21 in

22 under

23 to

24 through/along

25 at

 

Q 4.

 

1 main aim which => main aim of which

2 people out their => people out of their

3 about is => about what is

4 comedians work are => comedians work with/on are

5 ✓

6 the-that => the fact that

7 except try => except to try

8 ✓

9 ✓

10 about being => about them being

11 ✓

12 it is aimed => it is aimed at

13 it is intended => it is intended for

14 ✓

 

Q 5.

 

1 from/out of

2 of

3 in

4 over

5 as 

6 across/all over

7 from

8 of/in

9 than

10 for 

11 which

12 between

13 offering

14 to/for

15 including 

16 through/in

17 without

18 of

19 Unlike

20 for/during 

21 For

22 behind

23 what

23 From/ln

25 under 

 

Q 6.

 

1 from

2 across

3 between

4 in

5 According to

6 on

7 By

8 to

9 In

10 like

11 at

12 into

13 behind

14 under

15 instead of

16 with

17 in

18 about

19 during

20 of

21 on

22 at

23 against

24 off

25 between

26 on

27 with

28 in

29 on

30 along

31 into

32 on

جمعه, 07 اسفند 774.

آیلتس آکادمیک هند - 2017

سوالات آیلتس آکادمیک که در می ماه 2017 در کشور هند برگزار شد نقل قول شده از دانشجویان هموطن ایرانی مقیم در کشور هند

 

Academic Module of the IELTS test held On May 2017 in India

 

Writing Part of the IELTS Test

 

Writing Task 1 ( A Report)

 

We were given a line graph showing the GDP spending in three different areas: health, education and pensions in Australia.

 

Writing Task 2 ( An Essay)

 

Many parents allow their children to play games on computers and other electronic devices because it helps to develop their technical skills. Do you think the advantages of this approach outweigh the disadvantages?

 

Speaking Part of the IELTS test in India

 

The IELTS Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Can you describe your home town?

– What are some interesting things to see there?

– Is it a good place to live in?

– Will you continue to live there in the future?

– Let’s talk about dreams.

– How often do you remember dreams after waking up?

– Do you like to listen to other people’s dreams?

– Would you like to study about dreams in the future?

 

The IELTS Speaking Part 2 Topic

 

Talk about a time when you had to wait to hear some important news. Please say

– What was the news or event that made you wait? Why?

– When and where did you hear the news?

– Describe your feelings after hearing it.

 

The IELTS Free Discussion Part

 

– Let’s talk about things that make people wait.

– What are they?

– Can waiting be boring sometimes? Why?

– Some people don’t like waiting, why do you think it is so?

– Adults can wait for longer than children. Why?

– How did people from different countries communicate in the past?

– Do you think being patient is good?

– Is there a change in people’s patience today compared to the past?

 

( دوره آیلتس 2 ماهه مقدماتی آیلتس )

 

ielts teacher

 

( دوره آیلتس 2 ماهه تکنیک های آیلتس )

 

 ( دوره آیلتس 2 ماهه پیشرفته آیلتس )

 

ثبت نام و شروع فوری دوره آیلتس نيمه خصوصي در سعادت آباد با دكتر آرين كريمی

 

special offers

 

( فقط چند نفر ظرفیت باقیست )

 


FACE TO FACE IELTS SEMI-PRIVATE CLASS BY DR.ARIAN KARIMI in Saadat Abad

 

 

دوره حضوری و نيمه خصوصي آيلتس با دكتر آرين كريمي



نيمه خصوصي ( 6 الی 8 نفره ) با هزينه ناچیز



طول دوره 80 ساعت ( 40 جلسه 2 ساعته )

 

 یک روز در هفته حتی روزهای 5 شنبه یا جمعه

 

سطح پايه زبان مورد نياز براي شركت دوره پیری آيلتس : Low intermediate


سطح پايه زبان مورد نياز براي شركت در اين دوره آيلتس : Pre-Intermediate

 

سطح پايه زبان مورد نياز براي شركت در دوره آيلتس پیشرفته ( ورکشاپ آیلتس ) : Advanced



هدف از شركت دراين دوره فشرده آيلتس كسب نمره بالاتر از 7 در آزمون آيلتس آکادمیک است



ظرفيت باقي مانده براي ثبت نام در اين دوره آيلتس بسیار محدود

 


زمان شروع اين دوره آيلتس : اول هر ماه

 

مهلت ثبت نام : 1 ام تا 15 ام هر ماه

 

 

The 1st part of IELTS Speaking : An Interview

 

 – What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Do you live in an apartment or a house?

