ORIGINAL_ARTICLE
Editorial Volume 7, Issue 1
JALDA, therefore, would like to show inclination towards the view that the reality of the world is not a fixed entity standing out there to be measured by our pre-fabricated ‘scientific’ instruments. In line with Haghshenas’ argumentation, not only can theories and instruments shrink to ornamental entities but also they can turn into what Karl Popper calls pseudo-science, knowledge of an ‘ideological’ rather than of a ‘scientific’ nature (see Fuller, 1996). The knowledge based on positivism is prone to shrink to pseudo-science, for instance, because it is knowledge based solely on natural phenomena and their properties and relations that are accounted for according to man-made networks of laws. Any biased insistence upon such knowledge and hostility towards what lies outside the network, the darkness of the world, an experience of the recent politico-scientific history of the world, should push what was expected to be ‘scientific’ towards ‘pseudo-science.’ JALDA’s policy is to see its pages colourfully arrayed with findings and views from even the darkest corners of the world, where things are seen in ways quite different from the ways we are used to seeing them.
http://jalda.azaruniv.ac.ir/article_13954_5cb675fbdc3ac0bc96a350ead37137c8.pdf
2019-03-01
1
2
10.22049/jalda.2019.26636.1142
Editorial
Haghshenas
JALDA
Positivism
Science
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. (2019). Editorial. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7(1), 1-2.
1
Fuller, M. (1996). Is science an ideology? In Philosophy Now, Issue 15. http://philosophynow.org/issues/15/Is_ Science_an_Ideology
2
Haghshenas, A. M. (2006/1386). The necessity to revise the trend in Iranian linguistics (an interview). In Bokhara, 63, 49-61.
3
ORIGINAL_ARTICLE
JALDA's Interview with Dr. Farshid Sadatsharifi
Farshid Sadatsharifi has been visiting scholar at the Institute of Islamic Studies in McGill University, Montreal, Canada since 2016. He received his PhD and MA in Persian Language and Literature from Shiraz University, Iran. He also completed his post-doc fellowship in Interdisciplinary Approaches to Literature at the same university. Dr. Sadatsharifi is the co-founder and director of Samaak Institution, the center for Persian Language and Literature in applied approach. He is the affiliated researcher of Hafez Studies Center, and a permanent member of Iranian Society of Persian Humor (ISPH). Dr. Sadatsharifi has spent ten years celebrating literary theories, the meaning of life, existentialism, and other subjects related to studying and teaching Persian Language and Literature in a multidisciplinary and applied approach. He hopes to have the chance to establish “applied literature” as a well-recognized part of literary studies. He believes that an applied approach is unavoidable for any form of art, humanities and literature nowadays. In pursuit of JALDA’s fundamental goal of spotlighting the nature of applied literature, the journal’s editor-in-chief, Dr. Bahram Behin, had a short conversation with Dr. Sadatsharifi.
http://jalda.azaruniv.ac.ir/article_13956_a914771695ce61192e5c6e45252a47d8.pdf
2019-03-01
3
6
10.22049/jalda.2019.26640.1143
JALDA''''s Interview
Farshid Sadatsharifi
Bahram Behin
Applied literature
Persian
Farshid
Sadatsharifi
fsadatsharifi2@gmail.com
1
Institute of Islamic Studies, McGill University, Montreal, Canada
LEAD_AUTHOR
Bahram
Behin
bahram.behin@gmail.com
2
Department of English, Facalty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Behin, B. (2019). JALDA's interview with Dr. Farshid Sadatsarifi. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7(1), 3-6.
1
Behin, B. (2019). JALDA's interview with Dr. Farshid Sadatsarifi. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7(1), 3-6.
2
Behin, B. (2019). JALDA's interview with Dr. Farshid Sadatsarifi. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7(1), 3-6.
3
ORIGINAL_ARTICLE
Textuality: The ‘form’ to Be Focused on in SLA
Due to the special (procedural) nature of the language (verbal communication) ‘knowledge’, the dominant trends in applied linguistics research in the last few decades have been advocating ‘acquisition’ rather than ‘learning’ activities where the main focus in SL & FL education should be on ‘meaning’ while some ‘focus-on-form’ being justified. But the ‘form’ to be ‘focused-on’ is mostly misconceived to be ‘grammaticality’ of sentences. This misconception is driven by the traditional outlook on language which considers it as a set of sentences carrying THE meaning deposited upon them, disregarding the true nature of verbal transactions where meanings are discursively constructed by the participants in interaction , and the text (enabled by its textuality) rather than sentences (supported by their grammatical accuracy) mediates this discursive process. The present paper argues that textuality representing an underlying discourse should be the ‘form’ to be focused on in SLA facilitation tasks. It is the textuality and its ‘impulse-creating and impulse-reiterating agencies which, upon their perception, help the receiver to grasp the hierarchical integrity of the linearly organized text. Each text can be seen as containing a set of units which are psycho-socio-linguistically determined packages facilitating the linear presentation of the textual hierarchy. These units, labeled as T-units in written text, can be defined as stretches of text occurring between two full-stops. These T-units are the epicenters for ‘impulse-creation’ while carrying some ‘impulse-reiterating’ elements as well. Variations in the overall configuration of the T-units including what is chosen as their main verb (epicenter), the number of impulse-reiterating elements revolving around it and their mode of realization will be discussed. It will be argued that the SLA ‘focus-on-form’ activities designed to raise the language learners’ consciousness should be along these textuality dimensions; and examples of such activities (mainly oriented towards reading/writing skills) will be discussed.
http://jalda.azaruniv.ac.ir/article_13950_e1387228e8d32ca8eddb6fa4bb0139a1.pdf
2019-03-01
7
19
10.22049/jalda.2019.26630.1139
Textuality
SLA
Focus on form
T-units
Facilitation tasks
Kazem
Lotfipour-Saedi
klsaedi@hotmail.com
1
Emeritus Professor, University of Tabriz, Iran; Language Assessor, Ottawa Language Assessment Center, Canada
LEAD_AUTHOR
Davoud
Amini
davoudamini2014@gmail.com
2
Azarbaijan Shahid Madani University
AUTHOR
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday’s Introduction to Functional Grammar (4th ed.). Oxon: Routledge.
1
Lotfipoursaedi, K. (2015) Towards the Textuality of a Text. (2nded.). Tabriz :Zaban Academic.
2
Widdowson, H.G. (2004), Text, Context, and Pretext: Critical Issues in Discourse analysis. Oxford: Blackwell.
3
ORIGINAL_ARTICLE
What Is Applied Literature?
Applied literature is a term that is the outcome of a need to put literature to tangible uses in the “real” world. A medical practitioner looking for a definition of life, for instance, finds literature a useful source for the answer. With paradigm shifts in scientific studies, interdisciplinarity has been a method to overcome the alienations that resulted from the isolation of disciplines from one another. Some would go even further to problematize the concept of being solely confined to the limits of disciplines or the textuality of literature because they are still hindrances to coming into direct contact with the “real” world. Arguing that tangible real world should lie at the core of applied literary studies, this paper is an attempt to show how a path may be opened up towards the diverse nature of reality in literary studies through a critical review of relevant aspects of literary theory and by drawing upon studies of cultures.
http://jalda.azaruniv.ac.ir/article_13952_e6e7f339ed5f8a6125829985779697a3.pdf
2019-03-01
21
33
10.22049/jalda.2019.26629.1138
Applied literature
Interdisciplinarity
Literacy
Paradigm shift
and Reality
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
Bertens, H. (2014). Literary Theory: The Basics. London: Routledge.
1
Birch, D. (1989). Language, Literature and Critical Practice: Ways of Analysing Text. London: Routledge.
2
Carroll, J. B. (Ed.) (1956). Language, Thought and Reality.Selected Writings of Benjamin Lee Whorf. Cambridge: The MIT Press.
3
Clouser, K. D. (1972). Humanities and the Medical School. In L. L. Hunt (Ed.), Proceedings of First Session, Institute on Human Values in Medicine, (pp. 50-59). Philadelphia: Society for Health and Human Values.
4
Ebert, R. (1997). Walkabout.https://www.rogerebert.com/reviews/great-movie-walkabout-1971.
5
Fish, S. (1980). Is There a Text in This Class? London: Harvard University Press.
6
Fowler, R. (1993).Literature.In M. Coyle, et al. (Eds), Encyclopedia of Literature and Criticism (pp. 3-26). London: Routledge.
7
Fulcher, G. & Davidson, F. (2007).Language Testing and Assessment.London; Routledge.
8
Habermas, J. (1990). Modernity versus postmodernity.In J. C. Alexander & S. Seidman (Eds), Culture and Society.Contemporary Debates. Cambridge: Cambridge University Press.
9
Harris, R. (2001). Linguistics after Saussure. In P. Cobley (Ed.), The Routledge Companion to Semiotics and Linguistics (pp. 118-133). London: Routledge.
10
Howe, G. (1920). An applied literature. In Studies in Philology, v. 17, n. 4, 423-438.
11
Jones, T., Wear, D. & Friedman, D. L. (Eds), (2014). Health Humanities Reader. London: Rutgers University Press.
12
Muhlhall, S. (2017).Ordinary language philosophy. An interview published on YouTube.
13
Ong, W. J. (2002). Orality and Literacy. London: Routledge.
14
Thomas, N. (1991). Anthropology and Orientalism. In Anthropology Today, v. 9, n. 2, 4-7.
15
vanToorn, P. (2006). Writing Never Arrives Naked. Canberra: Aboriginal Studies Press.
16
ORIGINAL_ARTICLE
A Critical Discourse Analysis of the Representations of Females in Printed Advertisements (Case study of Payame Yaghoot Medical health Iranian Journal)
AbstractPrint advertisements not only directly try to persuade buyers but also indirectly play a role in shaping their social attitude. An interesting area of research that as yet has received little or no attention is the study of the representations of females in magazines that their readers are mostly women. This study examined print advertisements in local family and health magazine from a Critical Discourse Analysis perspective. It mainly focused on the use of women in advertisements and strategies employed by advertisers to manipulate and influence their customers. The analysis is based on Fairclough’s three -dimensional framework. It demonstrates how the ideology of ‘women's portrait’ is produced and reproduced through advertisements in popular local women’s magazines. The findings indicated that advertisers used various strategies to take advantages of women. The advertisements promote an idealized lifestyle and direct readers to a certain extent into believing whatever that is advertised is indeed true. This study revealed how the ideologies of beauty and health are constructed and reconstructed through magazines by stereotyping how advertised products are synonymous with a better life. Advertising language is used to control people’s minds. Thus people in power (advertisers) use language as a means to exercise control over others.Keywords: critical discourse analyses, gender role, advertisement, magazine
http://jalda.azaruniv.ac.ir/article_13869_72fd27d170089e9131f4bce08320b5cc.pdf
2019-03-01
35
45
10.22049/jalda.2019.26392.1103
critical discourse analyses
gender role
advertisement
magazine
Discourse
Mohammad Hossein
Yousefi
mhh.yousefi@gmail.com
1
Assistant Professor of Applied Linguistics, Islamic Azad University of Bonab Branch, Bonab, Iran.
