ORIGINAL_ARTICLE
Editorial, Volume 8, Issue 1
A new vocabulary item has been added to English dictionaries: Covid-19. For linguists, the addition of a meaningful linguistic element to any language should change the whole language as, for T. S. Eliot, a new poem changes the whole literature of a nation. But let us see how seriously the addition of the vocabulary item Covid-19 might change the English language. According to Cambridge online dictionary, Covid-19 is “an infectious disease caused by a coronavirus (= a type of virus), that usually causes fever, tiredness, and a cough, and can also cause breathing problems. I do not think that the change brought about by the item is a radical one especially when the definition claims that most often the disease caused by the virus is not serious! (I wonder whether there is a Newspeak type conspiracy going on!) But when one turns to the “real world,” the situation turns out to be extremely serious: Not only has Covid-19 brought the whole world almost to a total stop, but it has also been the cause of many deaths all over the world. People have died, families have lost their breadwinners, doctors and nurses have been affected and died while on duty and we are still on the verge of being affected by the virus everyday if the necessary safety measures are not taken. Millions have lost their jobs and economies are on the verge of collapse. Governments are keen to see their state enemies crush under the heavy burdens by Covid-19 upon their economies and medical systems! Schools are shut down and much more other factual events can be added to these, all of which lead many to claim that in the post-Covid-19 era peoples’ behaviours should change.
http://jalda.azaruniv.ac.ir/article_14052_45d661d07e917a3869d43dc75b8d9bda.pdf
2020-04-01
1
2
10.22049/jalda.2020.26841.1180
Editorial
JALDA
COVID 19
PostCrona era
Behin
Bahram
Behin
bahram.behin@gmail.com
1
Department of English, Facalty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Behin, B. (2020). Editorial. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 1-2.
1
ORIGINAL_ARTICLE
JALDA's Interview with Professor Luise von Flotow
Luise von Flotow is a Professor of Translation Studies at the School of Translation and Interpretation, University of Ottawa, Canada. She got her BA in German and French from the University of London (1974) and her MA in French from the University of Windsor (1985) and her Ph.D. in French from the University of Michigan (1991). Professor von Flotow was the director of the School of Translation and Interpretation at the University of Ottawa in 2006-2016. Her areas of academic interest include political and ideological influences on translation, specifically translation and gender; audiovisual translation, dubbing and subtitling, and literary translation as public diplomacy. Besides numerous journal articles, professor von Flotow has published the following books: Translation and Gender: Translation in the Era of Feminism (1997), The Politics of Translation in the Middle Ages and the Renaissance (2001), Translating Women (2011). She has also co-edited with professor Farzaneh Farahzad Translating Women: Different Voices and New Horizons. Dr. Reza Yalsharzeh, assistant professor of Translation Studies at Azarbaijan Shahid Madani University and a former student of professor von Flotow has arranged this interview with her.
http://jalda.azaruniv.ac.ir/article_14054_982130b75696d4b680db2886fbdcc968.pdf
2020-04-01
3
7
10.22049/jalda.2020.26842.1181
JALDA
Interview
Luise von Flotow
Reza Yalsharzeh
Teaching translation
Luise
von Flotow
flotow@uottawa.ca
1
School of Translation and Interpretation, University of Ottawa, Canada
AUTHOR
Reza
Yalsharzeh
reyalsharzeh@gmail.com
2
English Department, Faculty of Humanities, Azarbaijan Shahid Madani University.
LEAD_AUTHOR
Yalsharzeh, R. (2020). Interview with LProfessor Luise Von Flotow. Jourand of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 3-7.
1
Yalsharzeh, R. (2020). Interview with LProfessor Luise Von Flotow. Jourand of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 3-7.
2
Yalsharzeh, R. (2020). Interview with LProfessor Luise Von Flotow. Jourand of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 3-7.
3
ORIGINAL_ARTICLE
A Cognitive Study of Conceptual Metaphors in English and Persian: Universal or Culture-Specific?
In the last 2 decades, studies on conceptual metaphors have profoundly increased. The development in this field was followed by Lakoff and Johnson's (1980b) work on describing the conceptual role played by metaphors and their correspondence with language and thought. This study aimed to compare conceptual metaphors in Persian and English through a corpus-based approach as well as examining both the universality and culture-specificity of conceptual metaphors within Persian/English and describe in detail the Persian conception of some metaphorical concepts from the cognitive perspective. The cognitive theory of metaphor was resorted to and applied to a cross-cultural analysis of a randomly selected set of conceptual metaphors in English and Persian. To analyze the data, 12 conceptual metaphors introduced by Wright (1999) were investigated and gathered. Then, the metaphorical expressions in the 2 languages were grouped under their source and target domains. Results pointed to the fact that whereas there is a certain degree of universality in terms of the predominant conceptual metaphors, there are also variations between the 2 languages for cultural and linguistic reasons.
http://jalda.azaruniv.ac.ir/article_14022_0f2118ef3207085968124447563b3a07.pdf
2020-04-01
9
31
10.22049/jalda.2020.26721.1155
Cognitive-Semantic View of Metaphors
Conceptual Metaphors
Universality/Culture-Specificity of Conceptual Metaphors
Mahmood
Hashemian
m72h@hotmail.com
1
Associate Professor of Applied Linguistics, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran
LEAD_AUTHOR
Razieh
Salemi
raziehsalemi68@gmail.com
2
Ph.D. Candidate in TEFL, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran
AUTHOR
Aliakbar
Jafarpour
aliakbar_jafarpour@yahoo.com
3
Assistant Professor of Applied Linguistics, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran
AUTHOR
Anvary, H. (2004). Farhang-e- kenayat-e -sokhan. Tehran, Iran: Sokhan.
1
Bisang, W., Hock, H. H., & Winter, W. (2006). Corpus-based approaches to metaphor and metonymy. New York: Mouton de Gruyter.
2
Bratoz, S. (2012). Slovenian and US elections in metaphors: A cross-linguistic perspective. Critical Approaches to Discourse Analysis Across Disciplines, 5(2), 120-136.
3
Carter, R. (1997). Investigating English discourse: Language, literacy, and literature. London: Routledge.
4
Dehkhoda, A. (1960). Amsal-al-hekam. Tehran, Iran: Amir Kabir.
5
Deignan, A. (2008). Corpus linguistic data and conceptual metaphor theory. In M. S. Zanotto, L. Cameron, & M. C. Cavalcanti (Eds.), Confronting metaphor in use (pp. 149-163). Amsterdam: John Benjamins Publishing Co.
6
Fiumara, G. C. (1995). The metaphoric process: Connections between language and life. London: Routledge.
7
Glucksberg, S. (2001). Understanding figurative language. New York: Oxford University Press.
8
Houng, P. T., & Nhan, D. T. (2011). The metaphor Love Is A Journey in English and Vietnamese. TRUONG DAI HOC VIEH, 40, 11-20.
9
Kövecses, Z. (1990). Emotion Concepts. New York, NY: Springer New York.
10
Kövecses, Z. (1991). Happiness: A definitional effort. Metaphor and Symbolic Activity, 6(1), 29-47.
11
Kövecses, Z. (1986). Metaphors of anger, pride, and love: Pragmatics and beyond. Amsterdam: John Benjamins.
12
Kövecses, Z. (2002). Metaphor: A practical introduction. New York: Oxford University Press.
13
Kövecses, Z. (2005). Metaphor in culture: Universality and variation. New York: Cambridge University Press.
14
Kövecses, Z. (2006). Language, mind, and culture: A practical introduction. New York: Oxford University Press.
15
Kövecses, Z. (2010). Metaphor: A practical introduction (2nd ed.). New York: Oxford University Press.
16
Kövecses, Z. (2017). Conceptual metaphor theory. In E. Semino & Z. Demjén (Eds.), The Routledge handbook of metaphor (pp.13-27). Oxford: Routledge.
17
Lakoff, G. (1992). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and thought (pp. 202-25). Cambridge: Cambridge University Press.
18
Lakoff, G., & Johnson, M. (1980a). Conceptual metaphor in everyday language. The Journal of Philosophy, 77(8), 453-486.
19
Lakoff, G., & Johnson, M. (1980b). Metaphors we live by. Chicago: University of Chicago Press.
20
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh. New York: Basic Books.
21
Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. Chicago: University of Chicago Press.
