ORIGINAL_ARTICLE
Editorial Volume 6, Issue 1
The editor’s notes in our Journal have been so far a site for the clarification of the Journal’s policy and the task still continues. With an inclination towards solving our real world problems in language teaching (and literary studies, which I will discuss in the next issue of the Journal), we would like to take that the introduction of the concept of “life-world” to Social Sciences can be a ground-breaking movement to open up new horizons for researchers. I will further illustrate JALDA's position and policy here. The current issue of JALDA features an interview, seven research papers of national and international scope and a book review. The interview is with Professor Glenn Fulcher, the distinguished British applied linguist working in the field of language testing and assessment. The first paper by Behrooz Azabdaftari is a tribute to Professor Henry Widdowson on his visit to Azarbaijan Shahid Madani University in 2018. Cosmas Rai Amenorvi draws on the theory of cohesion to show how both linguistic and aesthetic effects are achieved in Malcolm X’s ‘The Ballot or the Bullet’. The paper by Sarvandy and Ekstam focuses on English as Lingua Franca with attention to Iranian context. The paper by Karimnia and Sabbaghi is a study of Ta’ziyeh and its discourse with an emphasis on how language varieties help frame a culturee’s perception of religion. Ameri's contibution is an example of applied literature. She applies New Jungian findings to the reading of Sweetness in the Belly. The paper by Abbasi and Khosrowshahi explores the role of experience in EFL teachers’ satisfaction of the in-service teacher education programs in Iran, and Ashrafi and Ajideh explore culture-related content in the advanced series of Iran Language Institute. And, finally, Jane Ekstam has reviewed Loving Literature: A Cultural History, by Deirde Shauna Lynch for us.
http://jalda.azaruniv.ac.ir/article_13842_8db3784a6e724917c6967c91fc61d61c.pdf
2018-03-01
1
6
10.22049/jalda.2019.26415.1111
Editorial
JALDA
Applied Linguistics
Applied literature
Language Assessment
Bahram
Behin
bahram.behin@gmail.com
1
Associate Professor of TESOL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Backman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford: Oxford University Press.
1
Bolton, K. (2004). World Englishes. In A. Davies and C. Elder (eds.). Handbook of Applied Linguistics. Oxford: Blackwell.
2
Chomsky, N. (1957/2015). Syntactic Structures. Eastford, CT: Martino Fine Books.
3
Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment: An Advanced Resource Book. London: Routledge.
4
Habermas, J.(1987). The Theory of Communicative Action. V. 2. Boston: Beacon Press.
5
Husserl, E. (1970). The Crises of European Sciences and Transcendental Phenomenology. Evanston: Northwestern University Press.
6
Kramsch, C. (2004). Language, thought, and culture. In A. Davies & C. Elder (eds.). Handbook of Applied Linguistics. Oxford: Blackwell.
7
Schutz, A. (1967). Phenomenology of the Social World. Evanston: Northwestern University Press.
8
Schwandt, T. A. (2000). Three epistemological stances for qualitative inquiry. In N. K. Denizin and Y. S. Lincoln (eds.). Handbook of Qualitative Research. 2nd Edition. Thousand Oaks, California: Sage.
9
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.
10
Tomlinson, B., & Masuhara, H. (2018). Theory and Practice of Materials Development for Language Learning. Oxford: Blackwell.
11
Van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. New York: Kluwer Academic Publishers.
12
ORIGINAL_ARTICLE
JALDA's Interview with Professor Glenn Fulcher
Glenn Fulcher is the Professor of Applied Linguistics and Language Assessment in the English Department at the University of Leicester, UK. He got his PhD in Applied Linguistics and Language Testing from Lancaster University (1993) and his MA in Applied Linguistics from the University of Birmingham (1987). Professor Fulcher has been the editor of Sage's Language Testing (2006-2015) and an influential member of the Executive Board of The International Language Testing Association (ILTA) for many years. He has extensive experience and expertise in the philosophy of assessment, test design, the development of data-based rating scales as well as teaching language assessment. Professor Fulcher's book Language Testing and Assessment co-authored by Davidson (2007) has been the main resource for the ELT masters' courses in language testing in Iran for many years. Among his other publications are Re-examining Language Testing: A Philosophical and Social Inquiry (2015, the winner of the 2016 SAGE/LTA Book Award), The Rutledge Handbook of Language Testing (2012), Practical Language Testing (2010), Testing Second Language Speaking (2003) , and Writing in the English Language Classroom (1997). In an online interview, Professor Glenn Fulcher has joined Dr. Bahram Behin who is a zealous adherent of Fulcher's philosophy of assessment and has presented language testing courses based on his books.
http://jalda.azaruniv.ac.ir/article_13839_09a522589fd0a4c97da410aa293b2994.pdf
2018-03-01
7
12
10.22049/jalda.2019.26410.1109
Glenn Fulcher
JALDA Interview
Language Assessment
Test design
Rate-scales
Bahram
Behin
bahram.behin@gmail.com
1
Associate Professor of TESOL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.
LEAD_AUTHOR
Behin, B. (2018) Jalda's interview with professor Glenn Fulcher. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 7-12.
1
Behin, B. (2018) Jalda's interview with professor Glenn Fulcher. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 7-12.
2
Behin, B. (2018) Jalda's interview with professor Glenn Fulcher. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 7-12.