– What can you see through your window?

– Do you like chocolate?

– Did you like it as a child?

– Why is chocolate so popular?

– Have you ever been given chocolate as a gift?

– Did you use to read books as a teenager?

– Do you buy or borrow books?

– Why is that?

– Do you read books online?

 

The 2nd part of that : Cue Card

 

Talk about a tall building you know. Please say

 

– What and where is it?

– What does it look like?

– Do you like or dislike it? Why?

 

The 3rd part of the test : Discussion

 

– Does climate affect house construction?

– Why do some people choose to build houses themselves?

– Do you think architects have challenges in creating houses today?

– Why do you think it is so?

– Do we need to construct houses near historical sites?

– Will aesthetic value of these historical places be reduced if construction is allowed?

– Why do you think so?

 

Why should I take part in online IELTS and TOEFL courses offered by Dr.Arian Karimi

 

 

dr.arian karimi online ielts toefl course



The term of online was not very appealing in 1970s and 1080s just like an airplane in the beginning of the 20th century. Internet was in development stage in early 1990s compared to now and the conventional wisdom about the online courses was different in 1990s than today. We are in the 21st century where everything is possible and acceptable. For example, students are studying at home/work place utilizing computer which is called online schooling/learning.

 

There are several factors contributing the growth of online enrollment including the following:

 

Younger people are choosing non-traditional education to start and advancing in their careers while completing and furthering their education.

Severe recession of 2008 has created poor economic situations where people are upgrading/changing their career through online educational/training programs.

 

Online method of education can be a highly effective alternative method of education for the students who are matured, self-disciplined and motivated, well organized and having high degree of time management skills, but it is an inappropriate learning environment for more dependent learners and has difficulty assuming responsibilities required by the online courses.

 

The Boston-based consulting firm Eduventures, Inc.(2006) found that about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, but students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. At the same time, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.

Varieties of online educational methods have been developed, but the potential students should consider some identifiable factors common to all types before enrolling in any course/program,in partcular,in an IELTS or TOEFL course. Generally all these factors are not applicable to every online learning situation, but they do apply to most. You as an IELTS / TOEFL test taker should more closely examine the online programs that most interest you and be sure that the program fits your life, career needs and job.

 

As an IELTS instructor, the approach to this new paradigm might be with varying degree of enthusiasm and/or concern. I ususally ask myself a few questions:

Are you optimistic or skeptical about Online learning?
Are you interested in knowing how delivering courses online can improve your teaching and offer excellent learning opportunities for your students?
Do you want to know what you will be up against as you plan and deliver your classes online?

It is critical to consider both the pros and cons of online learning so you can be better prepared to face the challenge of working in this new environment and embrace the new opportunities that it has to offer, and that is its Strengths and Weaknesses.

 

The following is a good listing of the advantages of online IELTS and TOEFL courses:

 

Online Education Pros: Can be divided into four groups.

Convenience
Less Expensive
Technology
Additional Benefits

 

Convenience: This convenience is in relation to study location, time, course duration, etc.

 

No commuting/traveling time to a campus

No geographic location constraint in selecting the learning option(s)

No learning pace constraint, you can learn at your pace and study at your convenience

No verbally expressing constraint, you can express yourself in writing rather than verbally

You can have virtual discussion rather instructor-led lecture

Course work and instructions can highly be customized to your field and subject area


High quality dialog: Learner is able to carefully reflect his/her quality thinking on each comment from others before responding or moving on to the next topic.


Student centered: Students are expected to read all of their classmates’ contributions, but they may actively engaged only in those parts of the contribution most relevant to their needs.


Access to resources: It is easy to include guest experts or students from other institutions as well as access to resources and information around the world.

 

Less Expensive: Generally these courses cost less than regular classroom academic or trade school course.