22
Lixia, W., & Eng, W. B. (2012). A corpus-based study on snake metaphors in Mandarin Chinese and British English. GEMA Online Journal of Language Studies, 12(1), 311-324.
23
Lv, Z., & Zhang, Y. (2012). Universality and variation of conceptual metaphor of love in Chinese and English. Theory and Practice in Language Studies, 2(2), 355-359.
24
Matsuki, K. (1995). Metaphors of anger in Japanese. In J. Taylor & R. MacLaury (Eds.), Language and the cognitive construal of the world (pp. 137-151). Berlin: Gruyter.
25
McGlone, M. S. (2007). What is the explanatory value of a conceptual metaphor? Language & Communication, 27, 109-126.
26
Patterson, K. J. (2017). When is a metaphor not a metaphor? An investigation into lexical characteristics of metaphoricity among uncertain cases. Metaphor and Symbol, 32(2), 103-117.
27
Pérez, R. G. (2008). A cross-cultural analysis of heart metaphors. Revista Alicantina de EstudiosInglese, 21, 25-56.
28
PirzadPazhak, S., Pazhakh, A., & Hayati, A. (2012). A comparative study of basic emotions in English and Persian literary texts. International Education Studies, 5(1), 200-207.
29
Safarnejad, F., Ho-Abdullah, I., & MatAwal, N. (2014). A cognitive study of happiness metaphors in Persian and English. Procedia ̶ Social and Behavioral Sciences, 118, 110-117.
30
Sharifian, F. (2008). Conceptualizations of del ‘heart-stomach’ in Persian. In Sharifian, F. et al. (Eds.), Culture, body, and language: Conceptualizations of internal body organs across cultures and languages (pp. 247-267). New York: Mouton de Gruyter.
31
Siahaan, P. (2008). Did he break your heart or your liver? A contrastive study on metaphorical concepts from the source domain organ in English and in Indonesian. In Sharifian, F. et al. (Eds.), Culture, body, and language: Conceptualizations of internal body organs across cultures and languages (pp. 45-75). New York: Mouton de Gruyter.
32
Stern, J. (2000). Metaphor in context. Cambridge, Mass.: MIT Press.
33
Wright, J. (1999). Idioms organiser: Organised by metaphor, topic, and key word. UK: Thomson Heinle.
34
Yu, N. (1995). Metaphorical expressions of anger and happiness in English and Chinese. Metaphor and Symbolic Activity, 10, 59-92.
35
Yu, N. (1998). The contemporary theory of metaphor in Chinese: A perspective from Chinese. Amsterdam: John Benjamins.
36
Yu, N., Yu, L., & Lee, Y. C. (2017). Primary metaphors: Importance as size and weight in a comparative perspective, Metaphor and Symbol, 32(4). 231-249.
37
ORIGINAL_ARTICLE
The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features
The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups. Each group transacted a version of a decision-making task in dyadic condition. The results of the statistical analysis (one-way ANOVA) revealed significant differences among the groups. The participants in complex group tended to produce more uptakes. The results of the present study revealed that manipulating cognitive complexity of pedagogical tasks led to more uptake of the linguistic items made salient by the teacher and triggered much interaction between the participants. The study, also, has a number of theoretical and pedagogical implications for SLA researchers and syllabus designers.
http://jalda.azaruniv.ac.ir/article_14027_f62f42c9aa0032e955e0ba9b013e9906.pdf
2020-04-01
33
49
10.22049/jalda.2020.26733.1161
Task Complexity
The Cognition Hypothesis
Learner Uptake
Interlanguage Development
Mohammad Hossein
Yousefi
mhh.yousefi@gmail.com
1
Assistant Professor of TEFL, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran
LEAD_AUTHOR
Farzad
Rostami
farzadr79@gmail.com
2
PhD candidate in Applied Linguistics, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran
AUTHOR
Davoud
Amini
davoudamini2014@gmail.com
3
Assistant Professor of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
AUTHOR
Ahmadpour, L., & Yousefi, M. H. (2016). Group collaboration, scaffolding instruction, and peer assessment of Iranian EFL learners oral tasks. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(1), 31-44. doi: 10.22049/jalda.2018.26138.1046.
1
Ahmadpour, L., & Yousefi, M. H. (2018). The Effects of Task complexity on the Amount of learner Talk and Task performance Time. 2nd National Conference on English language Studies: Applied Linguistics Perspectives on EFL. Azarbaijan Shahid Madani University, Tabriz, Iran. 29-30, April.
2
Albert, A., & Kormos, J. (2004). Creativity and narrative task performance: An explanatory study. Language Learning, 54(2), 227-310.
3
Baralt, M. (2010). Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. Unpublished doctoral dissertation, Georgetown University. U.S.
4
Byrnes, H. (2014). Theorizing language development at the intersection of "task" and L2 writing: Reconsidering complexity. In H. Byrnes, & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 79-103). Amsterdam: John Benjamins.
5
Crabbe, D. (2007). Learning opportunities: Adding learning value to tasks. ELT Journal, 61(2), 117-125.
6
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
7
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL Lessons. Language Learning, 51, 281-326.
8
Ellis, R., & Barkhuizen, G. (2005) Analyzing learner language. Oxford: Oxford University Press.
9
Farrahi, S., & Yousefi, M. H. (2018). Language related episodes in Task-based interaction: The case of cognitive complexity . 3rd conference on New trends in English language
10
Teaching and Testing. Allameh University, 4-5 September, Tehran, Iran.
11
Gilabert, R. (2007). Effects of manipulating task complexity on self-repair during L2 oral production. IRAL, (45), 215-240.
12
Givon, T. (1989). Mind, code, and context: Essays in pragmatics. Hillsdale, NJ: Erlbaum.
13
Godfroid, A., & Michel, M. (2015). Eye-movements during task-based performance: What can we learn? Colloquium at the 6th International Conference of TBLT, September 16–18, Leuven, Belgium.
14
Hadley, G. (2013). Review of task-based language teaching from the teachers’ perspective. System, 41, 194-196.
15
Kuiken, M. F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. IRAL, 45, 241-259.
16
Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54, 153-188.
17
Loewen, S. (2005). Incidental focus on form and second language acquisition. Studies in Second Language Acquisition, 26, 361-386.
18
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp.77-99). Clevedon: Multilingual Matters.
19
Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.). Handbook of second language acquisition (pp.413-463). San Diego: Academic Press.
20
Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.
21
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design, TESOL Quarterly, 26(1), 27-56.
22
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.
23
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Studies, 28, 269-300.
24
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
25
Mayo, M. P., & Azkarai, A. (2016). EFL task-based interaction: Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning pedagogical potential and research agenda (pp. 241–266). Amsterdam: John Benjamins.
26
Mohammadi, G. M., Yousefi, M. H., & Afghari, A. (2012). Task-based learning research and the cognition hypothesis: The case of task complexity. Theory and Practice in Language Studies, 2(12), 2593-2602.
27
Norris, J. (2015). Thinking and acting programmatically in task-based language teaching. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 27–57). Amsterdam, The Netherlands: John Benjamins
28
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
29
Robinson, P. (2005). Cognitive complexity and task sequencing: A review of studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43(1), 1-33.
30
Robinson, P. (2007). Criteria for grading and sequencing pedagogic tasks. InM. D. P. Garcia Mayo (Ed.) Investigating tasks in formal language learning, (PP. 2-27). Clevedon: Multilingual Matters.
31
Robinson, P., & Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and second language learning and performance. IRAL, 45, 161-176.
32
Salimi, A., & Yousefi , M. H. (2009). The Effect of Task Complexity on the Success of Learners’ Uptake. The 7TH International TELLSI Conference: New Horizons in Language Education, 20-22 October. Yazd, Iran.
33
Samuda, V. (2015). Tasks, design, and the architecture of pedagogical spaces. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 271–302). Amsterdam, the Netherlands: John Benjamins.
34
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (PP. 3-32). Cambridge: Cambridge University Press.
35
Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286.
36
Swain, M. (1985). Communicative competence: Some roles of comprehensive input and comprehensive output in its development. In S. Gass & C. Madden (Eds.), Input in Second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
37
Swain, M. (1995). Three functions of output in second language. In H. G. Widdowson, G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp.125-144). Oxford: Oxford University Press.
38
Skehan, P., & Foster, P. (2001). Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp. 183-205). Cambridge: Cambridge University Press.
39
Tavakoli, P. (2014). Storyline complexity and syntactic complexity in writing and speaking tasks. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning—Insights from and for L2 writing (pp. 17–236). Amsterdam, The Netherlands: John Benjamins.
