2. Applied Linguistics (Inspirations from neighbor disciplines)
Sorayya Mozaffarzadeh; Parviz Ajideh
Abstract
As an important focus of modern language education, intercultural language learning reflects greater awareness of the inseparability of language and culture and the need for providing the learners with materials concerning teaching intercultural communication to enhance learners’ intercultural ...
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As an important focus of modern language education, intercultural language learning reflects greater awareness of the inseparability of language and culture and the need for providing the learners with materials concerning teaching intercultural communication to enhance learners’ intercultural competence in an increasingly multicultural world. Proper development of a learners’ understanding of another culture’s perspective and worldview is an essential of effective communication. Regarding the significance of issues, the present study is an attempt to consider the trend of addressing culture in Iranian ETL textbooks at the high school level of education before and after the Islamic Revolution. The research findings indicated that the cultural contents are neglected in the ELT textbooks used both pre- and post-Islamic revolution. Therefore, due to overlooking learners’ cultural communicative needs intentionally or unintentionally, Iranian ELT textbooks are insufficient materials for teaching communicative language and in overall teaching culture-general skills such as intercultural competence and understanding. It is noteworthy that this study recommends constructive changes in textbooks to make them more communicative and more consistent with the students’ needs and expectations.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Somaye Ashrafi; Parviz Ajideh
Abstract
The aim of this article was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differ in the extent to which they represent dimension of big ‘C’ culture and little ‘c’ culture, their stance in distribution of references of cultural ...
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The aim of this article was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differ in the extent to which they represent dimension of big ‘C’ culture and little ‘c’ culture, their stance in distribution of references of cultural category, and also what themes predominate. The analysis identifies just the cultural elements, and culture–free linguistic items were not counted. The statistical analysis suggests that the dominant culture category was the target culture with the least attention given to source culture. It was also found out that although the occurrences of themes of little “c” culture dimension in advanced textbooks 2 &3 were slightly higher than those of big “c”, there was a wide gap between two dimensions in advanced textbook 1 which tends highly towards big “C” culture. There is lack of consistency in the occurrences of themes throughout the textbooks. The main absent themes were common little “c” themes (i.e. “Living Condition,” “Social Convention”, and “body language”). Such considerable lack of source information and imbalanced representation of cultural themes might not be sufficient to flourish Iranian learners’ intercultural communication competence (ICC) and thus might make intercultural communication difficult for them.
Parviz Ajhideh; Solmaz Saeeidi Manesh
Abstract
This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving ...
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This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving scores. On the other hand, some studies have indicated that answer changing in multiple choice examinations results in an increased number of wrong answers rather than improved scores. In this study, two types of listening and reading comprehension multiple-choice tests were used in two different proficiency levels. The test was administered to 269 EFL students, both males and females, in Kish Language Institution, Tabriz branch. Results show that in both proficiency levels among males and females, answer-changing leads to increased number of wrong answers. Findings suggest that we should encourage students not to change their initial answers unless they have scrutinized their initial answers precisely and there are more plausible alternatives. The findings were compatible with the traditional perception ‘go with your first response’.