No travel and housing costs to classroom
Class attendee can continue to work at his/her job while taking classes

 

Technology: You can work on the course just about anywhere you have computer access. Online courses provide an opportunity to learn new technologies and practicing the use of office software, Internet, etc.

 

Additional Benefits: There are numerous additional benefits that you can mention them leaving a comment.

 

You will work with classmates not only from all over the Iran, but could be around the world.

No discrimination among students due to race, sex, sexual orientation, religion, nationality, age, dress, physical appearance, etc.

Equal participation from all classmates and the most outgoing student will not monopolize the discussion.
These courses are better for those people who are introverted as well as who learn through visual cues and require more time in understanding the material.
No immigration problems


Synergy: High level of dynamic interaction between the instructor and students as well as among the students themselves. Ideas and resources are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on classmates’ work.


Creative teaching: In the adult education class with the interactive learning environment may contribute to self-direction and critical thinking. Especially the nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important.

 

In a nutshell:

 

Obviously, there are advantages and disadvantages to every type of learning environment.

 

Students have to analyze both the pros and cons factors which contribute greatly to making an informed decision about the direction of his/her career path. Students have to decide, how they are going to accomplish their goals: online, in the classroom or a combination of both.

However, in some situations the inconvenience of maintaining a consistent school schedule prohibits potential students from furthering their education. It is also true that learning is highly dependent on the individual’s motivation to learn. So the bottom line is that the efforts any student puts into their education that eventually determines how much he/she will retain and how beneficial the overall experience was to his/her future career.

The influence of rater characteristics and other rater background factors

 

( Based on a research conducted by Teachers College, Columbia University )

 

In complement to the studies which looked at how raters differ, studies on the effects of rater background factors attempt to explain why raters differ, with an increasing attention to the effects  of rater language background, rater expertise and rater training on raters’ cognitive processes and rating behaviors. Findings from both types of studies can be combined to provide a useful frame of reference for conceptualizing rater cognition in future research.

 

Rater language background (i.e., native/non-native speaking rater comparisons, matches between rater and examinee language background) has received major attention among researchers in L2 speaking assessment. A representative study that examined the cognitive differences between native and non-native speaking groups of raters was conducted by Zhang &Elder (2011, 2014), who investigated ESL/EFL teachers’ evaluation and interpretation of oral English proficiency in the national College English Test-Spoken English Test (CET-SET) of China. They found that NS raters attended to a wider range of abilities when judging candidates’ oral test performance than NNS raters. NS raters also tended to emphasize features of interaction while NNS raters were more likely to focus on linguistic resources such as accuracy. Similarly, Gui (2012) investigated whether American and Chinese EFL teachers differed in their evaluations of student oral performance in an undergraduate speech competition in China. He found that the American raters provided more specific and elaborated qualitative comments than the Chinese raters. The raters also differed in their judgment of students’ pronunciation, language usage, and speech delivery. One unique difference was related to raters’ comments on students’ nonverbal communication skills. The Chinese raters provided mostly positive comments about the gestures and other non-verbal demeanors of the students as a group, while the American raters were mostly critical. Both Zhang & Elder’s (2011, 2014) and Gui’s (2012) studies have offered some interesting revelations as to the differences in the perception of oral English proficiency and the pedagogical priorities between these two groups of raters. However, they seem to mainly focus on the aspects and features of language performance raters heed, leaving other important aspects of rater cognition, such as raters’ decision-making behaviors and rating approaches, not thoroughly attended to. Another set of limitations also exist with regard to the validity and the generalizability of these results. The first limitation lies in the homogeneity of the student samples selected in both studies. Chinese students who share the same L1 and similar educational background might undermine the generalizability of the results to other test-taker populations. There is also limitation with regard to the validity of using written comments as the major data for analysis, which might not offer a full account of raters’ in-depth rating behaviors.

 

The last impediment to the validity of the results from both studies, as had been discussed in precedent studies on the influence of rater language background (Brown, 1995; Kim, 2009), pertains to the possibility that variables other than rater language background, such as raters’ scoring experiences or their places of residence, could have caused the variance in ratings instead. Rater language background thus ended up in the original results as a proxy variable. This limitation has raised the question of whether language background is “a particularly meaningful category as far as predicting raters’ behavior is concerned” (Zhang & Elder, 2014, p. 320).