3
ORIGINAL_ARTICLE
A Tribute to Professor H. G. Widdowson on the Occasion of his Visit to Azarbaijan Shahid Madani University, Tabriz, 2018
There are such great names in language studies as Noam Chomsky, Lev S. Vygotsky, Howard Gardener and Michael Halliday who are widely accredited with having introduced new concepts in linguistics and neighboring disciplines and to whom we remain deeply indebted. In this article which has been written on the occasion of Professor Henry Widdowson's visit in April 2018 to Azarbaijan Shahid Madani University in Tabriz, Iran, professor Widdowson's thoughts and contributions to applied linguistics and language teaching are reviewed in passing. The author make this issue his point of departure and takes up some of the ground breaking ideas of Professor Widdowson and elaborates very briefly on the following notions: 1) English in Training and Education. 2) Applied Linguistics and Linguistics Applied. 3) Authenticity of Teaching Materials in ESP. 4) Present Situation versus Target Situation Analysis of Students’ Language Learning needs: The Language Audit 5) Linguistic principles and intuitive interpretation
http://jalda.azaruniv.ac.ir/article_13810_09feabc3e43a74b7348fa4c0d4b8f6dc.pdf
2018-03-01
13
26
10.22049/jalda.2018.26289.1079
Widdowson
Tribute
Applied Linguistics
Azarbaijan Shahid Madani University
ELT
Behrooz
Azabdaftari
azabdaftari@iaut.ac.ir
1
Emeritus Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, The University of Tabriz, Tabriz, Iran.
LEAD_AUTHOR
Azabdaftari, Behrooz. (2016). The Legacy of the Green Years of my Academic Life: A Collection of English Paperson Language and Interdisciplinary Studies. University of Tabriz.
1
Chomsky, N. (1972). Studies on Semantics in Generative Grammar. The Hague: Mouton.
2
Halliday, M. A. K., Angus McIntosh and Peter Strevens. (1964). The Linguistic Sciences and Language Teaching. London: Longman.
3
Lakoff, G. (1971). On Generative Semantics. In Steinberg, D. D., Jakobovits , L. A. (eds.) Semantics. Cambridge University Press.
4
McCawley, J. D. (1967). “The role of semantics in a grammar,” in Bach, E. and R. Harms (eds.) Universals in Linguistic Theory. Holt, Reinhart & Winston: New York.
5
Mathews, P. H. (2007). Oxford Concise Dictionary of Linguistics. Oxford University Press.
6
Richards, J. C. and R. Schmidt. (2010) (4th edition). Language Teaching and Applied Linguistics. Longman.
7
Walrs, K. (1989). A Dictionary of Stylistics. Longman.
8
Widdowson, H. G. (1985). Explorations in Applied Linguistics (Vol. 1), Oxford University Press.
9
Widdowson, H. G. (1986). Explorations in Applied Linguistics (Vol. 2), Oxford University Press.
10
ORIGINAL_ARTICLE
Lexical Cohesion and Literariness in Malcolm X's " The Ballot or the Bullet"
This paper unearths the contribution of lexical cohesion to the textuality and overall meaning of Malcolm X’s speech 'The Ballot or the Bullet'. Drawing on Halliday and Hasan’s (1976) and Hoey’s (1991) theory of cohesion, specifically lexical cohesion, whose main thrust is the role of lexical items in not only contributing to meaning but also serving as cohesive ties, the paper discusses how Malcolm employs words in serving a dual role of contributing to meaning by serving as cohesive ties and their literary use for an aesthetic touch to his The Ballot or the Bullet. Discussions show that Malcolm X employs both simple and complex lexical structures to achieve cohesion in 'The Ballot or the Bullet'. The same lexical structures espouse the literary device of repetition, for emphasis and rhythm. Malcolm, therefore, combines linguistic and literary phenomena by his employment of lexical items in not only conveying meaning or passing information to his audience but also doing that with artistic beauty.
http://jalda.azaruniv.ac.ir/article_13840_2d5d2fe8e2ddb8ef098fcc8ba01d2f96.pdf
2018-03-01
27
37
10.22049/jalda.2019.26387.1100
Lexical cohesion
Textuality
Repetition
Literariness
Malcolm X
The Ballot or the Bullet
Cosmas
Amenorvi
cosmas.amenorvi@uenr.edu.gh
1
Lecturer of English and Academic Writing and Communication Skills, University of Energy and Natural Resources, Sunyani, Ghana.
LEAD_AUTHOR
Ben Khalifa, T. (2017). Structuring Racist Ideologies in Stephen Crane’s ‘A Dark Brown Dog’: A Critical Discourse Analysis. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 5(2), 15-46. doi:10.22049/jalda.2018.26344.1093
1
Bloor, T., & Bloor, M. (1995). The functional analysis of English, a Hallidayan approach. London: Edward Arnold.
2
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
3
Cann, R. (1993). Formal Semantics: An introduction. Cambridge: Cambridge University Press.
4
Cruse, D. A. (1986). Lexical semantics. Britain: Cambridge University Press.
5
Fairclough, N. (1995). Media discourse. New York: Oxford University Press Inc.
6
Grundy, P. (2000). Doing pragmatics (2nd ed). New York: Oxford University Press.
7
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. England: Longman House.
8
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. London: Edward Arnold.
9
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
10
Hoey, M. (1991). Patterns of lexis in text. Oxford: Oxford University Press.
11
Kearns, K. (2000). Semantics. New York: St. Martin’s Press.
12
Kempson, R. (1977). Semantic theory. Cambridge: Cambridge University Press.
13
Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.
14
Lyons, J. (1977). Semantics (2 volumes). Cambridge: Cambridge University Press.
15
Lyons, J. (1995). Linguistic semantics: An introduction. Cambridge: Cambridge University Press.
16
Malcolm, X. (1964, April 12). The ballot or the bullet. Retrieved from http://americanradioworks.publicradio.org/features/blackspeech/mx.html
17
Osisanwo, W. (2003). Pragmatics and discourse. Lagos: Femolus-Fetop.
18
Quirk, R., & Greenbaum, S. (1990). A university grammar of English. Longman group Limited.
19
Salahshoor, F., Baggali, H., & Behin, B. (2013). Critical Discourse Analysis of Two Political Speeches in Light of Bakhtin's Dialogism. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 1(2), 87-107. doi:10.22049/jalda.2013.13528
20
Sekyi-Baidoo, Y. (2002): Semantics: An introduction. Kumasi: Wilas Press Ltd.