LEAD_AUTHOR
Farzad
Rostami
farzadr79@gmail.com
2
PhD candidate in Applied Linguistics, Islamic Azad University of Bonab Branch, Bonab, Iran.
AUTHOR
Bernstein, D. (1974). Creative advertising. London: Longman.
1
Cook, G. (2001), The Discourse of Advertising. London: Routledge
2
Courtney, T., & Lockeretz, S. W. (1971). A woman’s place: Analysis of roles portrayed by women magazine advertisements. Journal and Marketing Research, 8, 92-95.
3
Delin, A. (2000). The language of everyday life. London: Sage.
4
Fairclough, N. (1989). Feminism and Linguistic Theory. New York: Palgrave Publishers.
5
Fairclough, N. (1989). Language and Power. London: Longman.
6
Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press.
7
Fairclough, N. (1995), Media discourse. London: Edward Arnold.
8
Fairclough, N. (1995b). Critical discourse analysis: The critical study of language. London: Longman.
9
Fairclough, N. (2001). Language and Power. United Kingdom: Longman.
10
Fairclough, N., & Graham, P. (2002). ‘Marx as critical discourse analyst: the genesis of a critical method and its relevance to the critique of global capital’, Estudios de Sociolinguistica, 3(1), 185–229.
11
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
12
Fairclough, N. (2010). Critical discourse analysis: The critical study of language (Second edition). London: Longman.
13
Filekova, M. (2011). Promotion of cultural values and stereotypes in advertising oriented towards women. Unpublished Thesis.
14
Fill, C. (2002). Marketing communications: Contexts, strategies and applications. Harlow: Financial Times.
15
Habiba, C. (2008), Gender and the language of advertising: A sociolinguistic analysis of women’s representation in British and Moroccan Magazine Advertisements.Unpublished Thesis, http://hdl.handlenet/ 1822/ 7921
16
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold.
17
Jana, L. (2006). The language of advertising with concentration on the linguistic means and the analysis of advertising. Unpublished Thesis.
18
Jhally, S. (1995). Image-based culture. Advertising and popular culture. In G. Dines, & J. M. Humez (Eds.), Gender, race and class in media. A text-reader (pp. 77-88). Thousands Oaks: Sage Publications.
19
Johnson, F. L. (2008). Imaging in advertising: Verbal and visual codes of commerce. London and New York: Routledge.
20
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (Second edition). London and New York: Routledge.
21
Lyons, J. (1997). Semantics. Cambridge: Cambridge University Press.
22
Ravikumar, T. (2012). A study on impact of visual media advertisements on women consumers buying behavior in Chennai city, International Journal of Multidisciplinary Research, 2(2), 2-27.
23
Riji, H. M. (2006). Beauty or health? A personal view. Malaysian Family Physician, 1(1), 42-44.
24
Wodak, R. (1996). Orders of discourse. New York: Addison Wesley Longman.
25
Wodak, R. (1999). The discursive construction of national identity. Edinburgh: Edinburgh University Press.
26
Zuraidah, D., & Lau, K. L. (2010). Fear factors in Malaysian slimming Advertisements. Paper presented at the 4th Global Conference: Fear, Horror and Terror Conference, Oxford, U.K.
27
Payame Yaghoot Medical health Journal, fourth year, No 35-39
28
ORIGINAL_ARTICLE
A Linguistic Study on the Translation of Parvin E’tesami’s Poems into English Using Catford’s Category Shifts
The present study aimed to investigate the translation into English by Alaeddin Pazargadi of Parvin E’tesami’s poems; in particular, it attempted to analyze the structural elements such as verbs, nouns, pronouns, adjectives, adverbs, articles, conjunctions, prepositions, and interjections in them. Considering the relationship between Linguistics and Translation Studies, the theoretical framework chosen was that by Catford (1965) whose category shifts which are of a linguistic nature concentrate on the text constituents such as clause, phrase, and word. The main objectives of this paper were to determine what kinds of category shifts were mostly utilized by the translator, and, using linguistic-oriented approaches to translation, to shed more light on the source text (ST) structures. To this aim, the qualitative and quantitative methodologies of research were used. The analyses indicated that, amongst the 14 selected couplets, unit shifts had the most frequency while structure shifts were the least frequent category shifts used in the act of translation.
http://jalda.azaruniv.ac.ir/article_13872_8bccbd1efcd3f1bc67765f99cfa8f1d2.pdf
2019-03-01
47
65
10.22049/jalda.2019.26454.1121
Linguistics
Translation Studies
Linguistic-Oriented Approaches to Translation
Translation Shifts
and Structural Elements
Shokoufeh
Eskandari
shokoufeheskandari@gmail.com
1
MA in Translation Studies, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.
AUTHOR
Biook
Behnam
behnam_biook@yahoo.com
2
Associate Professor of Applied Linguistics, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
AUTHOR
Abolfazl
Ramazani
ramazani57@yahoo.co.uk
3
Assistant Professor of American and British Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.
LEAD_AUTHOR
Roya
Monsefi
monsefi_roya@yahoo.com
4
Assistant Professor of Translation Studies, Azarbaijan Shahid Madani University, Tabriz, Iran.
AUTHOR
Amid, H. (2009). Amid Persian dictionary. Tehran: Rah-e-Roshd Publications.
1
Bell, R. T. (1991). Translation and translating: theory and practice. London and New York: Longman.
2
Cambridge Dictionaries Online. (n.d.). Retrieved from http://www.dictionary.cambridge.org/grammar/british/grammar/so (accessed 5 October 2017).
3
Catford, J. C. (1965). A Linguistic theory of translation. London: Oxford University Press.
4
Cyrus, L. (2009). Old concepts, new ideas: approaches to translation shifts. MonTI, 1, 88-106.
5
Hatim, B., &Munday, J. (2004). Translation: an advanced resource book. London & New York: Routledge, Taylor & Francis Group.
6
Hodges, P. (2009). Linguistic approach to translation theory. Portal for Language Professionals and Their Clients. Retrieved from: http://www. Translationdictionary.com (accessed 7 December 2017).
7
House, J. (2011). Translation quality assessment: a model revisited. Tubingen: Gunter Narr.
8
Kuhiwczak, P., &Littau, K. (2007). A companion to translation studies. Clevedon, Buffalo, Toronto: Multilingual Matters.
9
Leonardi, V. (2000). Equivalence in translation: between myth and reality. TranslationJournal, 4(2), 1-9.
10
Munday, J. (2001). Introducing translation studies: theories and applications. London and New York: Routledge.
11
Newmark, P. (1988). A textbook of translation. New York and London: Prentice-Hall.
12
Nida, E. (1964). Towards a Science of Translating. Leiden: Brill.
13
Nida, E. (1969). Science of translation. Language, 45(3), 483-98.
14
Oxford Advanced Learners’ Dictionary of Current English (2005), International Students’ Edition. In S. Wehmeier (Ed.), Oxford: Oxford University Press.
15
Pazargadi, A. (2002). A collection of ParvinE’tesami’s poems. In A. Bahrami (Ed.), Tehran: Rahnama Publications.
16
Sapir, E. (1921). Language: an introduction to the study of speech. New York: Harcourt, Brace.
17
Vinay, J. P., &Darbelnet, J. (1995). Comparative stylistics of French and English: A methodology for translation (J. C. Sager & M. J. Hamel, Trans.). Amsterdam / Philadelphia: John Benjamins. (Original work published 1958).
18
ORIGINAL_ARTICLE
Canons and Controversies: The Critical Gaze on Jhumpa Lahiri’s Fiction
The South Asian American diasporic writer, Jhumpa Lahiri has been widely acclaimed by the first-world intellectuals for her truthful representations of diasporic experience. In recent years, however, some scholars have drawn upon Gayatri Spivak’s notion of “Native Informant” to interrogate the controversial canonization of Lahiri in the West, and point instead to her disavowed participation in the production of favored knowledge. In consideration of the rising incidence of critical controversies in naming the diasporic writer, this article aims to conduct a review of the established literature to synthesize and integrate the copious amount of scholarly insights available on variables related to naming and categorizing. To this end, the corpus of interpretation, criticism and appreciation are surveyed with three questions in mind: What controversial and mixed reactions have Lahiri and her fiction provoked? How much deliberation has been given to interpreting her short stories and novels as works of art, and how much thought has been given to critique or to side issues? This will allow the researcher to track the critical gaze that seemingly produces auras of exoticism and thereby allegedly appropriates the position of the writer as a Native Informant. The study concludes that the major concern of any critical work on Lahiri should not merely be the issues of diasporas and cultural tensions, but facets of the author’s politics of representation.
http://jalda.azaruniv.ac.ir/article_13875_7e410ec633abc5cccd4854638b8028be.pdf
2019-03-01
67
82
10.22049/jalda.2019.26414.1110
Jhumpa Lahiri
Conformity
Repetition
Native informant
De-/Politicized fiction
Moussa
Pourya Asl
moussa.pourya@usm.my
1
School of Humanities, Universiti Sains Malaysia
LEAD_AUTHOR
Abbott, E. (2000, April 16). Lahiri's quietly elegant stories are about the immigrant experience, and much more. The Providence Journal, pp. K-05. Retrieved from https://search.proquest.com/docview/397420603?accountid=14645
1
Akhter, A. F. M. M. (2014). Images of Bengal and Bengalis in English narratives from the Bengali diaspora: A study of select texts by Monica Ali, Sunetra Gupta, Jhumpa Lahiri and Adib Khan. (PhD), Jawaharlal Nehru University, New Delhi, India. Retrieved from http://hdl.handle.net/10603/31865
2
Alfonso-Forero, A. M. (2007). Immigrant motherhood and transnationality in Jhumpa Lahiri's fiction. Literature Compass, 4(3), 851-861. doi:10.1111/j.1741-4113.2007.00431.x
3
Allfrey, E. (2013, September 23). With controlled, clinical prose Lahiri explores love and sacrifice. Book Reviews. Retrieved from http://www.npr.org/2013/09/23/223425487/with-controlled-clinical-prose-lahiri-explores-love-and-sacrifice
4
Asl, M. P. (2016). The metaphor of vision and the construction of sexist-norms in Western metaphysics. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 3(2), 91-111. doi:10.22049/jalda.2015.13699
5
Asl, M. P. (2018). Fabrication of a desired truth: the oblivion of a Naxalite woman in Jhumpa Lahiri’s The Lowland. Asian Ethnicity, 19(3), 383-401. doi:10.1080/14631369.2018.1429892
6
Asl, M. P., & Abdullah, N. F. L. (2017a). Circulation of the discourse of American nationalism through allegiance to consumer citizenship in Jhumpa Lahiri’s The Namesake. GEMA Online Journal of Language Studies, 17(2), 54-68. doi:10.17576/gema-2017-1702-04
7
Asl, M. P., & Abdullah, N. F. L. (2017b). Patriarchal regime of the spectacle: Racial and gendered gaze in Jhumpa Lahiri’s fiction. International Journal of Applied Linguistics and English Literature, 6(2), 221-229. doi:10.7575/aiac.ijalel.v.6n.2p.221
8
Asl, M. P., & Abdullah, N. F. L. (2017c). Practices of (neoliberal) governmentality: Racial and gendered gaze in Jhumpa Lahiri’s fiction. 3L: The Southeast Asian Journal of English Language Studies, 23(2), 123-140. doi:10.17576/3L-2017-2302-10
9
Asl, M. P., Abdullah, N. F. L., & Yaapar, M. S. (2016). Mechanisms of mobility in a capitalist culture: The localisation of the eye of (global) authority in the novel and the film of Jhumpa Lahiri's The Namesake. Kemanusiaan, 23(supp. 2), 137-159. doi:10.21315/kajh2016.23.s2.8
10
Asl, M. P., Abdullah, N. F. L., & Yaapar, M. S. (2018). Sexual politics of the gaze and objectification of the (immigrant) woman in Jhumpa Lahiri’s Interpreter of Maladies. American Studies in Scandinavia, 50(2), 89-109.