40
Van den Branden, K. (Ed.) (2006). Task-based language education. Cambridge: Cambridge University Press.
41
Van den Branden, K. (2015). Task-based language education: From theory to practice... and back again. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 303–320). Amsterdam, The Netherlands: John Benjamins.
42
VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12, 287-301.
43
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
44
Yaghoubi Notash, M., & Yousefi , M. H. (2011). Uptake in task-elicited L2 performance: Can task complexity matter?Journal of Language Teaching and Research, 2(3), 508-516.
45
Yousefi, M. H. (2008). The effect of task complexity on learner uptake, Unpublished M.A thesis. Tabriz University, Tabriz, Iran.
46
Yousefi, M. H., & Afghari, A. (2012). Task-generated interaction, cognitive complexity and self-repair. Cypriot Journal of Educational Sciences, 7(2), 75-81.
47
Yousefi, M. H., & Biria, R. (2011). Interactional feedback, task-based interaction and learner uptake. COLEJ, 1(1), 1-19.
48
Yousefi, M. H., Mohammadi, G. E., Koosha, M. (2012). Task complexity and its implication for Pedagogy. Theory and Practice in Language Studies, 2(7), 1436-1444.
49
ORIGINAL_ARTICLE
An Investigation of the Online Farsi Translation of Metadiscourse Markers in American Presidential Debates
The term metadiscourse rarely appears in translation studies despite the continuously growing body of research on discourse markers in different genres and through various perspectives. Translation as a product that needs to observe such markers for their communicative power and contribution to the overall coherence of a text within a context has not been satisfactorily studied. Motivated by such an ambition, this study focused on the third American presidential debate of 2016 and its two online translations by IRIB (The Islamic Republic of Iran Broadcasting) and BBC News (The British Broadcasting Corporation). This research aimed to investigate similarities and differences between the use of interpersonal metadiscourse markers in the American presidential debate and its two online translations. Overall, the findings revealed a statistically significant difference in the amount of metadiscourse items employed in English original text and its Persian translations. Translated texts into Persian employed fewer metadiscourse markers than the English text. The findings identified several pedagogical challenges that need to be addressed in translator training, including trainee translators’ familiarity with the social and discursive practices of the academic community, and their awareness of rhetorical elements used in academic texts.
http://jalda.azaruniv.ac.ir/article_14042_e171b72c1912d78c83c4cba28b743173.pdf
2020-04-01
51
64
10.22049/jalda.2020.26749.1166
Metadiscourse
Interactional Metadiscourse
Interactive Metadiscourse
Translation
Davud
Kuhi
davudkuhi@yahoo.com
1
Assistant Professor of TEFL, Department of English, Islamic Azad University, Maragheh Branch, Maragheh, Iran
LEAD_AUTHOR
Mahya
Esmailzad
mahya.tolouee45@yahoo.com
2
MA in ELT, Nabi Akram University College, Tabriz, Iran
AUTHOR
Shirin
Rezaei
shirinrezaee89@gmail.com
3
PhD Candidate of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
AUTHOR
Bateni, M. R. (2006). The living English-Persian dictionary. Tehran: Farhang Moaser Publishers. (Pouya)
1
Benoit, W. L., & Harthcock, A. (1999). Functions of the great debates: Acclaims, attacks, and defenses in the 1960 presidential debates. Communication Monographs, 66, 341–357.
2
Bhatia, A. (2006). Critical discourse analysis of political press conferences. Discourse & Society 17(2), 173–203.
3
Chesterman, A. (1997). Memes of translation. Amsterdam/ Philadelphia: John Benjamins. Chilton, P. (2004). Analyzing political discourse: Theory and practice. London: Routledge, Taylor & Francis Group.
4
Chilton, P. A., & Schäffner, C. (2002). Introduction: Themes and principles in the analysis of political discourse. In Politics as text and talk: Analytic approaches to political discourse. Amsterdam: John Benjamins Publishing.
5
Crismore, A. (1983). Metadiscourse: What is it and how is it used in school and non-school social science texts. University of Illinois at Urbana-Champaign.
6
Elhambakhsh, S. E., & Jalalian, M. (2015). Critical discourse analysis of hedges and boosters in Iranian TV election debates of presidential candidates. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 3(1), 31-40.
7
Farghal, M., & Kalakh, B. (2019). Engagement in translation: Interactional metadiscourse markers in American presidential debates. Jordan Journal of Modern Languages and Literatures, 12(1), 103-122
8
Fetzer, A. (2008). And I think that is a very straightforward way of dealing with it: The communicative function of cognitive verbs in political discourse. Journal of Language and Social Psychology, 27, 384–396.
9
Fraser, B. (2010). Hedging in political discourse: The Bush 2007 press conferences. In U. Okulska & P. Cap (Eds.), Perspectives in politics and discourse (pp. 201–213). Amsterdam: John Benjamins.
10
Harris, Z. (1959). The transformational model of language structure. Anthropological Linguistics, 1(1),27-29.
11
Hatim, B., & Mason, I. (1997). The translator as communicator.London: Psychological Association.
12
Hyland, K. (1999). Talking to students: Metadiscourse in introductory textbooks. English for Specific Purposes, 18(1), 3-26.
13
Hyland, K. (2004). Disciplinary discourses. Social interactions in academic writing. Ann Arbor, MI: The University of Michigan Press.
14
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing, London, New York: British Library Cataloguing-in-Publication Data, Library of Congress Cataloging-in-Publication Data.
15
Ilie, C. (2003). Discourse and metadiscourse in parliamentary debates. Journal of Language and Politics 2(1),71–92.
16
Jalilifar, A., & Alavi-Nia, M. (2012). We are surprised; wasn’t Iran disgraced there? A functional analysis of hedges and boosters in televised Iranian and American presidential debates. Discourse and Communication, 6(2), 135–161.
17
Jefferson, G. (1984). Transcription notation. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. ix–xvi). Cambridge: Cambridge University Press.
18
Mai, H. (2016). An intercultural analysis of meta‑discourse markers as persuasive power in Chinese and American political speeches, International Journal of Language and Linguistics, 4(6), 207-219.
19
Nord, Ch. (2016). Meaning, sense, function – What is transferred? Procedia- Social and Behavioral Sciences, 231, 3-10.
20
Nord, Ch. (2017). The phatic function in translation: Meta communication as a case in point, The Study of Language and Translation, 21, 171-184.
21
Tenorio, E. H. (2002). I want to be a prime minister, or what linguistic choice can do for campaigning politicians, Language and Literature, 11, 243–261.
22
Vande Kopple, W. (1985). Some exploratory discourse on metadiscourse, College Composition and Communication, 36, 82-93.
23
ORIGINAL_ARTICLE
Literature as History in Twelve Years a Slave and its Movie Adaptation
This paper tries to examine literature as history, with an emphasis on the crucial role of fiction in narrating the marginalized events of history. Some fictions are actual accounts of events in history, and some are reflection of events. Actually, literature and history are integrated to each other, in a way that, pure history which shows us the reality and truth is just a myth. The pens writing history are subjective, and subject to power. During the history power has been a factor to control many things, among them discourse and history. On the other hand, literature is not independent either, and it reflects the hue and colure of its era and history in more than one way. Notwithstanding the genre, the writers who produce literary texts are living in a determined history, in which some events are dominant. In other words, literary texts were written in a context that definitely affected writers’ mind. Twelve Years a Slave is a clear example of literature as a tantamount to history, since it seeks to express the ignored angles of history in literary language. This article examines the inseparability and complementarity of literature and history in Twelve Years of Slave and its film adaptation.
http://jalda.azaruniv.ac.ir/article_14044_7a4f5c4120443872d2ef74be0d289a23.pdf
2020-04-01
65
75
10.22049/jalda.2020.26735.1162
History
Literature
Movie Adaptation
Black History
Slave Narrative
Nasrin
Malekpour
stu.nasrin.malekpour@iaut.ac.ir
1
M.A. in English Literature, Department of English Language and Literature, Islamic Azad University, Tabriz Branch, Tabriz, Iran
LEAD_AUTHOR
Maghsoud
Esmaili Kordlar
esmaili_k@yahoo.com
2
Assistant Professor of English Literature, Department of English Language and Literature, Islamic Azad University, Marand Branch, Marand, Iran
AUTHOR
Atwood, M. (2000). The blind Assassin. London: Bloomsbury.