21
Verschueren, J. (1999). Understanding pragmatics. New York: Oxford University Press.
22
ORIGINAL_ARTICLE
Principles of the ‘Lingua Franca Approach’ and their implications for pedagogical practice in the Iranian context
AbstractThe last thirty five years have created a challenging situation for Iran and its people: on the one hand, the discriminatory British and American policies towards the country have given rise to considerable bitterness; on the other, we continue to teach both British and American English. If Iranian people wish to play a more active role internationally, it is time to review our English language teaching policy, practices and pedagogy. This paper focuses on one particularly effective approach, namely English as a Lingua Franca (ELF). It addresses six important principles of ELF and their potential in relation to the present cultural and teaching situation in Iran, focusing on the position of the native speaker and the importance of mutual intelligibility, intercultural competence, the importance of training local multilinguals, the value of lingua franca contexts as learning environments, the difference between spoken and written English, and the adaptation to the Iranian context of assessment procedures. Our paper ends with a brief discussion of the implications for pedagogical practice of the use of the Internet, including the use of blogs in the ELF classroom.Keywords: ELF, ELF principles, Elf in Iranian context, the Internet
http://jalda.azaruniv.ac.ir/article_13838_88f5fc694c3b6cee8d436bec62ebdfb2.pdf
2018-03-01
39
52
10.22049/jalda.2019.26265.1073
ELF
ELF principles
ELF in
Iranian context
ELF and Internet
Elham
Sarvandy
elhamesarvandy@yahoo.com
1
PhD Candidate of TEFL, Department of English, Faculty of Languages and Foreign Literature, Payam Noor University, Tehran, Iran.
LEAD_AUTHOR
Jane
Ekstam
jane.m.ekstam@hiof.no
2
Professor of English literature, Department of Economy, Language and Social Studies, Østfold University College, Halden, Norway.
AUTHOR
Braine, G. (2010). Non-native speaker English teachers. New York: Routledge.
1
Breiteneder, A. (2009). English as a lingua franca in Europe: An empirical perspective. World Englishes, 28(2), 256–269.
2
Britain, D. (2010). Grammatical variation in the contemporary spoken English of England. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (pp. 37–58). London: Routledge.
3
Campbell, A. (2003). Weblogs for use with ESL classes. [online]. The Internet TESL Journal 1X(2).
4
Cavalheiro, L. (2018). ELF-aware materials within the EFL context. pp. 184-189. ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, 7(1), 155-209.
5
D’Angelo, J. (2014). The WEs/EIL Paradigm and Japan’s NS Propensity: Going Beyond the ‘Friendly Face’of West-Based TESOL. In The Pedagogy of English as an International Language (pp. 221-237). Springer, Cham.
6
Dewey, M. (2011, May 27). Retraining language teachers in post-normative models: Learning the pedagogy of ELF. Paper given at the 4th conference of English as a Lingua Franca, Hong Kong Institute of Education.
7
Ducate, C. L., Lomicka, L. L.(2008). Adventures in the blogsphere: From blog readers to blog writers. Computer Assisted Language Learning 21(1), 9-28.
8
Ekstam, J. M., & Sarvandy, E. (2017). English Language Teaching in Iran: Tradition Versus Modernity. Chinese Journal of Applied Linguistics, 40(1), 112-119.
9
Grugorović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL Journal 25, 1-34.
10
Harmer, J. 2015. The practice of English language teaching, 5th edn. Essex: Pearson.
11
Jenkins, J. (2007). English as a lingua franca: Attitudes and identity. Oxford: Oxford University Press.
12
Kachru, B. B. (1982). South Asian English. English as a world language, 4.
13
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language Teaching, 25(1), 1-14.
14
Kirkpatrick, A. (2014). Teaching English in Asia in non-Anglo cultural contexts: Principles of the ‘lingua franca approach’. In The Pedagogy of English as an International Language (pp. 23-34). Springer, Cham.
15
Kirkpatrick, A., Patkin, J., & Jingjing, W. (2013). The multilingual teacher and the multilingual curriculum: An Asian example of intercultural communication in the new era. In F.Sharifian & M. Jamarani (Eds.), Intercultural communication in the new era. London: Routledge.
16
Lee, J. S., & Moody, A. (Eds.). (2012). English in Asian popular culture. Hong Kong: Hong Kong University Press.
17
Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59-67.
18
Liddicoat, T., Eisenchlas, S., & Trevaskes, S. (Eds.). (2003). Australian perspectives on Internationalizing education. Melbourne: Language Australia.
19
Mauranen, A., & Ranta, E. (Eds.). (2009). English as a lingua franca: Studies and findings. Cambridge Scholars Publishing.
20
McKay, S. L. (2002). Teaching English as An International Language: Rethinking Goals and Perspectives. New York: Oxford University Press.
21
Medgyes, P. (2002). Native or non-native. Who’s worth more? ELT Journal, 46(4), 340–349.
22
Mirhosseini, S. A., & Khodakarami, S. (2015). A glimpse of contrasting de jure–de facto ELT policies in Iran. The Islamic Republic of Iran, 21.
23
Moussu, L., & Lurda, E. (2008). Non-native English speaking English language teachers: History and research. Language Teaching, 41(3), 316–348.
24
Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences 2, 1127-1132.
25
Preece, S. (2011). Universities in the Anglo centre: Sites of multilingualism. In L. Wei (Ed.), Applied linguistics review (Vol. 2, pp. 121–145). Berlin: Mouton de Gruyter.
26
Rusdi, T. (1999). Schema of group seminar presentations and rhetorical structures of presentation introductions: A cross cultural study of Indonesian and Australian students in university academic settings. Asian Englishes, 2(1), 66-89.