Another type of research on rater language background attempted to find out whether raters tend to bias in favor of test-takers whose language backgrounds are related to theirs. Researchers have looked at the influence of both rater L1 and rater L2 and seem to diverge in their opinions. Winke, Gass, & Myford (2011, 2012) investigated whether raters were influenced by the link between their L2 and test-takers’ L1 through scoring the TOEFL iBT speaking test.


Both statistical results and qualitative data analyses suggested that raters tended to assign scores that were significantly higher than expected to test takers whose L1 matches their L2 (i.e., heritage status), due to familiarity and positive personal reactions to test-takers’ accents and L1. On the contrary, Wei & Llosa (2015) examined the differences between American and Indian raters in their scores and scoring processes while rating Indian test takers’ responses to the TOEFL iBT speaking tasks. They found no statistically significant differences between Indian and American raters in their use of the scoring criteria, their attitudes toward Indian English, or in the internal consistency and severity of the scores. In-depth qualitative analysis revealed that some Indian raters even held negative attitudes toward Indian English, due to factors more complicated than their own language background. For example, the negative judgments one rater received about his native language caused him to believe that adopting standard American English is important for surviving in the United States. As a result, this rater might not have endorsed test-takers’ shared language background. The findings of this study suggest that sharing a common language background does not guarantee a positive evaluation of test-takers’ L2 speaking performance after all. However, issues regarding the small and homogeneous sample of Indian raters used might undermine the generalizability of the findings of this study, which should be further examined by including raters and test-takers of other language varieties.

 

So far in L2 speaking assessment, researchers have provided statistical and qualitative support for various hypotheses regarding whether raters are potentially biased toward test-takers from a similar language background. However, they have yet to examine whether deeper, underlying cognitive differences exist in raters’ scoring processes, such as their approaches to rating and their focus and feature attention, while they are evaluating the performance of testtakers with mixed language backgrounds. One of the studies that attempted to tap into those cognitive differences was conducted by Xi & Mollaun (2009, 2011), who investigated the extent to which a special training package can help raters from India to score examinees with mixed first language (L1) backgrounds more accurately and consistently. As they found out, the special training not only improved Indian raters’ consistency in scoring both Indian and non-Indian examinees, but also boosted their confidence in scoring. Those findings led to further discussion of whether raters adopted different styles of rating depending on the match between their and the examinees’ first languages. For example, after the special training, the raters from India may have employed more analytical approaches to scoring Indian examinees while engaging in more impressionistic, intuitive evaluations for examinees whose L1s were not familiar to them (Xi & Mollaun, 2009), thus balancing out their tendency to bias toward test-takers of their own language background. However, the researchers could only make hypotheses about the change in raters’ cognitive styles due to lack of direct empirical evidence (e.g., raters’ verbal protocol data), which could have served to corroborate their quantitative findings.

 

Apart from rater language background, rater experience and rater training are also important factors that are found to affect raters’ rating styles and behaviors in L2 speaking assessment. Among the series of studies that have explicitly examined the effects of experience on raters’ cognitive processes and rating behaviors in language testing, the vast majority were conducted in writing assessment (Barkaoui, 2010; Cumming, 1990; Delaruelle, 1997; Lim, 2011; Myford, Marr, and Linacre, 1996; Sakyi, 2003; Wolfe, 1997, 2006; Wolfe, Kao, & Ranney, 1998). Research findings in writing assessment generally seem to agree that prior teaching or testing experience influences raters' decision making processes (Davis, 2012). Experienced raters are found to score faster (Sakyi, 2003), consider a wider variety of language features (Cumming, 1990; Kim, 2011; Sakyi, 2003), and are more inclined to withhold premature judgments in order to glean more information (Barkaoui, 2010; Wolfe, 1997). In terms of rater training, the majority of the studies in both writing and speaking assessment seems to suggest that training does not completely eliminate the variability existing in either rater severity (Brown, 1995; Lumley & McNamara, 1995; Myford & Wolfe, 2000) or their scoring standards and decision making processes (Meiron, 1998; Orr, 2002; Papajohn, 2002; Winke, Gass & Myford, 2011).