1
Bautista, C. F. (1988). Literature as History. Philippines Studies, 36(2), 195-202.
2
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.
3
Douglass, F. (1845). Narrative of the life of Frederick Douglass. New York: Penguin.
4
Du Cille, A. (1993). The coupling: Sex, text, and tradition in black women’s fiction. Oxford: Oxford University Press.
5
Foucault, M. (1972). The archaeology of knowledge. New York: Pantheon Books.
6
Gilroy, P. (1993). The black Atlantic: Modernity and double consciousness. London: Verso Books.
7
Lyotard, J. F. (1979). The postmodern condition: A report on knowledge. Trans. Geoff Bennington and Brian Massumi. Minneapolis: University of Minnesota Press.
8
Northup, S. (1853). Twelve years a slave. London: Sampson Low, Son & Co.
9
Phillips, U. B. (1929). Life and labor in the old South. Boston: Little, Brown and Company.
10
Sharfstein, D. (2011). The invisible line: Three American families and the secret journey from Black to White: A secret history of race in America. New York: Penguin.
11
Walter, J. (1999). Soul by Soul: Life inside Antebellum slave market. Cambridge: Harvard University Press.
12
Walvin, J. (1996). Questioning slavery. London: Rutledge.
13
White, E. G. (2006). The ministry of healing. Vernon C. Spark.
14
Worley, S. (1997). Solomon Northup and the sly philosophy of the slave pen. Callaloo, 20(1) 243-259.
15
ORIGINAL_ARTICLE
Immortality in the Great Religions and Myths of Iran, Mesopotamia, Sumer, and Greece
In every mythological story, a quest for immortality and eternality depicts man’s inner fervor for unity with gods and the supreme power. Man seeks full immersion in life and longs for immortality at the same time. In other words, he wants to live both in time and in eternity. The desire for eternity in man shows his ceaseless struggle with time, and even more so an intense fight with death to conquer eternal life.Thisarticle studies religious and mythological figures who have either been immortal or sought to be so. Jesus Christ, Idris (Enoch), Khidr, and Elias (Elijah) from religious schools of thought;Peshotanu, Giv, Tous, Kay Khosrow, Garshasp, and Zahhak from Persian myths; and Utnapishtim in Mesopotamia are immortals. Some mythological figures such as Gilgamesh and Alexander also sought deathlessness, yet failed to find it.Most mythological and even religious schools of thought have dealt with immortality. Anyone who has set out to find eternality has returned empty-handed, losing their life during the quest: Gilgamesh and Alexander sought immortality and the structures of their journey and quest are similar in many ways. However, they both failed. Those who received immortality from God, on the other hand, remain eternal, as immortality belongs to the realm of God’s grace, not man’s struggle.
http://jalda.azaruniv.ac.ir/article_14045_2e2270e5af86c60938f42807a7003a9e.pdf
2020-04-01
77
92
10.22049/jalda.2020.26804.1169
immortality
myths
quest
eternality
sempiternity
Siamak
Saadati
s_saadatie@ut.ac.ir
1
PhD in Persian Language and Literature, University of Tehran
LEAD_AUTHOR
Golsa
kheirandish
g.kheirandish1370@gmail.com
2
PhD student in Persian language and literature, Allameh Tabatabai University
AUTHOR
Afifi, R. (1978). Garshaspjahanpahlevan. Mashhad: University of ferdowsi.
1
Afifi, R. (1995). Asatirvafarhang-e Iran.Tehran: Toos.
2
Afsaney-e Gilgamesh (2003). Tehran: Akhtaraan.
3
Attar.(2005). Divan,TagiTafazzoli.Tehran: ElmivaFarhangi.
4
Bahar, M. (1996).Pazooheshidarasaatir-e Iran.Tehran: Aagah.
5
Bahraani,S. H. (1996). Alborhan fi tafsir-ilquran.Tehran: Bonyadbe’sat.
6
Deylami,H. (1957). Ershaad-ulqoloob.Qom: Nasser.
7
Doostkhaah, J. (1991). Avesta.Tehran: Morvaarid.
8
Eliade, M. (1963).Myth and reality,Translated from the French: by Willard R.NewYork& Evanston: Trask. HARPER & ROW, PUBLISHERS.
9
Ferdowsi, (2011).Shahnameh,Saeidhamidian.Tehran: Gatreh.
10
Hamavi, Y. (1995). Mojam-ulboldaan,Daar-o saader.
11
Ibn-o asaaker, A. (1995).Aaarikh-o madinat-ildemashg.Beyroot: Daar-ulfikrliltebaa’at-e vaalnashr.
12
Ibn-o jozi,A. (1993).Almontazam fi taarikh-ilmolookvaalomam.Beyroot: Dar-ulkotob-ilelmiat.
13
Ibn-o khaldoon,A. (2000).Taarikh-e Ibn-e khaldoon.Beyroot: Dar-ulfikr.
14
Ibn-o habib.(1942). Almohabbar,Dakan.
15
Khazaaeli, M. (1992).Alaam-ulquran. Tehran:Amirkabir.
16
Majlesi, M.B. (1984). Behar-ulanvaar.Beyroot: Moassesat-ulvafa.
17
Makaarem-e Shiraazi, N. (1995).Tafsir-e nomooneh.Tehran: Dar-ulkotob-ilelmiat.
18
Malinowski, B. (1955). Myth in Primitive Psychology. New York.
19
Pazdoo, B. (1959). Zaratusht-nama.Tehran: Tahoori.
20
Poordavood, I. (1998). Yashtha. Tehran: Asaatir.
21
Poordavood, I. (2008). Yasnaa.Tehran: Asatir.
22
Poornaamdaariaan,T. (1990).Daastaan-e payaambaraandarkolliat-e shams.Tehran:Moassesatmotaaleaatvatahgigat-e farhangi.
23
Rastegar-e Fasayi, M. (2009).Peykargardanidarasatir.Tehran: Pazooheshgah-eoloom-e ensani.
24
Rumi, (2004).Masnavimanavi, Tofighsobhani. Tehran: Vezaarat-e Ershaad-e Eslami.
25
Safa,Z. (1954). Hamaasehsorayidar Iran.Tehran: Amirkabir.
26
Saffari, M., &Hakima.F. (2015).Idrisazmanzar-e ibn-e arabi.Motaaleaat-e Erfani, 22, pp.119-146.
27
Sanāʾī. (2009).Divan, Mohammad TagiModarresRazavi. Tehran:Sanāʾī.
28
Sattari, J. (1991). Danesh-e asaatir. Tehran: Toos.
29
Sattari, J. (1997).Ostoorehdarjahan-e emrooz.Tehran: Markaz.
30
Seddigh,H. (1999). Fath-ulbayaan fi tafsir-ilquran.Beyroot: Dar-ulKotob-ilElmiat.
31
Shaharestaani, M. (1982).Almilalvaalnihal. Beyroot: Dar-ulMarifat.
32
Siooti, J. (1984). Aldorr-ulmansoor fi tafsir-ilma’soor.Qom: Library of Ayat-ullahMar’ashi.
33
Tabari,M. (1988).Taarikh-ulomamvaalmolook.Beyroot: Dar-ulKotob-ilElmiat.
34
Tabari, M. (1997).Jame-ulbayaan fi tafsir-ilquran.Beyroot: Dar-ulMarifat.
35
Tabarsi,F. (1993).Majma-ulbayan fi tafsir-ilquran.Tehran: NaserKhosrow.
36
Tabaatabaayi,M.H. (1997) Almizan fi tafsir-ilquran.Qom: JamiaModarresinHoze-yeElmiah.
37
The Holy Bible NLT. (1996). Wheaton Ill: Tyndale House Publishers Inc.
38
The Holy Quran. (2013). Translated by Nasser Makaarem-e Shiraazi. Tehran: Abedzadeh.
39
Yaarshaater, E. (1989). Taarikh-e melli-e Iran.Tehran: Amirkabir.
40
Yahaghi,M.J. (2015). Farhang-e asatirvadaastaanvarehadaradabiat-e farsi.Tehran:Farhang-e Moaaser.
41
Zobeydi, M. (1994).Taaj-ularoos min javaher-ilqamoos.Beyroot: Dar-ulfikr.