27
Seidlhofer, B. (2015). ELF-informed pedagogy: From code-fixation towards Communicative awareness. New frontiers in teaching and learning English, 19-30.
28
Sifakis, N. C. (2017). ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics.
29
Sifakis, N. C., Lopriore, L., Dewey, M., Bayyurt, Y., Vettorel, P., Cavalheiro, L., & Kordia, S. (2018). ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, 7(1), 155-209.
30
Sifakis, N. C. & Bayyurt, Y. (2018). ELF-aware teaching, learning and teacher development. In Jennifer Jenkins, Will Baker & Martin Dewey (eds.), The Routledge Handbook on English as a Lingua Franca, 456–467. London: Routledge.
31
Siqueira, D. S. P. (2015). English as A Lingua Franca And ELT Materials: Is The “Plastic World” Really Melting? Current Perspectives on Pedagogy for English as a Lingua Franca, 6, 239.
32
Smith, L. E., & Rafiqzad, K. (1979). English for cross-cultural communication. The question of intelligibility. TESOL Quarterly, 13, 371–380.
33
Swain, M., Kirkpatrick, A., & Cummins, J. (2011). How to have a guilt-free life using Cantonese in the English class. Hong Kong: Research Centre into Language Education and Acquisition in Multilingual Societies, Institute of Education. (downloadable from http://www. ied. edu. hk/rcleams/view. php.
34
Vettorel, P. (2018). Communication Strategies, ELF and ELT materials. A Cor das Letras, 18(4 Especial), 74-98.
35
Ward, G. (2004). Deferred equatives. Paper presented at the annual meeting of the Linguistic Society of America, San Francisco. January 2002. In Moghadam, N.R. Reading Comprehension: Blog Exposure in the English as a Foreign Language Context of Iran. Journal of the Study for English Linguistics 5(1), 55-66.
36
Ware, P., Liaw, M. L., & Warschauer, M. (2012). The Use of Digital Media in Teaching English as an International Language: Paige Ware, Meei-Ling Liaw, and Mark Warschauer. In Principles and Practices for Teaching English as an International Language (pp. 75-92). Routledge.
37
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal 81, 470-481.
38
ORIGINAL_ARTICLE
Ta’ziyeh and Declamation in Shia Tradition: Discourse in Focus
The central theme of Ta'ziyeh, as one of the Islamic tragic drama and folk theater, in one of the major denominations of Islam (the Shia) is a representation of the siege and massacres of Karbala. This study investigated Ta'ziyeh (alternatively Ta'zïye, Tazīa, Ta'zīya) and its discourse, a form of declamation. The data for analysis were collected from library resources (e.g. books, electronic resources) and observation. The data were analyzed based on Gee's discourse and society model. The study confirmed that Ta'zieh was the most important tragedy in Shiism. The discourse used in Ta’ziyeh, contrary to the Western variations, appeared to be a more spiritual practice than a dramatic genre. Furthermore, the role of Ta'ziyeh writers and performers was explored as agents who have distributed the accounts of the Karbala battle for generations in Iran. The findings, from a global perspective, might emphasize how diverse a culture’s perceptions of religion and its related rituals could be and how a language variety (e.g. declamation) could help frame such perceptions in dramatic genre. The findings could also guide the categories that multi-cultural studies of tragedies may take into account.
http://jalda.azaruniv.ac.ir/article_13837_4c77c867c30ebba92fb9c29938b3ea5c.pdf
2018-03-01
53
66
10.22049/jalda.2019.26336.1088
Ta'ziyeh
declamation
Shia
drama
Karbala
tragedy
Amin
Karimnia
aminkarimnia@yahoo.com
1
Associate Professor of Applied Linguistics, Fasa Branch, Islamic Azad University, Iran.
LEAD_AUTHOR
Maryam
Sabbaghi
sabbaghii@yahoo.com
2
MA Graduate of TEFL, Jahrom University of Medical Sciences, Iran.
AUTHOR
Abedini, A. (2011). A very old version of Hazrat Abolfazl (AS) Taziye. [Weblog]. Retrieved Febrauary 8, 2017, from http://taziye.persianblog.ir/post/28
1
Ahmadzadeh, Sh. (2007). A comparative study of heroes in tragedy and tazieh. Human Sciences,54, 427- 444.
2
Amoozadeh, A., &Shafiei, S. K.(2007). Islamicsocialcommunication:Acomparativestudy of Muslimsbelievesand credence patterns in Iranian Taziyeh. International Journal of Social Science& Education,5(2), 309-316.
3
Arp, T.R., &Johnson, G.(2006). Perrine's literature: Structure, sound, and sense. (10th Ed.). Boston (MA): Thomson Learning-Heinle & Heinle.
4
Browne, E. (1902).The Literary history of Persia. New York: Charles Scribner's Sons.
5
Burton, D. (1980). Dialogue and discourse: A sociolinguistic approach to modern drama dialogue and naturally occurring conversation. London: Routledge.
6
Encyclopedia of Iranica (2008). The Passion of Hossayn. Retrieved March 1, 2017 from http://www.iranicaonline.org/articles/hosayn-b-ali-iii
7
Gee, J.P. (2011).An introduction to discourse analysis: Theory and practice. (3rd Ed.). New York: Routledge.
8
Kalantari, E., & Karimnia, A. (2011). Catford’s shift model of translation: A drama-based critical inquiry. Elixir Literature (39), 5012-5016.
9
Karimnia, A., & Khodashenaz, M. R. (2016). Euphemistic strategies used by Iranian EFL learners: Death and lying in focus. Journal of Applied Linguistics and Applied Literature:Dynamics and Advances,4(1), 63-80.
10
Kharmandar, M.A. (2016). Argumentation-based literary translation quality assessment: A multidisciplinary model. Journal of Argumentation in Context,5(2), 139-156. Doi: 10.1075/jaic.5.2.02kha
11
Massoudieh,M.T.(1978).ThereligiousmusicofIran,Volume1(TheMusicof Ta'zieh). Tehran: SorooshPublications.