 

In contrast to the relatively larger number of studies on rater experience and rater training in L2 writing assessment, researchers in L2 speaking assessment have only recently begun to examine the impacts of those two rater background factors on raters’ scoring processes and behaviors (Davis, 2012, 2015; Isaacs & Thompson, 2013; Kim, 2011, 2015). Kim (2015) compared rater behaviors across three rater groups (novice, developing, and expert) in the evaluation of ESL learners’ oral responses, and examined the development of rating performance within each group over time. The analysis revealed that the three groups of raters demonstrated distinct levels of rating ability and different paces of progress in their rating performance. Based on her findings, she concluded that rater characteristics should be examined extensively to improve the current understanding of raters’ different needs for training and rating. She also discussed her own conceptualization of rater characteristics and relative expertise drawing on relevant literature in writing assessment (e.g., Cumming, 1990; Delaruelle, 1997; Erdosy, 2004; Lumley, 2005; Sakyi, 2003; Weigle, 1998; Wolfe, 2006), and proposed perhaps the most up-todate framework of rating L2 speaking performance germane to those rater characteristics.

 

According to Kim (2011, 2015), rater expertise is composed of four concrete rater background variables (i.e., experience in rating, Teaching English to Speakers of Other Languages [TESOL] experience, rater training, and coursework). The interactions of those rater background variables influence the rating-related knowledge and strategic competence that raters utilize during scoring, also known as their rating ability. Rating performance is then accomplished by raters harnessing their rating ability in an actual rating occasion. Kim’s model is perhaps the most complicated framework of rating performance germane to rater background variables to date.

 

In another representative study on rater expertise in L2 speaking assessment, Davis (2012, 2015) investigated how raters of different rating proficiency scored responses from the TOEFL iBT speaking test differently prior to and following training. Considerable individual variations were seen in the frequency with which the exemplars were used and reviewed by raters, the language features mentioned during rating, and the styles of commenting by each rater (e.g., the array of topics covered and the amount of detailed explanation on specific points). The effects of training were reflected in the ways that raters gave more explicit attention to their scoring processes, and that they made fewer disorganized, or unclear comments over time. Both Kim’s (2011, 2015) and Davis’ (2012, 2015) research is comprehensive in terms of the rater background factors (i.e., rater experience interacting with training) they focused on and the research design and methods (i.e., mixed-method research design) they used to tap into the influence of those background factors. However, the data reported in their research primarily address raters’ accuracy of interpreting the rating scales and performance level descriptors (Kim, 2015), and raters’ conscious attention to specific language features while scoring (Davis, 2012), leaving other important aspects of rater cognition, such as the mental actions raters take to reach a scoring decision, not thoroughly attended to.

 

As a further attempt to investigate the cognitive differences between more and less experienced raters, Isaacs & Thompson (2013) examined the effects of rater experience on their judgments of L2 speech, especially regarding pronunciation. This study has discovered some fresh cognitive differences between experienced and novice raters, in terms of the (meta)cognitive strategies they use to harness their relative experience with ESL learners, their emotional reactions and attitudes toward their levels of experience, their rating focus and feature attention, their professional knowledge and TESOL vocabulary to describe L2 speech, and the relative lengths and styles of their verbal comments. Evidence from verbal protocols and posttask interviews suggested that experienced and novice raters adopted strategies to either draw on or balance out their perceived experience with L2 speech during scoring. For example, some experienced raters reported that they might have been affected by their experience with ESL learners in their comprehension and evaluation of learners’ speech in comparison to non-ESL teachers. To neutralize the influence, some even attempted to envision themselves as non-ESL trained interlocutors when assigning scores. Conversely, several novice raters expressed feelings of inadequacy to be judges due to their insufficient experience specifying and assessing learner speech. In terms of rating focus and feature attention, experienced raters were more likely to identify specific pronunciation errors through either detailed characterization or imitation/correction of student speech. Compared to their novice counterparts, they also had a more flexible range of professional knowledge of L2 pronunciation and assessment, whereas novice raters were more uniformly lacking in their command of TESOL vocabulary to the extent that they had to think of more creative terms to describe L2 speech. Experienced raters were also found to produce longer think-aloud and interview comments, since they almost unexceptionally provided anecdotal descriptions about their teaching or assessment practices. Even though the study attempted to gather evidence that shows raters diverged cognitively depending on their levels of rating experience, it is still unclear if the cognitive differences discovered were the essential ones that distinguish experienced raters from the novice ones. For example, it has not been verified if novice raters failed to articulate their perceptions of the speech due to their inadequate access to the vocabulary used by experienced raters, or rather due to the fact that experienced and novice raters were heeding qualitatively different dimensions of the speech overall, having different perceptions and interpretation of the construct and the scoring rubric, or following different approaches of rating. Therefore, it is important to examine in greater detail the factors that might have affected those raters’ judgment process while scoring.