42
ORIGINAL_ARTICLE
An Investigation of the Intervention of Zimmerman & Hutchin’s (2003) Information Synthesization vs. Visualization on Iranian Undergraduate ESP Accounting Learners’ Reading Comprehension Achievement Across Gender
This study investigated the intervention of Zimmerman & Hutchins (2003) Information Synthesization vs. Visualization on Iranian Undergraduate ESP (Accounting) learners’ reading comprehension achievement across gender. 120 ESP University students majoring in Accounting in Iran participated in this study and were assigned to 4 homogeneous groups, 30 male and 30 female students in experimental groups, 30 male and 30 female students in comparison groups. An ESP reading comprehension administered to all participants as a pre-test showed that 4 groups were not significantly different in ESP reading comprehension ability. For treatment, Accounting reading comprehension passages were taught through focusing on Information Synthesization strategy in the experimental group and in the comparison groups it was taught through focusing on Visualization strategy. At the end of the treatment, the post-test was administered. The results revealed that Information Synthesization had more effect on improving the students’ ESP reading comprehension ability than Visualization, and also gender does not interact with ESP reading comprehension ability of the participants.
http://jalda.azaruniv.ac.ir/article_14046_8f91a153b0f1ca7bcd0da3a2b95ef146.pdf
2020-04-01
93
109
10.22049/jalda.2020.26730.1160
Reading comprehension
English for specific purpose
visualization
Synthesizing Information
Somayeh
Sheikhpour Ahandani
s.sheikhpour@gmail.com
1
PhD Candidate in TEFL, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
AUTHOR
Mohammad Reza
Khodareza
m.khodareza@toniau.ac.ir
2
Assistant Professor of TEFL, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
LEAD_AUTHOR
Aghvami, D. (2019). English for the students of AccountingI. Tehran: SAMT.
1
Ajideh, P., Zohrabi, M., & Pouralvar, K. (2018). The effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension in academic settings. International Journal of Applied Linguistics and English Literature, 7(4), 77–86.
2
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd Ed.). White Plains, NY:Pearson Education.
3
Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1–2), 97–112.
4
De Koning, B. B., & van der Schoot, M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25(2), 261–287.
5
Dudley-Evans, T., & Jo St John, M. (1998). Developments in English for Specific Purposes. A Multi-Disciplinary Approach. Ibérica, 0, 521–59329. https://doi.org/10.1016/S0889-4906(99)00026-5
6
Goldman, S. R., & Scardamalia, M. (2013). Managing, understanding, applying, and creating knowledge in the information age: Next-generation challenges and opportunities. Cognition and Instruction, 31(2), 255–269. https://doi.org/10.1080/10824669.2013.773217
7
Janfeshan, K., & Pourarian, M. M. (2017). The impact of gender on using reading sub-skills in Iranian EFL learners reading comprehension. 5(2), 47–60.
8
Jayanti, F. G., & Dewi, A. S. C. (2018). R EADING A BILITY AND S TRATEGIES OF S TUDENTS IN C OASTAL. 10(1), 36–42.
9
Kalua, F. (2012). Reading for empowerment: Intertextuality offers creative possibilities for enlightened citizenry. Reading & Writing-Journal of the Reading Association of South Africa, 3(1), 1–5.
10
Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. https://doi.org/10.1016/j.sbspro.2013.01.113
11
Lundstrom, K., Diekema, A. R., Leary, H., Haderlie, S., & Holliday, W. (2015). Teaching and learning information synthesis: An intervention and rubric based assessment. Communications in Information Literacy, 9(1), 60–82. https://doi.org/10.15760/comminfolit.2015.9.1.176
12
Martínez, I., Mateos Sanz, M. del M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research.
13
McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. In Psychology of Learning and Motivation - Advances in Research and Theory (1st ed., Vol. 51). https://doi.org/10.1016/S0079-7421(09)51009-2
14
Niknejad, S., & Rahbar, B. (2015). Enhancing EFL learners’ reading comprehension ability through multimedia-based visualization. Journal of Applied Linguistics and Language Research, 2(6), 119–127.
15
Pitches, N., O.N.Z.M, & BA, Me. A. (2008). Comprehension strategies instruction incorporating vocabulary and fluency in the middle years of schooling; research evidence that supports the comprehension strategies instruction (CSI) resource. South Pacifi c Press and Pacific Learning.
16
Roohani, A., Jafarpour, A., & Zarei, S. (2015). Effects of visualisation and advance organisers in reading multimedia-based texts. 3L: Language, Linguistics, Literature, 21(2), 47–62.
17
Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw, P., … Woodrow, D. (2007). Evaluation of the primary schools whiteboard expansion project - summary report. Report to the Department for Children, Schools and Families, (October), 1–12. https://doi.org/10.1121/1.3628663
18
Tabrizi, A. N., Zununi Vahed, F. (2017). Learner strategies and test-wiseness of the intermediate and advanced Iranian TOEFL iBT test takers.Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 5(2), 91–100.
19
Zafarani, P., & Kabgani, S. (2014). Summarization strategy training and reading comprehension of Iranian ESP learners. Procedia - Social and Behavioral Sciences, 98, 1959–1965.
20
Zimmerman, S., & Hutchins, C. (2003). 7 keys to comprehension. New York: Three Rivers Press.
21
ORIGINAL_ARTICLE
The Effect of Mobile-Assisted Teaching of Collocations on Reading Ability of Iranian EFL Learners
This study aimed to discover the effect of mobile-assisted teaching of collocations on Iranian EFL learners’ reading achievement. For this purpose, a PET test was given to 85 intermediate EFL learners as the proficiency test. After homogenization, 30 female and male students within the age range of 16 to 30 years old from an institute in Alborz Province were selected as the participants in the experimental group and 30 female and male students within the age range of 14 to 25 years old from another institute in Alborz province were selected as the participants in the control group, as well. A reading test was utilized as the pre-test to measure the participants’ reading achievement. The participants in the experimental group received mobile-assisted teaching of collocations through Flax Completing Collocation game while the participants in the control group received teacher instruction of the collocations existing in the game inside the classroom. To discover the effect of mobile-assisted teaching of collocations, a post-test, the same as the pre-test was given to the participants after the treatment. An independent t-test was run to compare the experimental and control groups’ means on the pre and posttest of reading achievement. The results indicated that the experimental group, after receiving mobile-assisted teaching of collocations, significantly outperformed the control group on the posttest of reading achievement. Regarding the findings of the study, the achieved results would help EFL teachers, learners, and material developers to be informed about the effect of mobile-assisted teaching of collocations on reading ability. Furthermore, this study presents some recommendations in future studies.
http://jalda.azaruniv.ac.ir/article_14048_e9feef9dfc7038ffcf37fd96a50a7482.pdf
2020-04-01
111
138
10.22049/jalda.2020.26827.1176
Mobile-assisted Teaching
Collocation learning
Reading Ability
Mehrnaz
Jamshidi
mehrjam67@yahoo.com
1
MA in TEFL, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
LEAD_AUTHOR
Zohreh
Mohamadi Zenouzagh
zohreh.zenooz@gmail.com
2
Associate Professor in English Translation, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
AUTHOR
Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A literature review.International Journal of Research in English Education, 3(2), 115-125.
1
Altuwairesh, N. S. (2017). Teaching Collocations in EFL Classroom.
2
Ashouri, S., &MashhadiHeidar, D. (2015).The impact of teaching corpus-based collocation on EFL learners'writing ability.International Journal of Foreign Language Teaching and Research, 3(10), 53-62.
3
Attar, E. M., & Allami, H. (2013).The effect of teaching lexical collocations on speaking ability of Iranian EFL learners.Theory and practice in language studies, 3(6), 1070-1079.
4
Baker, L., & Brown, A. L. (1984).Metacognitive skills and reading.Handbook of reading research, 1(353), V394.
5
Barnes, M. A. (2015). What Do Models of Reading Comprehension and Its Development Have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents? In Improving reading comprehension of middle and high school students (pp. 1-18). Springer, Cham.
6
Bezircilioğlu, S. (2016). Mobile assisted language learning. Journal of Educational and instructional studies in the world, 6.
7
Chinnery, G. M. (2006).Emerging technologies.Going to the mall: mobile assisted language learning.Language learning & technology, 10(1), 9-16.
8
Dagdeler, K. O., Konca, M. Y., &Demiroz, H. (2020).The effect of Mobile-Assisted Language Learning (MALL)on EFL learners' collocation learning.Journal of Language and Linguistic Studies, 16(1), 489.