12
Rafifar, J., &Shirmohammadi, A.(2015). An anthropological study on the origin and content of Ta'zieh.International Journal of Social Sciences,5(4), 63-74.
13
Shojai, M. (2007). Men and their declamations. Tehran: Neyestan Publications.
14
Short,M.H. (1989).Discourseanalysisandanalysisofdrama.AppliedLinguistics,3(2), 180-202.
15
Talebinejad, M.R. (2013). Discourse models in passion drama: A comparison of English tragedies and Persian Tazieh. Journal of Language Teaching and Research, 4(1),119-126.
16
Xu, S. (2005). A cultural approach to discourse. London: Palgrave MacMillan.
17
ORIGINAL_ARTICLE
Applied Literature and New Jungian Reading: a Case study of Camilla Gibb’s Novel, Sweetness in the Belly
The field of Applied Literature is concerned with the practical usages of literature, including the potentials of literature to empower and transform individuals. Jungian criticism, with its suggestions of the possibility of individuation and self-actualization in individuals, has been an important source for scholars in the field of Applied Literature for healing. Still, the traditional Jungian approach to literature has been criticized in recent years, especially due to its apparent universalist assumptions and its insensitivity to context-specific issues in texts. For the same reason, New Jungian critics have been recently exploring the possibilities of reconciling Jungian concepts with more context-oriented literary theories. This paper, then, in accordance with this new trend, attempts to do a New Jungian reading of a contemporary postcolonial novel, Sweetness in the Belly, by Camilla Gibb , as a case study, to investigate the potentials within this approach of extension of Jungian ideas and dialogue with other more modern literary theories after poststructuralism. The research benefits from the views of New Jungian critics as well as the theories in relation to the identity issues of migrants. The paper is concluded with the proposition that, as the exploration of this novel testifies, the New Jungian approach as well as the contemporary fiction of identity construction can prove as valid resources for Applied Literature for healing.
http://jalda.azaruniv.ac.ir/article_13812_e9ca7e9354823a6164c457d3eecff6d0.pdf
2018-03-01
67
76
10.22049/jalda.2018.26324.1087
Applied literature
New Jungian Criticism
Individuation
Identity
Sweetness in the Belly
Firouzeh
Ameri
firouzeh_ameri@yahoo.com
1
Assistant Professor of English Literature, Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, The University of Tabriz, Tabriz, Iran.
LEAD_AUTHOR
Abrams, M. H., &Harpham, G. G. (2009).A glossary of literary terms. Boston: Wadsworth Cengage Learning.
1
Anderson, S. M. (2014). Applied Literature for Healing, Transformation and Empowerment. International Journal of Applied Linguistics & English Literature, 3(6), 89-97.
2
Alcoff, L. M., &Mohanty, S. P. (2006).Reconsidering Identity Politics: An Introduction. In L. M. Alcoff, M. R. Hames-Garcia, S. P. Mohanty& P. M. Moya (Eds.), Identity politics reconsidered (pp. 1-9). New York, Palgrave Macmillan.
3
Bishop, P. (2002). Jung’s ‘Answer to Job’: A commentary. Hove: Brunner–Routledge.
4
Brooke, R. (1991). Jung and phenomenology. London: Routledge.
5
Brooke, R. (1999). Pathways into the Jungian world. London: Routledge.
6
Dawson, T. (2004).The effective protagonist in the nineteenth-century British novel: Scott, Bronte¨, Eliot, Wilde. Aldershot, UK and Burlington: Ashgate.
7
Dillon, M. (1999).Catholic identity: balancing reason, faith and power. Cambridge: Cambridge University Press.
8
Gallant, C. (1978). Blake and the assimilation of chaos. Princeton, NJ: Princeton University Press.
9
Gallant, C. (1996). Tabooed Jung: Marginality as power. London: Macmillan, 1996.
10
Gibb, C. (2006). Sweetness in the belly. New York: Penguin Press.
11
Guerin, W. L., Labor, E., Morgan, L., Reesman, J. C., & Willingham, J. R. (2005).A handbook of critical approaches to literature. New York: Oxford University Press.
12
Harmon, W., & Holman, C. H. (2000).A handbook to literature. Upper Saddle River, NJ: Prentice Hall.
13
Iser.W. (1978).The act of reading: a theory of aesthetic response. London and Henley: Routledge & Kegan Paul.
14
Jung, C. G. (1953-91). The collected works of C. G. Jung (CW), vol. 1-20 (R. F. C. Hull, Trans.). H. Read, M. Fordham and G. Adler (Eds.). London: Routledge; Princeton, N.J.: Princeton University Press.
15
McGregor, H. (2009).“Not Quite Ethiopian, But Not At All English”: Ethnography, hybridity, and diaspora in Camilla Gibb’s Sweetness in the Belly. ESC, 35(4), 95–115.
16
Moya, P. M. (2002). Learning from experience: minority identities, multicultural struggles. Berkeley: University of California Press.
17
Ramazani, A. (2016). Health humanities and applied literature [Review of the book Health humanities, by P. Crawford, et al]. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(1), 125-31.
18
Rodríguez, N. (1996). The battle for the border: notes on autonomous migration, transnational communities, and the state. Social Justice, 23(3), 21-37.
19
Rowland, S. (2002).C.G. Jung and literary theory: The challenge from fiction. Basingstoke: Palgrave MacMillan. (Original work published 1999)
20
Rowland, S. (2005).Jung as a writer.London and New York: Routledge.
21
Santesso, E. (2013). Disorientation: Muslim identity in contemporary anglophone literature. Basingstoke: Palgrave Macmillan.
22
Schultz, D. P., & Schultz, S. E. (2009). Theories of personality. Belmont: Cenage learning
23
Tacey, D. (1988). Patrick White: fiction and the unconscious. Melbourne and New York, NY: Oxford University Press.