 

The most commonly studied rater background factors in L2 speaking assessment so far are rater language background, rater experience and rater training. What has been little known, however, is whether other sources of rater variability, for example, those related to the difference in raters’ cognitive abilities, also affect raters’ evaluation of L2 speaking performance. In a pioneering study, Isaacs & Trofimovich (2011) investigated how raters’ judgments of L2 speech were associated with individual differences in their phonological memory, attention control, and musical ability. Results showed that raters who specialized in music assigned significantly lower scores than non-music majors for non-native like accents, particularly for low ability L2 speakers. However, the ratings were not significantly influenced by the variability in raters’phonological memory and attention control. Reassuring as it is that phonological memory and attention control are not found to induce bias in raters’ assessments of L2 speech, this study is an initial attempt to tap into raters’ cognitive abilities in relation to L2 speaking assessment, and calls for further explorations of the nature of the impacts of those abilities. One major caveat that might undermine the validity of the results here, as the researchers (Isaacs & Trofimovich, 2011) themselves have pointed out, is that phonological memory and attention control might not be as relevant to raters’ perceptual judgments of L2 speech as alternative measures such as acoustic memory and the scope of attention, which raters might have drawn on more heavily to process and evaluate L2 speech (pp. 132- 133). Apart from that, the cognitive tasks used to measure raters’ phonological memory (i.e., a serial non-word recognition task) and attention control (i.e., the trail-making test) might not be as effective as other tasks (e.g., nonword repetition or recall tasks) to yield the maximum association between those cognitive capacities and raters’ perceptual judgments of L2 speech (Isaacs & Trofimovich, 2011, p. 132). The trail-making task, for example, was used to measure attention control of listeners who evaluate language performance. However, since the nature of the task is language neutral (p. 122), it does not seem to have much connection with real-life language processing and therefore, might not be the optimal measure of attentional control in the context of this study. In terms of the methods for data analyses, apart from preliminary statistical analyses of the results of cognitive ability measures, the study could also have benefited from collection and analyses of qualitative data (e.g., raters’ verbal protocols and interview/questionnaire results) to capture more direct evidence of the effects of raters’ cognitive abilities on their rating process. This study is obviously groundbreaking in terms of its implications to investigate rater cognition in relation to the architecture of human information processing and the functionality of the brain for L2 speaking assessments. However, apart from phonological memory and attentional control, the effects of many other cognitive abilities and mechanisms should also have been taken into account, such as raters’ attention and perception, long-term memory (i.e., declarative, procedural and episodic memory which might influence raters’ mental representations of both the rubric and the L2 speech, and their rating styles and strategies), or reasoning and decision-making skills, to provide a more comprehensive picture of the important role that each component of the human cognitive architecture plays in the process of rating L2 speech. Musical ability, the factor that appeared to influence raters’ judgments of accentedness in this study, needs to be explored in greater detail to explain how individual differences in musical expertise may impact rater behavior more precisely. Not only can drawbacks be found regarding the types of cognitive abilities explored in this study and the tasks used to measure them, how those cognitive abilities might affect the evaluation of a construct of speaking ability more broadly defined is also left unexplored (p.136). For instance, researchers of this study only focused on three components of the speaking ability construct (i.e., accentedness, comprehensibility and fluency), without incorporating other elements (e.g. grammar and vocabulary), therefore largely diminishing the generalizability of the results to a wider variety of speaking tasks and oral proficiency constructs. The relatively homogenous sample of raters recruited (i.e., college majors who are untrained and inexperienced for scoring L2 speech) can also limit the generalizability of the results.