9
Gangaiamaran, R., &Pasupathi, M. (2017). Review on Use of Mobile Apps for Language Learning. International Journal of Applied Engineering Research, 12(21), 11242- 11251.
10
Gitsaki, C. (1999). Second language lexical acquisition: A study of the development of collocational knowledge. Maryland: International Scholars Publications.
11
Gough, P. B., &Tunmer, W. E. (1986).Decoding, reading, and reading disability.Remedial and special education, 7(1), 6-10.
12
Hill, J. 2000. Revising priorities: From grammatical failure to collocational success. In Teaching Collocation, ed. Michael Lewis, 47–70. Hove, England: Language Teaching Publications.
13
Howarth, P. (1998). Phraseology and second language proficiency.Applied Linguistics, 19(1), 22- 44.
14
Hsu, J-Y.(2010).The Effects of Collocation Instruction on the Reading Comprehension and Vocabulary Learning of Taiwanese College English Majors.Asian EFL Journal, 12, (1), 47-87.
15
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction integration model. Psychological review, 95(2), 163.
16
Kruidenier, J. (2002). Based Principles for Adult Basic Education Reading Instruction.
17
Kukulska-Hulme, A. (2005) Introduction. In A. Kukulska-Hulme& J. Traxler (Eds.) Mobile Learning: A Handbook for Educators and Trainers, Routledge, London.
18
Lackman, K. (2011). Lexical Approach Activities.Ken Lackman& Associates Educational Consultants. Retrieved September, 2, 2013.
19
Laufer, B., & Goldstein, Z. (2004).Testing vocabulary knowledge: Size, strength, and computer adaptiveness.Language learning, 54(3), 399-436.
20
Lewis, M. (2000).Teaching Collocation: Further Developments in the Lexical Approach.Hove, England: Language Teaching Publications.
21
Mousavi, S. M., &Darani, L. H. (2018). Effect of collocations on Iranian EFL learners' writing: Attitude in focus. Global Journal of Foreign Language Teaching, 8(4), 131-145.
22
Nation, I. S. (2001).Learning vocabulary in another language. Ernst KlettSprachen.
23
Nattinger, J. R., &DeCarrico, J. S. (1992).Lexical phrases and language teaching.Oxford University Press.
24
NematTabrizi, A. R. (2016). Multiple intelligence and EFL learners' reading comprehension.Journal of English Language Teaching and Learning, 8(18), 199-221.
25
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied linguistics, 24(2), 223-242.
26
Nothman, J., Ringland, N., Radford, W., Murphy, T., & Curran, J. R. (2013) Learning multilingual named entity recognition from Wikipedia. Artificial Intelligence, 194, 151-175.
27
Polakova, P., &Klimova, B. (2019).Mobile Technology and Generation Z in the English Language Classroom-A Preliminary Study.Education Sciences 9(3), 2003.
28
Richards, C. J., & Schmidt, R. (2010).Longman dictionary of language teaching and appliedlinguistics. Britain: Pearson
29
Shepherd, M. (1980). Phonetic and structural analysis of words: The Oakland Way.
30
Strucker, J., & Davidson, R. (2003). Adult Reading Components Study (ARCS). A NCSALL Research Brief.National Center for the Study of Adult Learning and Literacy (NCSALL).of computer assisted learning, 21(3), 217-228.
31
Tomlinson, B. (1998). Material development in language teaching. Cambridge: Cambridge University Press.
32
Wagner, R. K., Schatschneider, C., &Phythian-Sence, C. (Eds.). (2009). Beyond decoding: The behavioral foundations of reading comprehension. Guilford Press.
33
Yu, A., Wu, S., Witten, I. H., &König, J. (2016).Learning collocation with FLAX apps.In MLEARN 2016 (PP. 291-294).The University of Technology, Sydney.
34
Yukselir, C. (2017). A meta-synthesis of qualitative research about mobile assisted language learning (MALL) in foreign language teaching.Arab World English Journal (AWEJ) Volume, 8.
35
Yurdagul, C., & Oz, S. (2018). Attitude towards mobile learning in English language education.Education Sciences, 8(3), 142.
36
37
ORIGINAL_ARTICLE
Kitchen Sink Drama and Naturalism: Trends of Post-War English Theatre
The present paper studies Kitchen Sink Drama and Naturalism to investigate how a cultural movement through which artists like Arnold Wesker, John Osborne, and Shelagh Delaney express their disillusionment during the post-war period representing the reality of their lives via theatre. The period of 1956–1965 can be considered as a period of time identifying post-war British theatre which is related to post-war cultural, social, and political developments. In this period, playwrights take a social stance which reflects daily experiences of workingclass undergoing social and political changes in that time. Following the destructive consequences of the First and Second World Wars social, religious, and political alterations resulted in unemployment, insecurity, and frustration in society, especially among young educated people who returned from the war.The Kitchen Sink Drama is a peculiar type of drama for plays written within the mode of the new wave of British Realism in which plays are staged in domestic settings with a Naturalistic representation of ordinary life.
http://jalda.azaruniv.ac.ir/article_14049_4203de78dccdb876fb27c1fe328b3083.pdf
2020-04-01
139
149
10.22049/jalda.2020.26818.1172
Kitchen Sink Drama
Naturalism
Angry Young Men
Nazila
Heidarzadegan
naziheidarzade@yahoo.com
1
Assistant Professor of English Language and Literature, Dept. of Western Languages and Literatures, Karabuk University, Karabuk, Turkey
LEAD_AUTHOR
Zeynep
Kurt Yildiz
zynp.kurt@hotmail.com
2
MA Student of English Language and Literature, Dept. of Western Languages and Literatures, Karabuk University, Karabuk, Turkey
AUTHOR
Cornish, R., &Ketels, V. (1985).Landmarks of modern British drama: The plays of the sixties. London: Methuen.
1
Drabble, M. (2000). The Oxford companion to English literature. New York: Oxford University Press.
2
Hall, S. (1970). Beyond Naturalism Pure. In C. Marowitz, T. Milne, & O. Hale (Eds.), The encore reader. London: Eyre Methuen.
3
King, K. (2007). Western drama through the ages: A student reference guide. Greenwood publishing group.
4
Kops, B. (1961). The young writer and the theatre, Jewish Quarterly, 8(3), 19-20, DOI: 10.1080/0449010X.1961.10704619
5
Lacey, S. (1995). British realist theatre: The new wave in its context 1956-1965. Routledge.
6
Londré, F. H. (2007). The enchanted years of the stage: Kansas city at the crossroads of American theater, 1870-1930. Missouri: University of Missouri Press.
7
Rabey, D. I. (2003). English drama since 1940. London: Longman.
8
Rebellato, D. (1999). 1956 and all that: The making of modern British drama. Abingdon: Routledge..
9
Smart, J. (2002). Twenteithcentury British drama.U.K. Press Syndicate of the University of Cambridge.Cambridge University Press.
10
Wesker, A. (1961). The Wesker Trilogy: Chicken soup with barley, roots, I’m talking about Jerusalem. New York: Random House.
11
ORIGINAL_ARTICLE
Motivational Determinants of Code-Switching in Iranian EFL Classrooms
“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching refers to language alternation during communication. Although code-switching is unavoidable in bilingual and multilingual contexts, its role and motivational determinants in language classes are sometimes ignored. The goal of the present article was to investigate the motivational determinants of classroom code-switching in EFL classrooms. The research was conducted with 400 participants, including 374 students and 26 teachers. The data collection techniques included questionnairesand observation checklist, all of which were designed based on Hymes’ (1962) framework and Poplack’s (1980), Myers-Scotton’s (1989), Blom and Gumperz’s (1972), and Gumperz’s (1982) categorizations. The data were analyzed through the software SPSS (Version 20). The results revealedthat providing the listener with better understanding, clarification, and checking comprehension are the most important motivational determinants for codeswitching.
http://jalda.azaruniv.ac.ir/article_14050_d31dea1b3df9ea721dcff8d77e050ee4.pdf
2020-04-01
151
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10.22049/jalda.2020.26812.1171
Code-Switching
Motivational Determinants
EFL
Shahla
Nazeri
nazeri.shahla74@gmail.com
1
M. A. Student in ELT, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Davoud
Amini
davoudamini2014@gmail.com
2
Assistant Professor of ELT (TESOL), Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
AUTHOR
Farzad
Salahshoor
farzad.salahshoor@gmail.com
3
Assistant Professor of Applied Linguistics, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
AUTHOR
Asali, S. (2011).Attitudes of Arab American speakers in the USA towards English-Arabic code-switching.Unpublished Master Thesis, Middle East University. Amman, Jordan.