24
Tacey, D.(2006). How to read Jung. London: Granta.
25
ORIGINAL_ARTICLE
The Role of Experience in EFL Teachers' Satisfaction of the In-service Teacher Education Programs
The short-term in-service EFL teacher education programs are assumed to be of crucial importance in upgrading teachers' methodologies and gearing their teaching more closely to the students' needs. Therefore, a dynamic in-service program for EFL teachers is needed to keep abreast of the time.The present study aims to investigate the role of experience in EFL teachers' satisfaction of the in-service teacher education programs in Zanjan city. 200 EFL teachers from Zanjan province (1 &2 districts) were participated in this study.The data collected through the Course-evaluation questionnaire with “five-level Likert scale”. The results were analyzed through both descriptive and inferential statistics.The findings showed that There is a significant difference between teachers’ experience and their satisfaction of in-service programs.Thus novice teachers and experienced teachers have different expectation of the in-service teacher education programs.This production of significant difference about the relationship between the EFL teachers' experience and their satisfaction of the in-service teacher education programs can be contributed to different perceptions of the teachers on the relationship between the EFL teachers' experience and their satisfaction of the in-service teacher education programs
http://jalda.azaruniv.ac.ir/article_13814_18d0af8337d0b903b4938eb8a40592e4.pdf
2018-03-01
77
89
10.22049/jalda.2018.26256.1071
In-service Teacher Training
Pre-service Teacher Training
Teacher Education
Teacher Training
Experience
Naser
Abbasi
naser241@gmail.com
1
Ph.D. Candidate of Applied Linguistics, Department of English, Islamic Azad University, Zanjan Branch, Zanjan, Iran.
LEAD_AUTHOR
Simin
Khosrowshahi
simin.khosrowshahi@gmail.com
2
M.A. in TEFL, Department of English, Islamic Azad University, Maragheh Branch, Maragheh, Iran.
AUTHOR
Abbasi, M. H., &Millar, A. C. (1996).The role of educational technology in upgrading teacher education in Pakistan.In J. G. Hedberg, J. Steele &S. McNamara (Eds.),Learning Technologies: Prospects and Pathways (PP. 1-6).Selected papersfromEdTech'96.Canberra: AJET Publications. http://www.aset.org.au/confs/edtech96/abbasi.html
1
Ahrens, M. R. (1957). In-ServiceTeacher Training in the United States of America,Education Abstracts. IX(10), 3-4.
2
Akbari, R., &Moradkhani, S. (2010). Iranian English teachers’ selfefficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25–47.Retrieved May 2010 www.Magiran.com.
3
Allen, S. J. (2007).Adult learning theory and leadership development.Kravis Leadership Institute,Claremont McKenna College, 7, 26-37.
4
Arends, R. (1989).Learning to Teach.New York: McGraw Hill.
5
Bose, M.N.K. (1997). Language Teacher Education, Problems and Practices. Madras, India: New Century Book House.
6
Calderhead, J., &Shorrock, S. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer.
7
Carpenter, T.P., Fennema, E., Peterson, P. L., Change, C., &Loef, M. (1989).Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study.American Educational Research Journal, 26, 499-531.
8
Cochran-Smith, M.,& Lytle, S. L. (2001). Beyond uncertainty: taking an inquiry stance on practice. In A. Lieberman, &L. Miller (Eds.), Teachers Caught in the Action: Professional Development that Matters. New York: Teachers College Press.
9
Coladarci, T., & Gage, N.L. (1984).Effects of a Minimal Intervention on Teacher Behavior and Student Achievement.American Educational Research Journal, 21, 539-555.
10
Coşkuner, M. (2001).Turkish provincial state university teachers’ perceptions of English language teaching as a career.Unpublished master’s thesis, Bilkent University, Ankara.
11
Craft, A. (2000).Continuing professional development: A practical guide for teachers. Florence, KY, USA: Routledge.
12
Day, Ch. (1999). Developing teachers: The challenges of lifelong learning. Florence, KY, USA: Taylor.
13
Dubin, F., & Wong, R. (1990). An ethnographic approach to in-service preparation: The Hungary file. In J. C. Richards,& D. Nunan (Eds.), Second language teacher edu1cation (pp.282-292). Cambridge: Cambridge University Press.
14
Edelfelt, R. A., & Lawrence, G. (1975). In-Service Education: The State of the Art. In R. A. Edelfelt, &M. Johnson (Eds.), Rethinking In-Service Education (P. 5). Washington, DC: National Education Association.
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England, L. (1998). Promoting effective professional development in English language teaching. Forum, 36, 18-26. http://exchanges.state.gov/forum
16
Ferguson, G., &Donnon, S. (2001). One-Month Teacher Training Courses: Time for a change. ELT Journal, 57(1), 26-33.
17
Freeman, D. (1982). Observing teachers: Three approaches to in-service training development.TESOL Quarterly, 16, 21–28.
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Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23, 27-45.
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Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan, (Eds.), The Cambridge guide to teaching English to speakers of other languages(PP. 72-79). Cambridge: Cambridge University Press.
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Freeman, D. (2002). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72–79). Cambridge: Cambridge University Press.
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Fullan, M. &Steigelbauer, S. (l991).The new meaning of educational change (2nd ed.). NewYork: Teachers College Press.
22
Gess-Newsome, J., & Lederman, N. (1993). Pre-service biology teachers’ knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(1), 25–45.
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Griffin, G., & Barnes, S. (1986). Using Research Findings to Change School and Classroom Practices: Results of an Experimental Study.American Educational Research Journal, 23, 572-586.
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HabibiTodeh,A. (2000).The EFL teachers' perceptions of efficiency of short term in-service programs on their occupational competences.M.A thesis.
25
Hammadou, J. (2004). Identifying the best foreign language teachers.Teacher Standards and Professional Portfolio, 88(3), 390-402.