11
Asl, M. P., Hull, S. P., & Abdullah, N. F. L. (2016). Nihilation of femininity in the battle of looks: A Sartrean reading of Jhumpa Lahiri’s “A Temporary Matter”. GEMA Online Journal of Language Studies, 16(2), 123-139. doi:10.17576/gema-2016-1602-08
12
Aubeeluck, G. (2006). Indian Americans as native informants: Transnationalism in Bharati Mukherjee's “Jasmine,” Jhumpa Lahiri's “The Namesake,” and Kirin Narayan's “Love, Stars and All That”. (Ph.D.), Illinois State University.
13
Banerjee, B. (2010). Diaspora’s “Dark Room”: Photography and the vision of loss in Jhumpa Lahiri’s “Hema and Kaushik”. The Journal of Commonwealth Literature, 45(3), 443-456. doi:10.1177/0021989410377393
14
Bess, J. (2004). Lahiri's Interpreter of Maladies. The Explicator, 62(2), 125-128. doi:10.1080/00144940409597196
15
Bhalla, T. A. (2008). Between history and identity: Reading the authentic in South Asian diasporic literature and community. (Ph.D.), University of Michigan.
16
Brada-Williams, N. (2004). Reading Jhumpa Lahiri's "Interpreter of Maladies" as a short story cycle. MELUS, 29(3/4), 451-464. doi:10.2307/4141867
17
Brady, K. (2008, April 20). Mastering the art of the beautiful ending. Buffalo News. Retrieved from https://search.proquest.com/docview/381896332?accountid=14645
18
Bron, S. (2008, June 14). Meet the author: Jhumpa Lahiri uneasy path to prominence. The Advertiser. Retrieved from https://search.proquest.com/docview/355072077?accountid=14645
19
Caesar, J. (2005). American spaces in the fiction of Jhumpa Lahiri. ESC: English Studies in Canada, 1(1), 50-68.
20
Caldwell, G. (2003, September 14). Boy, interrupted in The Namesake, Jhumpa Lahiri traces the path of a life tugged in different directions, as cultures collide. Boston Globe. Retrieved from https://search.proquest.com/docview/404873406?accountid=14645
21
Cardozo, K. M. (2012). Mediating the particular and the general: Ethnicity and intertextuality in Jhumpa Lahiri’s oeuvre. In L. Dhingra & F. Cheung (Eds.), Naming Jhumpa Lahiri: Canons and Controversies (pp. 1-26). Plymouth, UK: Lexington Books.
22
Chakrabarti, B., & Chakrabarti, A. (2002). Context: A comparative study of Jhumpa Lahiri’s ‘A Temporary Matter’and Shubodh Ghosh’s ‘Jatugriha’. The Journal of Indian Writing in English, 30(1), 23-29.
23
Changnon, G. (2000, May 28). 'Maladies' a slice of immigrant life Books. The Atlanta Journal the Atlanta Constitution, p. K; 11. Retrieved from https://search.proquest.com/docview/247285040?accountid=14645
24
Cheung, F., & Dhingra, L. (2012). The inheritance of postcolonial loss, Asian American melancholia, and strategies of compensation in Jhumpa Lahiri’s The Namesake. In L. Dhingra & F. Cheung (Eds.), Naming Jhumpa Lahiri: Canons and Controversies (pp. 27-50). Plymouth, UK: Lexington Books.
25
Choubey, A. (2001, May 03). Food metaphor in Jhumpa Lahiri's interpreter of maladies. The Literature & Culture of the Indian Subcontinent (South Asia) in the Postcolonial Web. Retrieved from http://www.postcolonialweb.org/india/literature/lahiri/choubey1.html
26
Day, J. (2008, September 28). Short stories examine family complexities. The Blade. Retrieved from https://search.proquest.com/docview/380776091?accountid=14645
27
Dennihy, M. (2012). Naming Jhumpa Lahiri: Canons and controversies (review). MELUS: Multi-Ethnic Literature of the U.S., 37(3), 239-241.
28
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Dhingra, L., & Cheung, F. (2012). Naming Jhumpa Lahiri: Canons and controversies. Plymouth, UK: Lexington Books.
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Koshy, S. (2013). Neoliberal family matters. American Literary History, 25(2), 344-380.
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Lahiri, J. (1999). Interpreter of Maladies. New York: Houghton Mifflin Harcourt.
44
Lahiri, J. (2003). The Namesake. Boston and New York: Houghton Mifflin Harcourt.
45
Lahiri, J. (2008). Unaccustomed Earth. New Delhi: Random House.
46
Lahiri, J. (2013). The Lowland. London: Bloomsbury.
47
Leyda, J. (2011). An interview with Jhumpa Lahiri. Contemporary Women’s Writing, 5(1), 66-83. doi:10.1093/cwwrit/vpq006
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Mani, B. (2012). Cinema/Photo/Novel: Intertextual readings of “The Namesake”. In L. Dhingra & F. Cheung (Eds.), Naming Jhumpa Lahiri: Canons and Controversies (pp. 75-96). Plymouth, UK: Lexington Books.
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McAlpin, H. (2008, April 27). Fertile ground collection captures Lahiri's otherworldly voice in full bloom. South Florida Sun - Sentinel. Retrieved from https://search.proquest.com/docview/387593093?accountid=14645
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Mehta, D. (2014). The Lowland, by Jhumpa Lahiri – Book Review. The Oprah Magazine.
51
Mehrvand, A., & Asl, M. P. (2013). ‘Mother Fixation’ and ‘Rebellion against the Father Figure’ in Wuthering Heights: A projection of Emily Brontë's neurosis. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances,, 1(2), 50-77. doi: 10.22049/jalda.2013.13525
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55
Nagajothi, N. (2013). Transposal from fiction to motion picture: Crafting Jhumpa Lahiri’s The Namesake on celluloid. Language in India, 13(3), 540-552.
56
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Puttaiah, V. (2012). Paradoxes of generational breaks and continuity in Jhumpa Lahiri’s The Namesake. Asiatic: IIUM Journal of English Language and Literature, 6(1), 84-94.
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66
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67
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69
Tettenborn, E. (2002). Jhumpa Lahiri's Interpreter of Maladies. Colonial fantasies in" Sexy". Notes on Contemporary Literature, 32(4), 11-12.
70
Tripathy, A. (2014). Marginalized masculinities: A study of Jhumpa Lahiri’s The Namesake. International Journal of English Language, Literature, and Translation Studies, 1(4), 74-79.
71
Waldman, A. (2008). Assimilation artist. The New Republic. Retrieved from New Republic website: https://newrepublic.com/article/63792/the-assimilation-artist
72
Williams, L. A. (2007). Foodways and subjectivity in Jhumpa Lahiri's "Interpreter of Maladies". MELUS, 32(4), 69-79.
73
ORIGINAL_ARTICLE
“Based on the data in …” Cohesive markers in Results and Discussion Section of Research Articles
Cohesive frames are linguistic elements that precede the grammatical subject in the main clause. This study investigated the frequencies and communicative purposes of cohesive frame types in results and discussion section of research articles from 4 disciplines. To run this study, 40 results and discussion sections of research articles were selected from 4 disciplines, namely Applied Linguistics, Psychology, Chemistry and Environmental Engineering (10 from each discipline). Then, the corpus was analyzed using Ebrahimi’s (2014) taxonomy of cohesive frame types. The results showed that writers of the four sets of results and discussion section of research articles showed similarities and differences concerning the frequencies and communicative purposes served through the use of cohesive frame markers. frequencies and communicative purposes of cohesive frame types were imposed by the rhetorical functions of results and discussion section and disciplinary conventions of writing. The results may have implications for teaching students in writing the results and discussion section of research articles, particularly for non native novice writers of English.
http://jalda.azaruniv.ac.ir/article_13878_3b844ade6aa3a5169b3cebdcc5e542b6.pdf
2019-03-01
83
104
10.22049/jalda.2019.26442.1116
Cohesive Frames
Results and Discussion Section
Research Article
Discipline
and Genre
Seyed Foad
Ebrahimi
seyedfoade@gmail.com
1
Lecturer in Applied Linguistics, Department of English, Shadegan Branch, Islamic Azad University, Shadegan, Iran.
LEAD_AUTHOR
Chan
Swee Heng
chansweeheng@gmail.com
2
Professor in Applied Linguistics, ELPTP Center, University Putra Malaysia (UPM), Malaysia.
AUTHOR
Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in Language Teaching. Journal of English for Academic Purposes, 8(4), 241-251.
1
Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134-144.
2
Berkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Lawrence Erlbaum Associates, Inc.
3
Bitchener, J. (2010). A reflection on ‘the language learning potential’of written CF. Journal of Second Language Writing, 21(4), 348-363.
4
Brett, P. (1994). A genre analysis of the results section of sociology articles. English for Specific Purposes, 13(1), 47-59.
5
Bruce, I. (2008). Cognitive genre structures in Methods sections of research articles: A corpus study. Journal of English for Academic Purposes, 7(1), 38-54.
6
Dressen-Hammouda, D. (2014). Measuring the voice of disciplinarity in scientific writing: A longitudinal exploration of experienced writers in geology. English for Specific Purposes, 34, 14-25.