 


To summarize, by examining the interactions between various rater background factors and raters’ judgment processes, researchers reached generally similar conclusions about the possible effects of different rater background factors on raters’ cognitive processes and rating behaviors. Rater language background is found to be likely to affect the raters’ focus and perception of oral proficiency when they are identified as native/non-native speaking individuals.

 


Matches in language background between raters and examinees can also influence raters’ comprehension and evaluation of examinees’ interlanguage speech. Rater experience and rater training are also found to have impacts on raters’ scoring approaches and styles, their commenting styles, their decision-making behaviors and strategy use, their focus and attention to performance features, and their interpretation and utilization of the scoring criteria. One of the groundbreaking studies (Isaacs & Trofimovich, 2011) attempted to look into the effects of individual differences in raters’ cognitive abilities on their rating patterns and scoring process, but the results are not as convincing as expected due to a number of limitations. One major limitation among most of the studies is that they only focused on one or two isolated aspects (e.g. rater focus and feature attention) while exploring how rater background factors affect rating behaviors and cognitive processes, leaving other aspects not thoroughly explored, especially those that are directly related to raters’ cognitive processes (e.g., raters’ internal processing of information and their strategy use). Therefore, future research can improve our understanding of how various rater background factors might impact raters’ judgment process by systematically exploring those influences from a cognitive-processing perspective.

 

DISCUSSION AND CONCLUSION


Human raters are usually engaged with the judgment of interlanguage speech that examinees produce in L2 speaking assessment. As a result, rater cognition has been extensively explored to inform our understanding of the exact nature of rater variability and help us tackle practical problems regarding score validation and rater training. As the above review has shown, existing studies in L2 speaking assessment which have contributed to the conceptualization of rater cognition can be categorized into two types: studies that examine how raters differ (and sometimes agree) in their cognitive processes and rating behaviors, and studies that explore why they differ. The first type looked at how raters tend to differ or agree in their cognitive processes and rating behaviors, mainly in terms of their focus and feature attention, their approaches to scoring, and their treatment of the scoring criteria and non-criteria relevant aspects and features of performance. This is also the type of studies that most directly describes raters’ mental processes during scoring. The second type attempted to explain why raters differ (and usually they do), through the analysis of the interactions between various rater background factors and raters’ scoring behaviors.

Regardless of disagreement in their findings, many researchers would probably argue that rater background variables, mainly composed of their language background, rating experience and training experience, can lead to individual variability and/or overtime adjustment in their judgment process when scoring L2 speech.

 

Reference : Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 16, No. 1, pp. 1-24 Rater Cognition in L2 Speaking Assessment.

IELTS Preparation course by Dr.Arian Karimi The Best IELTS Instructor and Scholar From Iran

 

A comprehensive IELTS course by Iran IELTS Specialist


The General Training IELTS Test That Was Administrated in Ireland in April 2017

 

The Writing moduel of The IELTS Test

 

Writing an Infromal or Semi-Formal Letter in IELTS Task 1

 

Your friend is planning to come and visit you next month. Unfortunately you can’t meet him/her. Write a letter to your friend and say

 

– Apologise about it.

– Explain the reason why you can’t meet him/her.

– Suggest a different arrangement to meet later.

 

Writing an IELTS Essay in Writing Task 2 of the Test

 

Some people believe that for an effective studying process at school students should be involved in decisions how to run the school. Do you agree or disagree with this statement?

 

IELTS Speaking Interview and Cue Card Question Types

 

IELTS Interview Questions

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Describe your hometown.

– Do you like children?

– How often do you watch television?

– Did you watch a lot of TV as a child? Why?

– Do you like buying shoes?

– What do you prefer to wear, comfortable or fashionable shoes?

– Have you ever bought shoes online?

 

IELTS Cue Card Sample Topic

 

Talk about a good time you spent with a young child. Please say

– who the child is

– when you spent time with him/her

– what you did together

– and why you had a good time.

 

IELTS Discussion Part Question Types

 

– Do you think it is a good strategy for parents to always control their children?

– Why do you think so?

– Are children living differently now than in the past?