1
Auerbach, E. (1993). Reexaming English only in the ESL classroom.TESOL Quarterly, 27(1), 9-32.
2
Bista, K. (2010). Factors of code switching among bilingual English students in the university classroom: A survey. English for Specific Purposes World, 9(29), 1-19.
3
Blom, J., &Gumperz, J. J. (1972). Social meaning in linguistic structures: Code switching in Northern Norway”. In J. Gumperz&D. Hymes (Eds.), Directions in sociolinguistics(pp. 407-434). New York: Holt, Rinehart and Winston.
4
Camilleri, A. (1996). Language values and identity: Code switching in secondary classroom in Malta. Linguistics and Education, 8, 85-103.
5
Cook, V. (2001). Using the first language in the classroom.The Canadian Modern Language Review, 57(3), 402-415.
6
Dornyei, Z. (2009). The psychology of second language acquisition. Oxford, New York: Oxford University Press.
7
Dykhanova, A. (2015). Functions of code-switching and attitudes toward them: A case study. Unpublished MA thesis, Eastern Mediterranean University, Gazimağusa, North Cyprus.
8
Duff. P. A.,& Polio. C. G. (1990). How much foreign language is there in the foreign language classroom?The Modern Language Journal, 74(2), 154-166.
9
Eldridge, J. (1996). Code-switching in a Turkish secondary school.ELT Journal, 50(4), 303-311.
10
Fachriyah, E. (2017). The functions of code switching in an English language classroom.Studies in English Language and Education, 4(2), 148-156.
11
Ferguson, G. (2003) Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16, 38-51.
12
Gardner-Chloros, P. (2009). Code-switching.Cambridge: Cambridge University Press.
13
Grosjean, F. (1982).Life with two languages.An introduction to bilingualism.Massachusetts, US: Harvard University Press.
14
Guilloteaux, M. J., &Dörnyei, Z. (2008).Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation.TESOL Quarterly, 42(1), pp. 55-77.
15
Gulzar, M., &Qadir, S. (2010).Socialized patterns of discourse: Language choice in teachers’ talk.Kashmir Journal of Language Research, 13(1), 121-130.
16
Gumperz J.J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
17
Hall, G., &Cook, G. (2012). State-of-the-art article: Own-language use in language teaching and learning. Cambridge University Press, Lang. Teach, 45(3), 271–308.
18
Hamidi, H., &Sarem, S. (2012). A closer look at some reasons behind code-switching: A case of Iranian EFL classrooms. ELT Voices – India, 2(5), 90-102.
19
Haugen, E. (1956). Bilingualism in the Americas: A bibliography and research guide. Alabama, US: University of Alabama Press.
20
Holmes, J. (2013). An introduction to sociolinguistics. New York: Routledge.
21
Hussein, R. (1999). Code-alternation among Arab college students.World Englishes, 18, 281-289.
22
Hymes, D. (1962). The ethnography of speaking.In T. Gladwin &W. C. Sturtevant (Eds.),Anthropology and human behavior(pp. 13-53). Washington, D.C.: Anthropology Society of Washington.
23
Liang, X. (2006). Identity and language functions: High school Chinese immigrant students’ code-switching dilemmas in ESL classes. Journal of Language, Identity, and Education, 5(2), 143-167.
24
MacWhinney, B. (2008). The competition model: The input, the context, and the brain. In P. Robinson (Ed.),Cognition and second language acquisition(pp.13-53). New York: Cambridge University Press.
25
Martínez, R. (2010). Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149.
26
Moghadam, S., Samad, A., &Shahraki, E. (2012).Code switching as a medium of instruction in an EFL classroom.Theory and Practice in Language Studies, 2(11), 2219-2225.
27
Mokgwathi, T., & Webb, V. (2013). The educational effects of code-switching in the classroom – benefits and setbacks: A case of selected senior secondary schools in Botswana. Language Matters: in the Languages of Africa, 44(3), 108-125.
28
Myers-Scotton, C. (1989). Code switching with English: Types of switching, types of communities.World Englishes, 8(3), 333-346.
29
Myers-Scotton, C. (1993). Social motivations for code switching: Evidence from Africa. Oxford: Clarendon Press.
30
Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., &Sadjirin, R. (2013). ESL learners reactions towards codeswitchingin classroom setting. Procedia-Social and Behavioral Sciences, 90, 478-487. DOI: 10.1016/j.sbspro.2013.07.117.
31
Nurhamidah, Fauziati, E., &Supriyadi, S. (2018). Code-switching in EFL classroom: Is it good or bad? Journal of English Education, 3(2), 78-88.
32
Poplack, Sh. (1980). Sometimes I’ll start sentence in Spanish y terminoenespanol: Toward a typology of code-switching. Linguistics, 18(233-234), 581-618.
33
Rose, S. (2006). The function of code-switching in multicultural high school (MPhil dissertation).Stellenbosch University, Maitland, South Africa.
34
Sebba, M., Mahootian, S., &Jonsson, C. (Eds.) (2012).Language mixing and code-switching in writing: approaches to mixed-language written discourse. New York and London: Routledge.
35
Shahroom, N. A. M., &Azian, A. A. (2018).Pedagogical functions of teachers’ code-switching in Malaysian English as a second language classrooms. Retrived on May 19, 2020 fromwww.researchgate.net/publication/326734340_Pedagogical_Functions_of_Teachers'_Code-switching_in_Malaysian_English_as_a_Second_Language_Classrooms
36
Spolsky, B. (2008). Sociolinguistics. New York: Oxford University Press.
37
Üstunel,E., &Seedhouse,P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus.International Journal of Applied Linguistics, 15(3), 302-325.
38
Wei, L. (2008). Research perspectives on bilingualism and multilingualism. In L. Wei, & A. G. Moyer (Eds.),The Blackwell guide to research methods in bilingualism and multilingualism(pp. 3-17). UK: Blackwell.
39
Wei, L. (2009). Conflicts and tensions in classroom code switching: An introduction. International Journal of Bilingual Education and Bilingualism, 12(2), 117-122.
40
Weng, P. (2012). Code-switching as a strategy use in an EFL classroom in Taiwan.US-China Foreign Language, 10, 1669-1675.
41
Yletyinen, H. (2004). The functions of code-switching in EFL classroom discourse (Pro graduation thesis seminar in Kato). University of Jyvaskyla, Finland.
42
ORIGINAL_ARTICLE
Postcolonial Reading of Joseph Conrad’s Lingard Trilogy
Conrad’s acclaimed works from his middle period have been thoroughly studied from several perspectives including postcolonialism whereas the novels from his early period were overlooked due to their so-called“uneven” quality. The most notable works among Conrad’s early novels are hisLingard Trilogy- three of his early novels which are based on the recurring presence of the Captain Tom Lingard, the protagonist, and therelationship between Westerners and non-Westerners in a contact zone where both cultures meet. A postcolonial study of these novels can reveal Conrad’s attempt to change the binary logic of his time which put the West in a position of power. Postcolonial elements in this trilogy can be studied by using Homi Bhabha’s theories of stereotype, ambivalence, mimicry, hybridity, and othering to substantiate our claim that in Lingard Trilogy, Conrad’s discourse was anti-racist and against the imperial logic of the nineteenth century, since he tried to change it in the Trilogy.
http://jalda.azaruniv.ac.ir/article_14051_9005517ab8e272ed16baf29d6167916c.pdf
2020-04-01
175
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10.22049/jalda.2020.26069.1173
Hybridity
Ambivalence
Mimicry
Stereotyping
Othering
Lingard Trilogy
Ahad
Mehrvand
ahadmeh@yahoo.com
1
Associate Professor of English Literature, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Shiva
Talebi Ashtiyani
ta.shiva93@gmail.com
2
MA in English Literature, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran
AUTHOR
Achebe, C. (1988). An image of Africa: Racism in Conrad s Heart of darkness. In R. Kimbrough (Ed.), Heart of darkness: An authoritative text backgrounds and sources criticism (3rd Edition, pp.251-261). New York: W. W. Norton.
1
Al-Khaiat, A. (2010). Joseph Conrad: Defender or condemner of Imperialism? Jordan Journal of Modern Languages and Literature, 2(1), 43-61.
2
Bhabha, H. K. (1993). The location of culture. London: Routledge.