7
Ebrahimi, S. F. (2014). Thematicity in English academic research articles across disciplines in hard and soft sciences, Unpublished PhD thesis, UPM, Malaysia.
8
Ebrahimi, S. F. (2017). “The overall aim of this work is….” Functional analysis of grammatical subject in research article introductions across four disciplines. Discourse and Interaction, 10(1), 5-30.
9
Gollin-Kies, S. (2014). Methods reported in ESP research articles: A comparative survey of two leading journals. English for Specific Purposes, 36, 27-34.
10
Gupta, R. (1995). Managing general and specific information in introductions. English for Specific Purposes, 14(1), 59-75.
11
Hirano, E. (2009). Research article introductions in English for specific purposes: A comparison between Brazilian Portuguese and English. English for Specific Purposes, 28(4), 240-250.
12
Joseph, R., & Lim, J. M. H. (2018). Background Information in the Discussion Sections of Forestry Journals: A Case Study. GEMA Online® Journal of Language Studies, 18(1), 198-216.
13
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for Specific Purposes, 24(3), 269-292.
14
Kanoksilapatham, B. (2012). Research article structure of research article introductions in three engineering subdisciplines. IEEE Transactions on Professional Communication, 55(4), 294-309.
15
Kanoksilapatham, B. (2015). Distinguishing textual features characterizing structural variation in research articles across three engineering sub-discipline corpora. English for Specific Purposes, 37, 74-86.
16
Lim, J. M. H. (2006). Method sections of management research articles: A pedagogically motivated qualitative study. English for Specific Purposes, 25(3), 282-309.
17
Lim, J. M. H. (2010). Commenting on research results in applied linguistics and education: A comparative genre-based investigation. Journal of English for Academic Purposes, 9(4), 280-294.
18
Lim, J. M. H. (2012). How do writers establish research niches? A genre-based investigation into management researchers' rhetorical steps and linguistic mechanisms. Journal of English for Academic Purposes, 11(3), 229-245.
19
Martín, P., & Périz, I. K. L. (2014). Convincing peers of the value of one’s research: A genre analysis of rhetorical promotion in academic texts. English for Specific Purposes, 34, 1-13.
20
Nguyen, L. T. T., & Pramoolsook, I. (2015). Rhetorical structure of introduction chapters written by novice Vietnamese TESOL postgraduates. 3L: Language, Linguistics, Literature®, 20(1), 61-74.
21
Ozturk, I. (2007). The textual organization of research article introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26(1), 25-38.
22
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.
23
Peacock, M. (2005). Communicative moves in the discussion section of research articles. System, 30(4), 479-497.
24
Salahshoor, F., & Afsari, P. (2017). An Investigation of Interactional Metadiscourse in Discussion and Conclusion Sections of Social and Natural Science Master Theses. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 5(2), 7-14.
25
Samraj, B. (2002). Introductions in research articles: Variations across disciplines. English for Specific Purposes, 21(1), 1-17.
26
Sheldon, E. (2011). Rhetorical differences in RA introductions written by English L1 and L2 and Castilian Spanish L1 writers. Journal of English for Academic Purposes, 10(4), 238-251.
27
Swales, J. M. (1990). Genre analysis: English in academic and research setting. Cambridge: Cambridge University Press.
28
Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills. The University of Michigan: Ann Arbor.
29
Tessuto, G. (2015). Generic structure and rhetorical moves in English-language empirical law research articles: Sites of interdisciplinary and interdiscursive cross-over. English for Specific Purposes, 37, 13-26.
30
Williams, I. A. (1999). Results sections of medical research articles: Analysis of rhetorical categories for pedagogical purposes. English for Specific Purposes, 18(4), 347-366.
31
ORIGINAL_ARTICLE
Time of Memorization and English Spelling Difficulties among Iranian EFL Students in Malaysia
AbstractIn this study, phonological, morphological, and orthographical spelling difficulties were identified to examine the correlation between spelling difficulties and the time taken to memorize the spelling of words (time of memorization) among Iranian EFL students in Malaysia. The participants were 41 Iranian EFL students (20 male and 21 female) who were selected purposefully from an Iranian secondary school in Kuala Lumpur Malaysia. A pre-test and post-test design adapting Tabrizi at el.’s (2013) approach was used. Forty words from the second-year English textbook of Iranian EFL students were selected for use in both pre-test and post-test. After the identification of the most frequent type of spelling errors, a significant negative correlation was found between time of memorization and English spelling errors (r= - 0.765), indicating that when the time of response was short, English spelling errors increased. The findings may contribute to identification, classification, and treatment of spelling, and reducing spelling difficulties among EFL learners to mitigate spelling difficulties among young learners, particularly among Iranian EFL students.
http://jalda.azaruniv.ac.ir/article_13879_47c9cc0f7f5e66a25d52ed499d013c7b.pdf
2019-03-01
105
118
10.22049/jalda.2019.26476.1125
Time of Memorization
Spelling Difficulties
EFL
Persian
and Malaysia
Maryam
Alipour
mar4ba@yahoo.com
1
Ph.D. Student in English Language Studies, Universiti Kebangsaan Malaysia (UKM), Bangi Selangor, Malaysia.
LEAD_AUTHOR
Khazriati
Salehuddin
khazudin@ukm.edu.my
2
Associate Professor of Applied Linguistics and a Psycholinguist, Universiti Kebangsaan Malaysia (UKM), Bangi Selangor, Malaysia.
AUTHOR
Siti Hamin
Stapa
sitihami@ukm.edu.my
3
Professor of Applied Linguistics, Universiti Kebangsaan Malaysia (UKM), Bangi Selangor, Malaysia.
AUTHOR
Al-zuoud, K. M., & Kabilan, M. K. (2013). Investigating Jordanian EFL Students' Spelling Errors at Tertiary Level. International Journal of Linguistics (IJL), 5(3).
1
Al-Karaki, E. (2005). An analysis of spelling errors made by school students in AlKarak Directorate of Education. Unpublished thesis, Mu’tah University, Al-Karak.
2
Anderson, B. R. O. G., & Mendiones, R. (1985). In the mirror: Literature and Politics in Siam in the American Era. Cornell University Southeast Asia Program.
3
Azma, M. (2017). The Effect of visual aids on elementary Iranian EFL learners’ vocabulary learning, JALDA, 5(1), 43-54.
4
Bahloul, M. (2007). Spelling errors of Arab learners: Evidence of intergraphic mapping. In C. Coombe & L. Barlow (Eds). Language Teacher Research in The Middle East, (pp. 41-51). Mattoon, Ill: United Graphics, Inc.
5
Baleghizadeh, S., & Dargahi, Z. (2011). The Use of Different Spelling Strategies among EFL Young Learners. PORTA LINGUARUM, 15, 151-159.
6
Baugh, J. (1993). Adapting dialectology: The conduct of community language studies. American dialect research, 167-192.
7
Bean, W. (1998). Spelling across the grades. In Getting started: Ideas for the literacy teacher.
8
Bird, J., Bishop, D., & Freeman, N. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech, Language, and Hearing Research, 38(2), 446-462.
9
Cresswell, J. (2018). Educational research : Planning, conducting, and evaluating quantitative and qualitative research. United States: Pearson.
10
Escudero, P., Simon, E., & Mulak, K. E. (2014). Learning words in a new language: Orthography doesn't always help. Bilingualism: language and cognition, 17(2), 384-395.
11
Fagerberg, I. (2006). English Spelling in Swedish Secondary School: Students' attitudes and performance. KTH.
12
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and writing, 19(8), 873-905.
13
Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. (2011). English as a foreign language spelling development: A longitudinal study. Applied Psycholinguistics, 33(2), 343.
14
Karimi, S., Turpin, A., & Scholer, F. (2006). English to persian transliteration. Paper presented at the String Processing and Information Retrieval.
15
Luoma, J. B., O'Hair, A. K., Kohlenberg, B. S., Hayes, S. C., & Fletcher, L. (2010). The development and psychometric properties of a new measure of perceived stigma toward substance users. Substance Use & Misuse, 45(1-2), 47-57.
16
Miele, C. A. (1998). Orthography and English as a Second Language in a community college pre-academic program.
17
Miremadi, A., & CSU, S. B. (1990). Why Do Iranian Heritage and No-Heritage Students Show interest in Learning Persian Language.
18
Modiano, M. (1999). International English in the global village. English Today, 15(02), 22-28.
19
Moghaddam, F. F. (2011). The Relationship between Spelling and Fluency in EFL Writings: A study based on the AIMS six trait analytic writing rubric–official scoring guide. The Iranian EFL Journal, 60.
20
Nunes, T., Bryant, P., & Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology. Reading and writing, 19(7), 767-787.
21
Pacton, S., Borchardt, G., Treiman, R., Lété, B., & Fayol, M. (2014). Learning to spell from reading: General knowledge about spelling patterns influences memory for specific words. The Quarterly Journal of Experimental Psychology, 67(5), 1019-1036.
22
QasemiZadeh, B., & Rahimi, S. (2006). Persian in MULTEXT-East framework Advances in natural language processing, Springer, 541-551.
23
Solati, A. (2013). Identify Persian Learners’ Linguistic Deficits in Learning EFL through Spelling Error Analysis. Frontiers of Language and Teaching, 4(54), 206-196.
24
Tabrizi, M., Tabrizi, N., & Tabrizi, A. (2013). Disability of Dictation Diagnosis & Treatment (Vol. 29). Tehran Fararavan Publishing.
25
Torrijos, R., & del Mar, M. (2009). Effects of cross-linguistic influences on second language acquisition: A corpus-based study of semantic transfer in written production. Revista de Lingüística y Lenguas Aplicadas Journal, (4), 147-159.
26
Yarmohammadi, L. (2005). ESP in Iran from language planning perspective. Paper presented at the Proceedings of the First National ESP/EAP Conference, Tehran.
27
ORIGINAL_ARTICLE
The Divining Reader: A Construct Based on the Bibliomantic Approach to Hafez’s Divan
Hafez Shirazi was a distinguished Persian poet. His poetry collection, Divan, is regarded as a literary work of profound significance. Iranians view this collection as something much more than poetry because it is also used for bibliomantic purposes. After studying Hafez in his social context and exploring distinctive qualities of his Divan, particularly its application as a divination tool, the present article largely aims to determine what type of reader the querent who uses Hafez’s Divan is. The answer to this question has led to the introduction of a novel reader construct in the realm of reader-oriented theories. Divining reader is the term I use to refer to the reader who consults Hafez’s poetry collection as a bibliomantic text so as to solve a problem or find an answer to a question. The divining reader has eighteen identifying characteristics, one of which is the willing unframing of disbelief, referring to the fact that the reader first unframes whatever disbelieving and then reframes the unframed disbelief into a belief.
http://jalda.azaruniv.ac.ir/article_13906_54ce9ee2e3eb0ffbf12ce62681db5145.pdf
2019-03-01
119
140
10.22049/jalda.2019.26368.1095
Bibliomancy
Divining Reader
Ghazal
Fragmentation
and Willing Unframing of Disbelief
Mehdi
Aghamohammadi
mrmehdi.ir@gmail.com
1
MA in English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.