26
Hass, G. (1957). In-Service Education Today. In N. B. Henry (Ed.), The Fifty-sixth Yearbook of the National Society for the Study of Education (pp.13-30). Chicago: University of Chicago Press.
27
Hayes, D. (1995). In-service teacher development: some basic principles. ELT Journal, 49(3), 252-261.
28
Hayes, D. (1997). In-service teacher development: International perspectives. London: Prentice Hall.
29
Henderson, E. S. (1978). The Evaluation of In-Service Teacher Training. London: Billing and Sons Limited.
30
Isikoglu, N., Basturk, R., &Karaca, F. (2009).Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective.Teaching and Teacher Education, 25(2), 350–356.
31
Koç, S. (1992). Teachers-on-line: An alternative model for in-service teacher training in ELT.In The British Council (Ed.), Tradition and innovation - ELT and teacher training in the 1990s (pp. 47-53). Ankara: British Council.
32
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4),321- 329.
33
Lippitt, K., & Fox, R. (1971). Development and Maintenance of Effective Classroom Learning in Improving In-Service Education: Proposals and Procedures for Change. In L. J. Rubin (Ed.), (p. 149). Boston: Allyn and Bacon, Inc.
34
Lopriore, L. (1998). A systemic teacher education intervention: The Italian in-ervice education program for foreign language teachers. TESOL Quarterly, 32(3), 510-516.
35
Morant, R.W. (1981). In-Service Education within the School.London: George Allen &Unwin.
36
Murdoch, G. (1994). Language development provision in teacher training curricula.ELT Journal, 48(3), 253-259.
37
Palmer, C. (1993). Innovation and experienced teacher.ELT Journal, 47, 166-171.
38
Puglaar, B. (1957). Identifying Teacher Needs for Programs of Professional Education.Unpublished Ph.D. dissertation, George Peabody College.
39
Rahimi, M., &Nabilou, Z. (2010).Iranian EFL teachers’ effectiveness of instructional behavior in public and private high school.Asia Pacific Education Review, 12(2010), 67-78.
40
SafaeiAsl,E., &SafaeiAsl,N. (2014). A Case Study on Needs Assessment of English Language Teachers’ In-Service Training Courses.Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2(2), 99-106.
41
Stephens, T. M, &Hartman, C. A. (1978). In-Service Education: Its Murky Past and Uncertain Future. Journal of the School of Education.
42
Sugrue, C. (2001). Developing teachers and teaching practice. Florence, KY, USA: Routledge.
43
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
44
ORIGINAL_ARTICLE
Exploring Culture-Related Content in English Textbooks: A Closer Look at Advanced Series of Iran Language Institute
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.
http://jalda.azaruniv.ac.ir/article_13821_521ddceac15aa1650f07a81eb5801c3e.pdf
2018-03-01
91
109
10.22049/jalda.2018.26195.1056
Intercultural Competence
Source Culture
Target Culture
International culture
big “C” culture
little “c” culture
Somaye
Ashrafi
somaye.ashrafi1389@gmail.com
1
Ph.D. Candidate of ELT, Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, The University of Tabriz, Tabriz, Iran.
LEAD_AUTHOR
Parviz
Ajideh
parvizaj@gmail.com
2
Professor in TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, The University of Tabriz, Tabriz, Iran.
AUTHOR
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Mororcco. ELT journal, 44(1), 3-10.
1
Aliakbari, M. (2002). Writing in a foreign language: A writing problem or a language problem?
2
Pan-Pacific Association of Applied Linguistics, 6(2), 157–168.
3
Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. Paper presented at the 9th Pan-Pacific Association of Applied Linguistics Conference. Namseoul University, Korea.
4
Alptekin, C. (1993). Target-language culture in ELT materials. ELT Journal, 47(2), 136-43
5
Baker, W. (2012). From Cultural Awareness to Intercultural Awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
6
Bao, D. (2006). Developing EFL materials for local markets: issues andnconsiderations. In J. Mukundan (Ed.), Focus on ELT materials (pp.b52-76). Selangor Darul Ehsan: Pearson Malaysia
7
Basttista, G. (1984). Language and culture: Strategies for teaching language in the
8
classroom. Ann Arbor, Mich: U.M.I.
9
Bennett, M. J. (1993). Towards ethno relativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the Intercultural Experience (pp. 109-135). Yarmouth, MN: Intercultural Press.
10
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
11
Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at New American Inside Out. The Journal of Asia TEFL, 8(2), 189-210.
12
Chastain, K. (1988). Developing Second Language Skills. Theory and Practice. Orlando,
13
Florida: Harcourt Brace Janovich Publishers.
14
Common European Framework of Reference for Languages: Learning, teaching,
15
assessment (2001). Cambridge University Press.
16
Corbett, J. (2003). An intercultural approach to English language teaching. Languages for intercultural communication and education. Clevedon: Multilingual matters.
17
Cortazzi,M.,& Jin,L. (1999). Cultural Mirrors: Materials and Methods in the EFL. Classroom.
18
In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 197-219). Cambridge University Press.
19
Cunningsworth, A.(1995).Choosing your coursebook. Cambridge: Cambridge University Press.
20
Hinkel, E. (1999). Culture in Second Language Teaching and Learning.Cambridge University Press
21
Ketabi, S., & Talebinezhad, M. (2009). Socio-cultural patterns of Iranian EFL textbooks in arousing students’ motivation to do research. Journal of Language Teaching Skills, 4, 41-69.
22
Khajavi Y., & Abbasian, R. (2011). English language teaching, national identity and globalization in Iran: The case of public schools. International Journal of Humanities and Social Science, 1(10), 181-186.
23
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
24
Kramsch, C., & McConnell-Ginet (Eds.), (1992). Text and context. Lexington, MA: D.C. Heathand Company.