– Nowadays children use lots of electronic gadgets, what do you think about it?

– Does it affect children’s development?

– In what way?

– Are there any positive effects of using gadgets?

آیلتس هند - نمونه سوالات آیلتس آکادمیک در آوریل سال 2017

 

Academic Module of IELTS test in India in April 2017

 

 

IELTS Writing Test

 

IELTS Writing Task 1 (a report)

 

We were given two charts providing data about full and part-time employment among men and women in the UK between 1980 and 2005. We had to summarise and describe the data.

 

IELTS Writing Task 2 (an essay)

 

Nowadays the number of cars on roads is increasing incrementally. In order to change this trend strict road tolls should be paid on busy roads. To what extent do you agree or disagree? Give your opinion.

 

Speaking test

 

IELTS Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– What do you do?

 

– Why did you chose this profession?

– What do you usually do in your free time?

– Let’s talk about reading.

– Do you like to read? Why?

– What kind of books do you prefer?

– Can you name a few that you like?

 

IELTS Cue Card

 

Talk about a piece of equipment that you use at home. Please say

 

– What is it?

– How do you use it?

– How important is it to you and your family members?

 

IELTS Discussion

 

– Let’s talk about technology.

– How is technology helping you?

– Give some examples, please.

– What are the negative impacts of modern technology on us?

– To what extent did it influence you?

– To what extent did it influence your family members?

– Would you like to have a robot in your home in the future?

– Will robots replace people in the future?

IELTS Test in Singapore – April 2017 (General Training)

IELTS Listening Test

Section 1. About Grand Sands Bay hotel holiday packages.

Section 2. A home store improvement plan.

Section 3. Don’t remember.

Section 4. The impact of Australian cars between 1940s and 1990s.

IELTS Reading Test

Passage 1. About museums.

Questions: True/False/Not Given.

Passage 2. About world tour holiday options.

Questions: match headings to paragraphs.

Passage 3. About the Chartered Institute of Marketing and members’ benefits.

Passage 4. About Benchmark institution, its staff and apprenticeship program.

Passage 5. About volunteering program suitable for all ages.

IELTS Writing Test

IELTS Writing task 1 (a letter)

One of your colleagues from another country comes to your office for an official meeting. Write a letter to him/her and say

– Describe how to get from the airport to his/her hotel.

– Describe the hotel he/she will be staying in.

– Describe the arrangement for the meeting.

IELTS Writing Task 2 (an essay)

Some people believe it is better for children to grow up in the city while others say it is better to grow up in the countryside. Discuss both views and give your own opinion.

IELTS Speaking test

IELTS Speaking Interview

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

IELTS Speaking Cue Card

Talk about an instance when you were prevented from using a mobile phone. Please say

– Where and when did it take place?

– Why did you need to use your phone?

– How did you feel then?

IELTS Speaking Discussion Part

– Why was the phone usage prohibited there?

– Don’t remember the other questions.

خانه آيلتس سعادت آباد

 

 Dr. Arian Karimi ielts semi private class

 

دوره نيمه خصوصي آیلتس در سعادت آباد با دكتر آرين كريمي

 

FACE TO FACE IELTS SEMI-PRIVATE CLASS BY DR.ARIAN KARIMI

 

دوره حضوری و نيمه خصوصي تكنيكهاي آيلتس دكتر آرين كريمي

 

 نيمه خصوصي ( 2 نفره ) با نصف هزينه

 

طول دوره 50 ساعت ( 25 جلسه 2 ساعته )

 

 

سطح پايه زبان مورد نياز براي شركت در اين دوره آيلتس : Intermediate

 

پ 

هدف از شركت در اين دوره فشرده آيلتس نيمه خصوصي كسب نمره 7 در آزمون آيلتس جنرال

 

ظرفيت باقي مانده براي ثبت نام در اين دوره آيلتس 1 نفر ( يك نفر قبلا ثبت نام شده است )

 

زمان شروع اين دوره آيلتس : به محظ ثبت نام نفر دوم كلاس شروع خواهد شد

 

 

 

ظرفیت این دوره تکمیل شده و کلاس آغاز شده است. جهت شرکت در دوره های مشابه بعدی با ما تماس بگیرید