LEAD_AUTHOR
Anvari, H. (Ed.). (2009). Farhang-e feshorde-ye sokhan [Sokhan concise dictionary]. 2 Vols. 5th ed. Tehran: Sokhan Publications. [Persian]
1
Arberry, A. J. (1947). Introduction. In A. J. Arberry (Trans.), Fifty poems of Hafiz (pp.1-34). London: Cambridge University Press.
2
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3
Avery, P., & Heath-Stubbs, J. (1952). Introduction. In P. Avery & J. Heath-Stubbs (Trans.), Hafiz of Shiraz: Thirty poems (pp. 1-16). London: John Murray.
4
Bagheri Khalili, A. A., & Mehrabi Kali, M. (2013). “Tarhvareye charkheshi dar ghazalyyate Sa’di va Hafez Shirazi” [The cyclic schema in ghazals of Sa’di and Hafez Shirazi]. Faslnameye Naghde Adabi, 6(23), 125-148. [Persian]
5
Bainbridge, J., & Pantaleo, S. (1999). Learning with literature in the Canadian elementary classroom. Alberta: The University of Alberta Press.
6
Baldick, C. (2008). The Oxford dictionary of literary terms. Oxford: Oxford University Press.
7
Baraheni, R. (2002). Tala dar mes: dar sher va shaeri [Gold in copper: On poetry and poesy]. Tehran: Zaryab. [Persian]
8
Barthes, R. (1968). “The death of the author.” In R. Barthes (Ed.), Image, music, text (pp. 142-48). New York: Hill and Wang.
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10
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12
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13
Culler, J. (2002). Structuralist poetics: Structuralism, linguistics and the study of literature. New York: Routledge.
14
Eco, U. (1984). The role of the reader: Explorations in the semiotics of texts. Bloomington: Indiana University Press.
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Eco, U. (1990). The limits of interpretation. Bloomington: Indiana University Press.
16
Emerson, R. W. (2010). “Persian poetry.” In G. M. Johnson & J. Myerson (Eds.), The collected works of Ralph Waldo Emerson, volume viii: Letters and social aims (pp. 124-149). Cambridge: The Belknap Press of Harvard University Press.
17
Este’lami, M. (2004). Dars-e Hafez: Naghd va sharh-e ghazalha-ye Hafez [A lesson on Hafez: Criticism and Explanation of Hafez’s ghazals] 2 Vols. (2nd ed). Tehran: Sokhan Publications. [Persian]
18
Fish, S. E. (1980). Is there a text in this class?: The authority of interpretive communities. Cambridge: Harvard University Press.
19
Gerrig, R. J. (1993). Experiencing narrative worlds: On the psychological activities of reading. New Haven: Yale University Press.
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Goethe, J. W. v. (1819). West-oestlicher divan. Stuttgart: Cotta
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26
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Jones, W. (1771). Grammar of the Persian language. London: W. &. J. Richardson.
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Kasravi, A. (1943). Hafez che migooyad? [What does Hafez say?] (2nd ed). Tehran: n. p. [Persian]
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Khorramshahi, B. (1982). Zehn va zaban-e Hafez [The mind and language of Hafez]. Tehran: Nahid Publications. [Persian]
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Lewisohn, L. (2010). “Prolegomenon to the study of Ḥāfiẓ.” In L. Lewisohn (Ed.), Hafiz and the religion of love in classical Persian poetry (pp. 3-73). London: I. B. Tauris.
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Limbert, J. (2004). Shiraz in the age of Hafez: The glory of a medieval Persian city. Washington: The University of Washington Press.
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Loloi, P., & Pursglove, G. (2000). “‘The worse for drink again’: Basil Bunting’s translations from Hafiz.” In J. McGonigal & R. Price (Eds.), The star you steer by: Basil Bunting and British modernism (pp. 185-204). Amsterdam: Rodopi.
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Ordoubadian, R. (2006). Introduction. In R. Ordoubadian (Trans.), The poems of Hafez (pp. 13-28). Maryland: Ibex Publishers.
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Piturro, V. (2008). The audience and the film: A reader-response analysis of Italian neorealism. Doctoral Dissertation, The University of Colorado.
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Prince, G. (2003). A dictionary of narratology. Lincoln: University of Nebraska Press.
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“Read.” (1987). In Webster’s ninth new collegiate dictionary (p. 980). Springfield, Massachusetts: Merriam-Webster Inc.
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Riffaterre, M. (1980). “Describing poetic structures: Two approaches to Baudelaire’s ‘Les chats’.” In J. P. Tompkins (Ed.), Reader-response criticism: From formalism to post-structuralism (pp. 26-40). Baltimore: The John Hopkins University Press. (Original work published in 1966).
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Rosenblatt, L. M. (1986). “The aesthetic transaction.” Journal of Aesthetic Education, 20(4), 122-128.
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Schneider, R. (2010). “Reader constructs.” In M. J. D. Herman & M. L. Ryan (Eds.), Routledge encyclopedia of narrative theory (pp. 482-483). New York: Routledge.
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Spence, L. (2006). An encyclopedia of occultism. New York: Cosimo.
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Starkey, P. (2008). “Hafez, Muhammad Shamsoddin (AD 1327-90).” In I. R. Netton (Ed.), Encyclopedia of Islamic civilisation and religion (pp. 205-206). New York: Routledge.
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Wagner, R. (1882). Parsifal. Zűrich: Edition Eulenberg GmbH, score E. E. 6403.
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Zangeneh, S. (2006). Foreward. In R. Ordoubadian (Trans.), The poems of Hafez (pp.11-12). Maryland: Ibex Publishers.
64
Zarrinkoob, A. (1995). Az koocheyeh rendan: Darbareye zendegi va andisheyeh Hafez [In the alley of rogues: On Hafez’s life and thoughts] (9th ed). Tehran: Sokhan Publications. [Persian]
65
ORIGINAL_ARTICLE
A Thematic Analysis of the National Anthems of English West Africa
This paper investigates major themes espoused in the national anthems of English West Africa. Further, it seeks to find out how these themes are projected linguistically and literarily. Five English-speaking countries in West Africa, namely, Ghana, Nigeria, Sierra Leone, Liberia and The Gambia, were purposively sampled based on their colonial history, language and geographical location for this paper. Findings show that the major themes espoused in these national anthems are the themes of unity, religion, freedom and modesty. The themes are projected linguistically by conscious diction. Content lexical items – nouns, verbs, adjectives and adverbs – are preferred to non-content words in projecting these themes. Besides, literarily, these anthems employ figures of speech such as repetition, apostrophe, oxymoron, imagery, rhythm and metaphor to convey the various themes. These findings confirm the popular view in the study of national anthems that national anthems of countries which share colonial history, language and geographical location are similar in content and style.
http://jalda.azaruniv.ac.ir/article_13943_7662d337751a8df5bb5aa9f22a2c996b.pdf
2019-03-01
141
151
10.22049/jalda.2019.26509.1130
Thematic Analysis
National Anthems
English West Africa
Ghana
Themes
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
Gertrude Yidanpoa
Grumah
gertrude.grumah@uenr.edu.gh
2
Lecturer of English and Academic Writing and Communication Skills, University of Energy and Natural Resources, Sunyani, Ghana.
AUTHOR
Abrams, M. H. (1999). A glossary of literary terms (7thed.). United States of America: Heinle&Heinle Thompson Learning
1
Amenorvi, C. R. (2018). Lexical Cohesion and Literariness in Malcolm X's "The Ballot or the Bullet". The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 27-37.
2
Braun, V., & Clarke, V. (2006), Using thematic analysis in psychology.Qualitative Research in Psychology, 3, 77-101.
3
Bristow, M. J., & Reed, W. L. (Eds.).(2006). National anthems of the world. London: Weidenfeld& Nicolson.
4
Brooke, C. (2007). Changing identities: the Russian and Soviet national anthems. Slavonica, 13(1), 27-38.
5
Cerulo, K. A. (1989). Sociopolitical control and the structure of national symbols: An empirical analysis of national anthems. Social Forces, 68(1), 76-99.
6
Cerulo, K. A. (1993, June). Symbols and the world system: National anthems and flags. In Sociological Forum (Vol. 8, No. 2, pp. 243-271).Kluwer Academic Publishers-Plenum Publishers.
7
Crampton, W. (1990).Flags of the world. New York. Dorsett.
8
Daly, J., Kellehear, A., &Gliksman, M. (1997).The public health researcher: A methodological approach. Melbourne, Australia: Oxford University Press.
9
De Souza, A. A. (2006). The construal of interpersonal meanings in the discourse of national anthems: An appraisal analysis. 33rd International Systemic Functional Congress, 531-550.
10
Hang, X. (Ed.). (2003). Encyclopaedia of national anthems (p. 645). Lanham, MD: Scarecrow Press.
11
Lauenstein, O., Murer, J. S., Boos, M., &Reicher, S. (2015). ‘Oh motherland I pledge to thee…’: A study into nationalism, gender and the representation of an imagined family within national anthems. Nations and Nationalism, 21(2), 309-329.
12
Lester, D., & Gunn III, J. F. (2011).National anthems and suicide rates. Psychological Reports, 108(1), 43-44.
13
Mead, R. (1980). The national Anthem.In S. Sadie (Ed.), Groves Dictionary of Music and Musicians (pp. 46-75). London: Macmillan.
14
Muller, S. (2001). Exploring the aesthetics of reconciliation: Rugby and the South African national anthem. SAMUS: South African Journal of Musicology, 21(1), 19-37.
15
Mutemererwa, S., Chamisa, V., &Chambwera, G. (2013). The national anthem: A mirror image of the Zimbabwean identity?. Muziki, 10(1), 52-61.
16
New World Bible Translation Committee.(1984). New World Translation of the Holy Scriptures with References, Rendered from the Original Languages.Watchtower Bible and Tract Society of New York.
17
Rahimipour, S. (2018). Comparative Survey of Colonialism in Achebe and Pinter’s Works. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(2), 163-177. doi: 10.22049/jalda.2019.26359.1094
18
Reboul, O. (1989). The figure and the argument.In From metaphysics to rhetoric (pp. 169-181).Springer, Dordrecht.
19
Smith, W. (1975).Flags through the ages and across the world. London: McGraw-Hill.