25
Kuhi, D. (2013). Necessities of Developing Diverse Cultural Potentials in AcademicDiscourse. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 1(1), 118-139.
26
Lee, K-Y. (2009). Treating culture: what 11 high school EFL conversation textbooks in South
27
Korea. English Teaching: Practice and Critique, 8, 76-96.
28
Majdzadeh, M. (2002). Disconnection between language and culture: A casestudy of Iranian English textbooks. Unpublished MA thesis, King SaudUniversity, Saudi Arabia.
29
McKay, S. L. (2000). Teaching English as an international language: Implications for cultural materials in the classroom. TESOL Journal, 9(4), 7-11.
30
Mckay, S. L. (2002). Teaching English as an International Language: Rethinking Goals and
31
Approaches. Oxford University Press
32
Méndez Garcia, M. C. (2005). International and intercultural issues in English teaching textbooks: The case of Spain. Intercultural Education, 16(1), 57-68.
33
Nault, D. (2006). Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum, 19(3), 314-328.
34
Peterson, B. (2004) Cultural intelligence: A guide to working with people from other cultures, Yarmouth, ME: Intercultural Press.
35
Peterson, E., & Coltrane, B. (2003). Culture in Second Language Teaching. ERIC
36
Clearinghouse on Languages and Linguistics, EDO-FL-03-09
37
Ramirez, G.A.,& Hall, K.J. (1990).Language and culture in secondary level Spanish textbooks. Modern language Journal, 74(1), 48-65.
38
Rashidi, N., & Najafi, R. (2010). The representation of culture in Iran Language Institute
39
advanced level textbooks. JLTR 1(5), 1798- 4769.
40
Risager, K. (1991). Cultural references in European textbooks: an evaluation of recent tendencies. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural.
41
Risager, K. (1998). Language teaching and the process of European integration. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspectives: Approaches through drama and ethnography (pp. 242-254). Cambridge University Press.
42
Sadeghi, K. (2007). The key for successful reader-writer interaction: Factors affecting reading comprehension in L2 revisited. Asian EFL journal, 9(3), 198-220.
43
Samovar, L. A., Porter, R. E., &Stefani, L. A. (2000). Communication between cultures. Beijing: Foreign Language Teaching and Research Press.
44
Scollon, R., & Scollon, S. W. (2001). Intercultural communication. A discourse approach. Oxford, UK: Blackwell.
45
Servet, Ç.,& Şakire. E. (2013). Cultural Perspectives 18 of Turkish ELT Coursebooks: Do
46
Standardized Teaching Texts Incorporate Intercultural Features? Education and Science,
47
38(167), 336-351.
48
Sharif, M.,& Yarmohammadi L. (2013). Culture, National Identity, and Globalization between
49
the Lines of Reading Comprehension Texts in Iran. Elixir Ling. & Trans, 56, 13452-13455
50
Talebinezhad, M. R., & Aliakbari, M. (2001). Basic assumptions in teaching English as an international language. The Internet TESL Journal, 7(7), 1-15.
51
Thompson, J. (1990). Ideology and modern culture. Stanford, CA: Stanford University Press.
52
Tomalin, B.,& Stempleski, S. (1993). Cultural awareness. Oxford University Press.
53
Wintergerst, A. C., & McVeigh, J. (2010). Tips for teaching culture: A practical approach to
54
intercultural communication. White Plains, NY: Pearson Longman.
55
Xiao, J. (2010). Cultural contents of an in-use EFL textbook and English major students’ attitudes and perceptions towards culture learning at Jiangxi University of Science and Technology, China (Doctoral dissertation, Prince of Songkla University).
56
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466.
57
Ziaei, S. (2012). Examining Cross-Cultural Clues as to Globalization and Iran's Culture in an International ELT Book Series-American English File. Mediterranean Journal of Social Sciences, 3(1), 143-148.
58
ORIGINAL_ARTICLE
Book Review: "Loving Literature. A Cultural History"
It is widely acknowledged that emotion is deeply embedded in literary criticism. Even when we aspire to scientific analysis and objectivity, we assume that we share a love of literature. Loving Literature is a deep and fascinating exploration of this important assumption. Literary critics and professors of literature are expected not only to know but also to love their work. In the case of professors, they are also required to transmit this love to their students. Lynch’s study investigates the historical origins of such expectations, and discusses their implications for readers, students and professors. Lynch does not assume that love is necessarily a healthy emotion: it can also be painful. Readers and literary critics forget this at their peril. To understand the role of love in literature, Lynch argues that it is necessary to study the eighteenth century and its ongoing discussions of literary history and the canon. The eighteenth century marked the beginning of English as an academic discipline. Lynch examines not only what early critics knew about literature but also how they felt about it. Only when we know this can we understand how literary studies evolved to its present form.
http://jalda.azaruniv.ac.ir/article_13811_7e8e3b7ed4bbeb322fe71d5b35853b2b.pdf
2018-03-01
111
113
10.22049/jalda.2018.26313.1083
Book Review
Deirdre Shauna Lynch
Loving Literature
The University of Chicago press
Jane Ekstam
Jane
Ekstam
jane.m.ekstam@hiof.no
1
Professor of English literature, Department of Economy, Language and Social Studies, Østfold University College, Halden, Norway.
LEAD_AUTHOR
Lynch, D. S. (2015). Loving literature, A cul;tural history. Chicago and London: The University of Chicago Press.
1
Lynch, D. S. (2015). Loving literature, A cul;tural history. Chicago and London: The University of Chicago Press.
2
Lynch, D. S. (2015). Loving literature, A cul;tural history. Chicago and London: The University of Chicago Press.
3
ORIGINAL_ARTICLE
Abstracts in Persian, Volume 6, Issue 1
http://jalda.azaruniv.ac.ir/article_14275_9963f4f82680c01041f99623c67e25b2.pdf
2018-03-01
115
121