20
ORIGINAL_ARTICLE
Dynamic Mediation for Removing Language Comprehension Problems: A Psychological Support for Listening Comprehension Mental Processing
Dynamic Assessment is an approach to assessment within Applied Linguistics which is stemmed from Vygotsky’s Socio-Cultural Theory of mind, his concept of Zone of Proximal Development and Feuerstein's theory of Structural Cognitive Modifiability. This study is an attempt to pinpoint the sources of mental processing problems in listening comprehension and applies dynamic interventions to remove the problems and promote listening. Two male classes (each containing 5 upper-intermediate members) ranging in age from 19 to 24, were selected based on an intact group design. One class was selected as the control and another class as the experimental group haphazardly. The research was on the pre-test, mediation, and post-test paradigm. In the beginning, the two groups were pre-tested purposefully and their real time listening problems were detected through verbal and nonverbal recall protocols. Then, in the mediation phase dynamic group experienced different treatment sessions in two weeks to overcome the problems detected on the pre-test. The experimental group was instructed with mediations based on the Sandwich format of interventionist dynamic assessment while the control group received no intervention and was taught traditionally. Finally, all two groups were post-tested. The qualitative analysis showed that both groups suffered from various listening problems related to mental processing in comprehension. Result of quantitative analysis also revealed that the experimental group which was instructed dynamically outperformed the control group which was taught non-dynamically. The findings of this study suggest that dynamic interventions would not only affect the promotion of the EFL listening comprehension in educational settings but also have a significant effect on the performance of the dynamic group in comparison with the non-dynamic group.
http://jalda.azaruniv.ac.ir/article_13949_fe8d6cd9d755a84c23839c0898edde3f.pdf
2019-03-01
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10.22049/jalda.2019.26488.1128
Dynamic Assessment (DA)
interventionist DA
Sandwich format
Static Assessment (SA)
Zone of Proximal Development (ZPD)
Listening Comprehension
Sajjad
Khorami Fard
sajadkhorami66@gmail.com
1
MA in TEFL, English Department, Yasouj Branch, Islamic Azad University, Yasouj, Iran.
LEAD_AUTHOR
Ableeva, R. (2010). Dynamic Assessment of listening comprehension in second language learning.Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA.
1
Ahmadpur, L., &Yousefi, H., M. (2016). Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks, The Journal of Applied Linguistics and Applied Literature: Dynamicsand Advances, 4(1), 31-44.
2
Ajideh, P.,&Nourdad, N. (2012).The Effect of Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels.Language Testing in Asia, 2(4), 101-122.
3
Amini, M. (2015). A Study On the Effect of Dynamic Assessment on EFL Reading Comprehension and Reading Strategy Awareness: Implication for Teaching.Indian Journal of Fundamental and Applied Life Sciences, 5(3), 1313-1319.
4
Antón, M. (2009).Dynamic assessment of advanced foreign language learners. Paper presented at the American Association of Applied Linguistics, Washington, D.C., March, 2003.
5
Baek, S. G., & Kim, K. J. (2003). The effect of dynamic assessment based instruction on children’s learning. Asia Pacific Education Review, 4(2), 189-198.
6
Bavali, M., Yamini, M., &Sadighi, F. (2011).Dynamic Assessment in Perspective: Demarcating Dynamic and Non-dynamic Boundaries, Journal of Language Teaching and Research, 2(4), 895-902.
7
Belle, D. (1999) “Traditional Assessment versus Alternative Assessment” Master Thesis, Kean University of New Jersey.
8
Chaiklin, S. (2003).The zone of proximal development in Vygotsky’s analysis oflearning and instruction.In A. Kozulin, B. Gindis, V.S. Ageyev, and S.M. Miller(Eds.).Vygotsky’s educational theory in cultural context (pp. 39 - 64). Cambridge: Cambridge University Press.
9
Dunn, W., &Lantolf, J. P. (1998). Vygotsky’s Zone of Proximal Development andKrashen’si + 1 and the ZPD: Incommensurable constructs; incommensurable theories. Language Learning, 48, 411-442.
10
Feuerstein, R. (1990). The Theory of Structural Cognitive Modifiability. In B. Presseisen (Ed.), Learning and Thinking Styles. Washington, D.C.: National Education Association.
11
Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
12
Ghaderi, G.,&Hessamy, E. (2014).The Role of Dynamic Assessment in the Vocabulary Learning of Iranian EFL Learners.Procedia - Social and Behavioral Sciences, 98, 645 – 652.
13
Goh, C. (2000). A cognitive perspective on language learners' listening comprehension problems.System, 28(1), 55-75.
14
Grigorenko, E. L, & Sternberg, R. J. (1998). Dynamic Testing.Psychological Bulletin, 124(1), 75-111.
15
Haywood, H. C. (1992). Interactive assessment: A special issue. Journal of Special Education, 26, 233-234.
16
Haywood, H. C., &Lidz, C. (2007).Dynamic assessment in practice.Clinical and educational applications. New York: Cambridge University Press.
17
Hidri, S. (2014). Comparison of the students' performance in dynamic vs. static listening comprehension tests among EFL learners. In article published in the Proceedings of the 19th TESOL Arabia Conference, From KG to College to Career (pp. 51–59).
18
Isavi, E. (2012). The effect of dynamic assessment on Iranian L2 writing performance. Retrieved August 25, 2017, from http://eric.ed.gov/?id=ED530902
19
Khoshsima, H.,&Izadi, M. (2014).Dynamic vs. standard assessment to evaluate EFL learners’ listening comprehension, Iranian Journal of Applied Language Studies, 6(2), 1-26.
20
Kozulin, A. (2004). Vygotsky's theory in the classroom: Introduction. European Journal of Psychology of Education, 19(1), 3-7.
21
Kozulin, A., & Garb, E. (2002).Dynamic assessment of EFL text comprehension of at-risk students.School Psychology International, 23(1), 112-127.
22
Lantolf, J.P., &Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-72.
23
Lantolf, J. P., &Poehner, M. E. (2010). Dynamic assessment in the classroom: Vygotskian praxis for second language development, Journal of Language Teaching Research, 15(1), 11–33.
24
Lantolf, J.P., &Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.
25
Lidz, C.S. (Ed.). (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.
26
MacKey, A., &Gass, S. (2006). Second language research: Methodology and design. New York: Routledge.
27
Nowrouzi, S., Tom, S. Sh., Zareian, G., &Nimehchisalem, V. (2015). Iranian EFL Students’ Listening Comprehension Problems, Theory and Practice in language studies,5(2), 263-269.
28
Poehner, M. E., &Lantolf, J. P. (2004). Dynamic assessment of L2 development: Bringing the past into future. Journal of Applied Linguistics, 1(1), 49-72.
29
Poehner, M. E., &Lantolf, J. P. (2005).Dynamic assessment in language classroom.Journal ofLanguage Teaching Research, 9(3), 233-265.
30
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French (Unpublished Doctoral Dissertation).The Pennsylvania State University, University Park, PA.
31
Rea-Dickins, P.,& Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing, 17, 215–43.
32
Shabani.K. (2014). Dynamic Assessment of L2 Listening Comprehension in Transcendence Tasks, Procedia - Social and Behavioral Sciences, 98, 1729–1737.
33
Shaki, F., Derakhshan, A., &SedighZiabari, R. (2016).The Interplay between Language Skills and Dynamic Assessment. International Journal of Linguistics, 8(2), 141-157.
34
Sternberg, R. J., &Grigorenko, E. L. (1998).Dynamic Testing.Psychological Bulletin, 124(1), 75-111.
35
Sternberg, R. J., &Grigorenko, E. L. (2002).Dynamic testing.The nature and measurement of learning potential. Cambridge: Cambridge University Press.
36
Taheri, P. (2016). Quantifying the ZPD of EFL learners in DA and NDA listening comprehension, International Journal of Humanities and Cultural Studies, 3(1), 1239-1256.
37
Torrance, H., &Pryor, J. (1998) Investigating Formative Assessment: Teaching, learning andassessment in the classroom. Buckingham: Open University Press.
38
Tzuriel, D. (2000). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12, 385–435.
39
Vygotsky, L. S. (1978). Interaction between Learning and Development. In M. Cole, V. John-Steiner, S. Scribner, &E. Souberman (Eds.), Mind and society: The development of higher psychological processes (pp. 79-91).Cambridge, MA: Harvard University Press.
40
Wang, P. (2015). The effect of dynamic assessment on the listening skills of lower-intermediate EFL learners in Chinese Technical College: A pilot study, Journal of Language Teaching and Research, 6(6), 1269-1279.
41
Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40.
42
Zhang, Zh.,& Zhang, L. (2011). Developing and validating a listening comprehension problems scale for enhancing Chinese university students' metacognitive awareness of L2 listening, Journal of Asia TEFL, 8(3), 161-189.
43
ORIGINAL_ARTICLE
A Correlational Study of Expectancy Grammar’s Manifestation on Cloze Test and Lexical Collocational Density
The notion of expectancy grammar as a key to understanding the nature of psychologically real processes that underlie language use is introduced by Oller (1979). A central issue in this notion is that expectancy generating systems are constructed and modified in the course of language acquisition. Thus, one of the characteristics of language proficiency is that it consists of such an expectancy generating system. Therefore, it is claimed that for a proposed measure to qualify as a language test, it must invoke the expectancy system or grammar of the examinee.This article aimed at finding the relationship between textuality of a text and its realization in expectancy grammar. To this end, texts with high and low lexical collocational density (LCD) as a means of reaching textuality in a text are given to participants in the form of cloze test. Texts with high and low lexical collocational density were selected to act as cloze tests and administered on EFL learners. An independant t-test was used to analyse the mean of the scores obtained in pairs of low and high LCD texts. The results showd that texts with high lexical collocational density enjoy higher degrees of readibility and are suitable for cloze tests. In other words, the group who took cloze tests with high lexical collocational density outpeformed the group whose cloze tests had been prepared on texts with low lexical collocational density.
http://jalda.azaruniv.ac.ir/article_13947_ecc10278a524cec16b902c4e2b1cad60.pdf
2019-03-01
175
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10.22049/jalda.2019.26517.1132
Expectancy Grammar
Cloze Test
Lexical Collocational Density
and Textuality
Kazem
Pouralvar
k.pouralvar@tabriziau.ac.ir
1
Assisstant Professor of TEFL, Faculty of Multimedia, Tabriz Islamic Art University, Tabriz, Iran.
LEAD_AUTHOR
Al-Zahrani, M.S. (1998). Knowledge of English lexical collocations among male Saudi college students ma-joring in English at a Saudi university.Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania, USA.
1
Amenorvi, C. R. (2018). Lexical cohesion and literariness in Malcolm X’s “The Ballot or the Bullet.”. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1) 27-37.
2
Birch, D. (1989).Language, literature and critical practice. London: Routledge.
3
Candlin, C. N., &Lotfipour-Saedi, K. (1983).Process of discourse.Journal of Applied Language Study. 1(2) 103-133.
4
Carroll, J. B. (1961). Fundamental considerations in testing for English language proficiency of foreign students.In H. B. Allen and R. N. Campbell (Eds.), Testing the English Proficiency of Foreign Students (pp. 30–40). Washington, DC: Center of Applied Linguistics.
5
Carroll, J. B. (1968). The psychology of language testing. In A. Davies (Ed.), Language Testing Symposium: A Psycholinguistic Approach (pp. 46–69). London: Oxford University Press.
6
Elke, P. (2016). The learning burden of collocations: the role of interlexical and intralexical factors. Language Teaching Research. 20(1), 133-138.
7
Farhadi, H., Jafarpour, A., & Birjandi, P. (1994). Language skills testing: From theory to practice. Tehran, Iran: SAMT Publishers
8
Gorjani, B. (1996). The role of lexical collocations as a textual structure and its effect on cognitive processing in reading comprehension.Unpublished MA Dissertation. Tabriz: The University of Tabriz.
9
Halliday, M.A.K. (1961).Categories of the theory of grammar.Word 17 (3) 242–292.
10
Halliday,M.A.K. (1973).Explorations in the Functions of language. London:Edward Arnold..
11
Halliday,M.A.K.(1978).Language as a social semiotics: The social interpretation of language and meaning. London.Edward Arnold.
12
Halliday, M. A. K. (1985). Dimensions of discourse analysis: Grammar. In T. A. van Dijk (Ed.), Handbook of Discourse Analysis 2.(pp. 10-11), Academic press.
13
Halliday ,M. A. K. (1985) Spoken and written language .Geelong:Deakin University Press.
14
Halliday, M.A.K., & Hasan, R.(1976).Cohesion in English. London: Longman.
15
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.).Teaching Collocation Further Developments in the Lexical Approach (pp.47-69). Croatia: Heinle.
16
Keshavarz, M. H.,&Salimi, H. (2007). Collocational competence and cloze test performance: A study of Iranian EFL learners. InternationalJournal of Applied Linguistics, 17(1), 81-92.
17
Kintsch, W. (1982). Memory for text. In A. Flammer& W. Kintsch (Eds.),Discourse Processing: Advances in Psychology (pp. 187-204). North Holland Publishing.
18
Lado, R. (1961). Language Testing. New York: McGraw-Hill.
19
Lotfipour, K. (1982). Applying an analysis of writer-reader discourse processes to pedagogy of reading.Unpublished Ph.D. Thesis, University of Lancaster.
20
Lotfipour, K. (1989). Analysing literary discourse: Implications for literary translation. Paper presented at the first Tabriz University Conference on Translation. Tabriz, Iran.
21
Lotfipour, K. (1997). Lexical cohesion and translation equivalence.META,45, 185-192.
22
McCarthy, M. (1990).Vocabulary. Oxford: Oxford University Press.
23
Mohamadian, Z., & Sabbagh Shabestari, Sh. (2017). The effect of implicit input enhancement on learning grammatical collocations. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 5(2) 81-90.
24
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching.Applied Linguistics, 24 (2), 223–242.
25
Oller, J. W. (1979).Language Tests at School. Longman Group Ltd.
26
Oller, J. W. (1983).Issues in language testing research. Rowley, Massachusetts: Newbury House.
27
Sadighi, S., &Sahragard, R. (2013).The effect of lexical collocational density on the Iranian EFL learners’ reading comprehension.The Journal of Teaching Language Skills. 5(1), 111-136.
28
Sung, J. (2003).English lexical collocations and their relation to spoken fluency of adult non-native speakers.Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania, USA.
29
van Dijk, T.A. (1972). Some aspect of text grammars.The Hague: Bouton.
30
van Dijk, T.A. (1977). Text and context. London: Longman.
31
van Dijk, T.A., &Kintsch, W. (1983).Strategies of discourse comprehension. New York: Academic Press.
32
Widdowson, H.G. (1975). Stylistics and the teaching of literature. London: Longman.
33
Zhang, X. (1993).English collocations and their effect on the writing of native and non-native college fresh-men.Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania, USA.
34
ORIGINAL_ARTICLE
Short-Term and Long-Term Impacts of Pre-Service vs. In-Service Reflective Task-Oriented Training on Novice and Experienced Teachers’ Mediating Roles
Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during and after the programs are not uncommon and accentuate the need to assess outcomes. This quasi-experimental study aimedto provide research-based data on the outcomes of a 60-hour reflective task-supported (RTS) teacher training course, comprising theoretical, observational, and practicum modules, in terms of immediate and delayed changes in the mediating roles performed by 37 pre-service and 40 in-service Iranian male and female teachers. The findings obtained from the structured observation of the participants’ teaching demonstrations at the onset and the end of the study and during the first working semester were analyzed statistically through One-way repeated measures ANOVAs and indicated significant improvements in the mediating roles in both groups from the first to the second observation immediately after the training and from the immediate to the delayed observation only in the pre-service group. The findings underscore vitality of in pre-service and in-service training programs and accommodating reflective teaching and observational tasks in enhancing teaching roles.
http://jalda.azaruniv.ac.ir/article_13948_26e4d1dcbb7e963722ee96a060e0520f.pdf
2019-03-01
191
213
10.22049/jalda.2019.26514.1131
Experienced Teachers
In-Service Training
Novice Teachers
Observation
Pre-Service Training
and Reflection
Behjat
Asa
asa.behjat@yahoo.com
1
Lecturer of TEFL, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
AUTHOR
Zohreh
Seifoori
seifoori@iaut.ac.ir
2
Associate Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
LEAD_AUTHOR
Nasrin
Hadidi Tamjid
nhadidi@iaut.ac.ir
3
Assistant Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
AUTHOR
Abbasi, N., & Navahi Khosrowshahi, S. (2018). The role of experience in EFL teachers’ satisfaction of the in-service teacher education programs.The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances,6(1). 77-89.
1
Abednia, A. (2012). Teachers professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706−717.
2
Ahmadi, J., & Keshavarzi, H. (2013).Outage probability scaling laws for SISO and MIMO ad-hoc networks.Transactions on Emerging Telecommunications Technologies, 24(6), 557−567.
3
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience.Journal of Humanistic Psychology, 23(2), 99−117.
4
Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357−385.
5
Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching andTeacher Education, 17, 527–546.
6
Day, C. (1999). Developing teachers: The challenges of lifelong learning.New York: The Falmer Press.
7
Feez, S. (1998).Text-based syllabus design. Sydney: National Centre for Englisg Teaching and Research.
8
Finsterwald, M., Wagner, P., Schober, B., Luftenegger, M., & Spiel, C. (2013).Fostering lifelong learning – Evaluation of a teacher education program for professional teachers.Teaching and Teacher Education, 29, 144–155.
9
Gareis, C.R., & Grant, L. W. (2014).The efficacy of training cooperating teachers.Teaching and Teacher Education, 39, 77−88.
10
Grammatikopoulos, V., Tsigilis, N., Gregoriadis, A., &Bikos, K. (2013).Evaluating an induction training program for Greek teachers using an adjusted level modelapproach.Studies in Educational Evaluation, 39, 225−231.
11
Guo, Y., Piasta, S. B., Justice, L. M., &Kadaravek, J. N. (2009).Relations among preschool teachers’ self- efficacy, classroom quality, and children’s language and literacy gains.Teaching and Teacher Education, 26, 1094−1103.
12
Harden, R. M., & Crosby, J. R. (2000). The good teacher is more than a lecturer–the twelve roles of the teacher. Medical Teacher, 22(4), 334−347.
13
Harmer, J. (2007).The practice of English language teaching.London: Longman.
14
Ingram, J. (2013). Supporting student teachers in developing professional knowledge with videoed events.European Journal of Teacher Education, 32(8), 84−104.doi: 10.1080/02619768.2013.801074
15
Kim, S., Chang, M., & Kim, H. (2011). Does teacher educational training help the early math skills of English language learners in head start? Children and Youth Services Review, 33, 732−740.
16
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817−869). Dordrecht: Kuwer.
17
Larsen-Freeman, D. (2014). It’s about time. The Modern Language Journal, 98(2), 665−666.
18
Larsen-Freeman, D., & Richards, J. C. (1996).Teacher learning in language teaching. Cambridge: Cambridge University Press.
19
Lave, J., & Wagner, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.
20
Metzler, M. W., & Blankenship, B. T. (2008).Taking the next step: Connecting teacher education, research on teaching, and program assessment.Teaching and Teacher Education, 24, 1098−1111.
21
Nash, T., & Norwich, B. (2010). The initial training of teachers to teach children with special educational needs: A national survey of English post graduate certificate of education programmes. Teaching and Teacher Education, 26, 1471−1480.
22
Nezakat-Alhossaini, M., &Ketabi, S. (2012).Teacher training system and EFL classes in Iran.Procedia Social and Behavioural Sciences, 70, 526−536.
23
Palmer, J. (2007). The practice of English language teaching (4th Ed.). London: Pearson.
24
Piwowar, V., Thiel, F., &Ophardt, D. (2012).Training in-service teachers’ competencies in classroom management.A quasi-experimental study with teachers of secondary schools.Teaching and Teacher Education, 30, 1− 12.
25
Piwowar, V., Thiel, F., &Ophardt, D. (2012).Training in-service teachers’ competencies in classroom management.A quasi-experimental study with teachers of secondary schools.Teaching and Teacher Education, 30, 1− 12.
26
Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom (2nd Ed.). New York: Taylor & Francis.
27
SafaeiAsl, E. &SafaeiAsl, N. (2014). A case study on needs assessment of English language teachers’ in-service training courses.The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2(2). 99-106.
28
Salmani Nodoushan, M. A. (2011). Reflective teaching in EFL classes: An overview. I-Manager’s Journal on School Educational Technology, 6(3). 57−84.
29
Schon, D. A. (1983).The reflective practitioner.San Francisco: Jossy-Bass.
30
Sewell, D. (1990). New tools for new minds.London: Harvester Wheatsheaf.
31
Valli, L., & Buese, D. (2007).The changing roles of teachers in an era of high stakes accountability.American Educational Research Journal, 44(3), 519−558.
32
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
33
Vries, S., Jansen, E., & Grift, W. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching.Teaching and Teacher Education, 33, 78−89.
34
Yan, C. (2008). Mutual adaptation: Enhancing longer-term sustainability of cross-cultural in-service teacher training initiatives in China. System, 36, 586−606.
35
Zeichner, K., & McDonald, M. (2011). Practice-based teaching and community field experiences for prospective teachers. In A. Cohan & A. Honigsfeld (Eds.), Breakingthe mold of pre-service and in-service teacher education: Innovative and successfulpractices for the 21st century (p. 421−453).Lanham, MD: Roman & Littlefield.
36
ORIGINAL_ARTICLE
Our Sense of Identity: “Who am I?” Gender and Cultural Studies
Identity is seen as a cultural and social construct, which indicates how we have been embodied and how we might represent ourselves. The knowledge that identities are the outputs of discourses is a familiar characteristic of some societal concepts. Gender, as an identity or a sense of our identity we build for ourselves, rather than something we are born with, is a constructed cultural category and is based on power relations and social norms that are part of a social system. Through gender as well as cultural studies, this paper will curiously look at the motion of mobility of self (identity) as it has been constructed in culture. The researcher also wants to note that the discursive practices such as the normal beliefs, social systems, and substantial behaviors of a cultural, religious, or social group view identity not as a kind of recognition with a group having common characteristics but as a construction among hidden cultural, political, and ideological intentions. Therefore, it is said that identity is in process and can be shaped by culture, media, and public opinion.
http://jalda.azaruniv.ac.ir/article_13953_a94a2f8a0188dd48892fc02921a58f2e.pdf
2019-03-01
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10.22049/jalda.2019.26497.1129
Identity
Culture
Gender
Gender studies
Cultural studies
Hossein
Sabouri
sabouri@tabrizu.ac.ir
1
Associate Professor of English Literature, Department of English Language and Literature, Tabriz University, Tabriz, Iran
LEAD_AUTHOR
Appelrouth, S., & Desfor-Edles, L. (2008). Classical and contemporary sociological theory: Text and readings. Los Angeles, CA: Pine Forge Press.
1
Campbell, N., & Kean, A. (2016).American cultural studies: An introduction to American culture. London: Rutledge.
2
Connolly, W. (1991).Identity/Difference: Democratic negotiations of political paradox. University of Minnesota Press.
3
Dines, G., & Jean, M. H. (2011).Gender, race, and class in media: A critical reader. London: Sage Publication.
4
Easthope, A. (1999).Literary into cultural studies.London: Rutledge.
5
Hermannsdóttir, M. B. (2011).Self-Identity in modernity.University of Akureyri.
6
http://www.academia.edu/28574959/Easthope - Literary into culturalstudies.pdf.2011.
7
Imre, A. (2009). Identity games: Globalization and the transformation of media cultures in the new Europe. Massachusetts Institute of Technology.
8
Kerber, K. (1980).Women of the republic: Intellect and ideology in revolutionary America. The University of North Carolina.
9
Kristeva, J. (1982).Powers ofhorror: An essay on abjection.New York: Columbia University Press.
10
Lane,R. J. (2006).Fifty key literary theorists.London: Routledge.
11
Melosh, B. (1993).Gender and American history since 1890. London and New York: Routledge.
12
Paronyan, S. (2017).Language and culture in academic context.YSU Press.
13
Paulston, C.,& Kiesling,S.(2012).The handbook of intercultural discourse and communication. Oxford: Blackwell.
14
Pavlenko, A., &Blackledge, A. (2004).Negotiation of identities in multilingual contexts. Great Britain: Multilingual Matters.
15
Repo, J. (2016).Thebiopolitics of gender. Oxford: Oxford University Press.
16
Said, E. (1994).Culture and imperialism. London: Vintage.
17
Storey, J. (1996).What is cultural study? Great Britain.
18
Storey, J. (2006).Cultural theory and popular culture: A reader. Edinburgh: Pearson Prentice Hall.
19
Sweetman, B. (1997).Caroline gender in development organizations.UK and Ireland: Oxfam.
20
Weiler,K.(2001). Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies. London: Rutledge.
21
ORIGINAL_ARTICLE
The Impact of Genre-based Instruction of Narrative Texts on Iranian EFL Learners’ Motivation for Writing
This quasi-experimental study investigated the instructional efficacy of genre-based approach on Iranian EFL learners’motivation for writing. Out of 180 participants, 60 EFL male and female students at university level, with the age range of 19-28, based on a standard profeciency test, Preliminary English Test (PET), were selected and randomly assigned into control and experimental groups. Each group contained 30 students for which a pre-test and post-test (as motivation for writing questionnaire) were administered. The teaching materials of narrative texts were prepared in a way to conform to the genere-based approach. The results of the study, based on statistical analysis of one way of ANOVA, indicated that the genre-based methodology had significant effects on Iranian EFL learners’motivation for writing. The finding is very useful for Applied Linguists and syllabus designers as well as language teachers and learners.
http://jalda.azaruniv.ac.ir/article_13955_819c4b256a6aa9acb74852814aa2670e.pdf
2019-03-01
229
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10.22049/jalda.2019.26594.1133
Genre-Based Instruction
Narrative Texts
Motivation for Writing
and EFL
Payman
Rezvani
payman.rezvani@gmail.com
1
Assistant Professor of Applied Linguistics, Mahabad Branch, Islamic Azad University, Mahabad, Iran
LEAD_AUTHOR
Mahnaz
Saeidi
mnsaeidi@yahoo.ca
2
Associate Professor of Applied Linguistics, Tabriz Branch, Islamic Azad University, Tabriz, Iran
AUTHOR
Amirsheibani,M. (2015).Genre analysis of ELT and nursing academic written discourse throughintroduction, the Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 3(2), 25-36.
1
Benedict, L. (2006). Genre-based teaching and Vygotskian principles in EFL:The case of a university writing course, Asian EFL Journal,8(3), 226-248.
2
Berkenkotter, C., &Huckin, T. N. (1995).Genre knowledge in disciplinary communication:cognition, culture, power. Hillsdale, NJ: Lawrence Erlbaum.
3
Boscolo, P., Favero, L.D., &Borghetto, M. (2007).Writing and motivation:Studies in writing.Oxford: Elsevier Ltd.
4
Dörnei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK:Cambridge University Press.
5
Hasan, R. (2002). Ways of meaning, ways of learning: code as an explanatory concept. BritishJournal of Sociology of Education, 23(4), pp 537-548.
6
Hidi,S., &Boscolo,P.(2007).Writing and motivation. UK: Oxford University Press.
7
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(4), 17– 29.
8
Ismail, I. E. (2013).The effect of the genre-based approach to teaching writing on theEFLAl-Azhr secondary students' writing skills and their attitudes towards writing,Faculty of Education, Department of Methods and curriculum, Egypt: MansouraUniversity.
9
Keller, J. M. (2007). Motivation and performance.In R. A. Reiser& J. V.Dempsy(Eds.),Trends and Issues in Instructional Design and Technology(2nd ed., pp. 82-92).Pearson Education.
10
Khodashenas, M.R.,&Amouzegar, E. K. S. (2013). Review Article: Role of Motivation in Language Learning, International Research Journal of Applied and Sciences,6(6), 766-773.
11
Mackiewicz, J. & Thomson, I. (2013). Motivational scaffolding, politeness, and writing centertutoring, The Writing Center Journal,33(1) 43-56.
12
Martin, J. R. (1993). Genre and literacy, modeling context in educational linguistAnnualReview of Applied Linguistics p.p141-172.
13
Narumon, Ch. (2013). A Comparative study of English learning motivation types betweenThai and Cambodian first-year undergraduate English majors, Thailand: Thammsat University.
14
Osman, H. (2004). Genre-based instruction forESP.Retrieved December14, 2013from:http://www.melta.org.my/ET/2004/2004-13.pdf
15
Oxford, R.,&Shearin, J. (1994). Language Learning Motivation: Expanding the TheoreticalFramework. Modern Language Journal, 78(1), 12-28.
16
Park, G. S. (2006). ESP/EAP: Genre-based teaching in reading and writing.Retrieved May 28,2009 fromhttp://web.utk.edu/~gpark/genreteaching.doc
17
Payne, A. R. (2012).Development of the academic writing motivation questionnaire.Master's thesis, USA: University of Georgia.
18
Sadeghi, B. et al. (2013).The effects of genre-based instruction on ESP learners readingcomprehension, theory and practice in language studies journal, 3(6), 1009-1020
19
Sadighi, F., &Maghsoudi,Z. (2006).Effects of attitude and motivation on the use oflanguagelearning strategies by Iranian EFL university students.Journal ofSocialSciences and Humanities of Shiraz University, 23(1), 71-80.
20
Swales, J. (1990).Genre analysis: English in academic and research settings. Cambridge:Cambridge University Press.
21
Swales, J.M. (1991).Genre analysis. Cambridge: Cambridge University Press.
22
Tran, L. T.(2007).Learners’ motivation and identity in the Vietnamese EFL writing classroom, English Teaching: Practice and Critique, 6(1), 151-163.RetrievedDecember20,2013fromhttp://education.waikato.ac.nz/research/files/etpc/2007v6n1art8.pdf
23
Wu,Y. &Hailin D. (2009). Applying self-based genre approaches to English writingclass,International Education Studies, 2(3), 62-79. Retrieved August, 2013, fromwww.ccsenet.org
24
Yaha,E. S.(2014).Towards genre-based approach to writing syllabus in Arab tertiaryinstitutions,British Journal of Education, Society &Behavioural Science, 4(5), 573- 580.
25
ORIGINAL_ARTICLE
Book Review: "New Geographies of Language: Language Culture and Politics in Wales"
The book New Geographies of Language: Language, Culture and Politics in Wales is naturally seeking a very interesting goal rarely been witnessed before. For one thing, it is trying to mix language and linguistics with a totally distinct science, geography. For another, geography happens to be a literally exotic science. Students all around the world might be generally of two types: Those who love geography (the author belonged to this category), and those who loath it. This is enough for considering geography as not being a regular science. Therefore, Rhys Jones and Huw Lewis have put a really difficult task on their hands. Bringing linguistics and geography together might seem very risky at first, but by reading this book one realizes that it has been well worth it. The book contains 8 chapters all being clearly related to each other. So only a brief account of chapters will be introduced here. The most important concern of the book is to bring into lights how a nation’s status can be altered by attending to educating language in connection to its history and culture.
http://jalda.azaruniv.ac.ir/article_13951_13818381cce522c0478532517c0567ad.pdf
2019-03-01
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10.22049/jalda.2019.26443.1117
Book Review
New Geographies of Language
Language
Culture
politics
Wales
Sahar
Ahmadpour
sahar.ahmadpour33@gmail.com
1
Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran
LEAD_AUTHOR
Jones, R., & Lewis, H. (2019). The new geographies of languages: Language, Culture and Politics in Wales. Bristol, UK: Palgrave.
1
Jones, R., & Lewis, H. (2019). The new geographies of languages: Language, Culture and Politics in Wales. Bristol, UK: Palgrave.
2
Jones, R., & Lewis, H. (2019). The new geographies of languages: Language, Culture and Politics in Wales. Bristol, UK: Palgrave.
3
ORIGINAL_ARTICLE
Abstracts in Persian, Volume 7, Issue 1
http://jalda.azaruniv.ac.ir/article_14273_202c57ddf0e1de35a5464384cb1478f6.pdf
2019-03-01