3
Chaudhary, M. (2003). Races as a rhetorical construct in Joseph Conrad s fiction. Abhath Al Yarmouk, Literature and Linguistics Series, 21(2), 41-77.
4
Conrad, J. (1999). The rescue: A romance of the shallows. The Project Gutenberg.
5
Conrad, J. (2001). An outcast of the islands. London: The Electric Book Company.
6
Conrad, J. (2014). Almayer s folly: A story of an Eastern river. Australia: The University of Adelaide.
7
Dryden, L. (2000). Joseph Conrad and the Imperial Romance. Macmillan Press.
8
Easthope, A. (1998). Homi Bhabha, hybridity and identity, or Deridda versus Lacan.
9
Hungarian Journal of English and American Studies (HJEAS), 4(1/2), 145 151.
10
Gandhi, L. (1998). Postcolonial theory: A critical introduction. Allen and Unwin.
11
Godiwala, D. (2007). Postcolonial desire: Mimicry, hegemony, hybridity, Reconstructing Hybridity: Post-colonial studies in Transition. Eds. Kuortti, Joel and Jopi Nyman. Amsterdam: New York.
12
The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 8, Issue 1, Winter and Spring, 2020, pp. 175-198
13
Hampson, R. (2000). Cross-cultural encounters in Joseph Conrad s Malay fiction. Antony Rowe Ltd, Chippenham, Wiltshire.
14
Hampson, R. (2009). Women travellers in the Malay archipelago and the Malay fiction of Joseph Conrad. Critical Survey, 21(1), 39-58.
15
Huddart, D. (2006). Homi K. Bhabha. London: Routledge.
16
Krenn, H. (1992). Conrad s Lingard trilogy: Empire, race, and women in the Malay novels. The Conradian, 16(2), 66-89.
17
McParland, R. P. (2010). Bloom s how to write about Joseph Conrad. United States: Maple Press.
18
Mondal, A. (2014). Postcolonial Theory: Bhabha and Fanon . International Journal of Science and Research, 3(11), 2965-2968.
19
Moore, G. M. (2007). Slavery and racism in Joseph Conrad s Eastern World. Journal of Modern Literature, 30(4), 20-38.
20
Peters, J. G. (2008). The Cambridge introduction to Joseph Conrad. Shanghai: Shanghai Foreign Language Education Press.
21
Pratt, M. L. (1991). Arts of the contact zone. Profession, 91, 33 40.
22
Said, E. W. (1993a). Culture and imperialism. New York: Knopf.
23
Said, E. W. (1993b). Two visions in Heart of darkness culture and imperialism. New York: Knopf. 22-31.
24
Sewlall, H. (2003). The Postcolonial space in Joseph Conrad: A consideration of two early novels, Journal of Literary Studies, 19(1), 33-51.
25
Sewlall, H. (2004). Joseph Conrad: Situating Identity in a Postcolonial Space. PhD. dissertation, North-West University.
26
Sherry, N. (2005). The critical heritage: Joseph Conrad. London and New York: Routeledge.
27
Turasan, F. Ç. (2013). Othering and Hybridity in Joseph Conrad s Almayer s Folly. PhD dissertation, Middle East Technical University.
28
Vogel, D. (2012). Joseph Conrad in the light of Postcolonialism. Yearbook of Conrad Studies, 7, 97 112
29
ORIGINAL_ARTICLE
A Model of Authors’ Generic Competence of EAP Research Articles: A Qualitative Meta-Synthesis Approach
Genre analysis as an area of great concern in recent decades, involves the observation of linguistic features used by a determined discourse community. The research article (RA) is one of the most widely researched genres in academic writing which is realized through some rhetorical moves and discursive steps to achieve a communicative purpose. This study aimed at proposing a model of generic patterns competence applicable in writing RAs in different English for Academic Purposes (EAP) disciplines. In so doing, a “qualitative meta-synthesis” (Walsh &Downe, 2005) approach was adopted as the research method. A meta-synthesis exercise was framed and the currently available literature on various models of generic moves suggested for the different sections of RAs was investigated. 391 relevant abstracts and 354 full papers were selected and screened and a number of 26 studies were appraised for final inclusion. Afterwards, a reciprocal translation was conducted to generate the latent themes and concepts in the general model. More specifically, a thematic coding strategy was applied for synthesizing the selected qualitative evidence. Then, different obtained themes and categories were synthesized to extract the major dimensionsof the model of RA generic competence. Finally, four super themes of generic competences were emerged including: RA abstract generic competence, RA introduction generic competence, RA methodology generic competence, and RA discussion generic competence. The new model can be a common frame of reference to guide the EAP researchers in understanding and following the appropriate generic structuresin producing an acceptable body of academic discourse to be published in highly prestigious journals.
http://jalda.azaruniv.ac.ir/article_14055_a455854977b28cb3c041d5204480ce3c.pdf
2020-04-01
199
224
10.22049/jalda.2020.26822.1174
Genre Analysis
Research Article
RA generic competence
EAP
meta-synthesis
Saeedeh
Mohammadi
s.mohammadi.tefl@gmail.com
1
Ph.D. in Applied Linguistics, Zanjan Farhangian University, Shahid Beheshti Branch, Zanjan, Iran
LEAD_AUTHOR
Ahmad, U. (1997). Research article introductions in Malay: Rhetoric in an emerging research community. In. A. Duszak(Ed.), Culture and styles inacademic discourse (pp. 273-303). Berlin: De Gruyter.
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2
Amnuai, W., &Wannaruk, A. (2013). A move-based analysis of the conclusion sections of research articles published in international and Thai journals. 3L: The Southeast Asian Journal of English LanguageStudies, 19(2), 53 – 63.
3
Anderson, K., & Mclean, J. (1997).A genre analysis study of 80 medical abstracts.Edinburgh Working Papers in Applied Linguistics, 8, 1-23.
4
Aslam.I.,&Mehmood. A. (2014).Genre analysis of conclusion sections of Pakistani research articles in Natural and Social Sciences.Journal of Natural Sciences Research, 4(22), 106-113.
5
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6
Babapour, M., &Kuhi, D. (2018).Popularization of scientific discourses and penetration of informal elements.The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(2), 49-97.
7
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, 134-144. http://dx.doi.org/10.1016/j.jeap.2011.10.004
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Bhatia, V. (2004).Worlds of written discourse: A genre-based view. London: Continuum.
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Biria, R., &Tahririan, M. H. (1997). Communicative conventions in discussion discourse. International Journal of Psycholinguistics, 13(3), 1-11.
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Bunton, D. (2005). The structure of PhD conclusion chapters.English for Academic Purposes, 4, 207-224.
17
Chahal, D. (2014). Research article introductions in cultural studies: A genre analysis exploration of rhetorical structure. Journal of teaching English for specific and academic purposes, 2(1), 207-224.
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Cross, C., & Oppenheim, C. (2006).A genre analysis of scientific abstracts.Journal of Documentation, 62(4), 428-446.
19
Dudley-Evans, T. (1994). Genre analysis: An approach to text analysis for ESP. In M. Coulthard (Ed.), Advances in written text analysis. London: Routledge.
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Dudley-Evans, T., & St John, M. J. (1998).Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.
21
ElMalik, A. T., &Nesi, H. (2008). Publishing research in a second language: The case of Sudanese contributors to international medical journals. Journal of English for Academic Purposes, 7(2), 87-96.
22
Fallah, S. (2004).A contrastive genre analysis of results and discussion sections of applied linguistics research articles by native and non-native English speakers with respect to evaluative entities and ascribed values.Unpublished Master's thesis, University of Teacher Training, Tehran,Iran.
23
Fallahi, M. M., &Erzi, M. (2003). Genre analysis in language teaching: An investigation of the structure of the discussion section of language teaching-journal articles. Iranian Journal of Applied Linguistics, 6(1), 69-81.
24
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Flowerdew, J., & Wan, A. (2010). The linguistic and the contextual in applied genre analysis: The case of the company audit report. English for Specific Purposes, 29(2), 78-93. http://dx.doi.org/10.1016/j.esp.2009.07.001
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Harwood, N. (2005). I hoped to counteract the memory problem, but I made no impact whatsoever: Discussing methods in computing science using I. English for Specific Purposes, 24, 243-267.
28
Holmes, R. (1997). Genre analysis and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16(4), 321-337.
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Hyon, S. (1996).Genre in three dimensions.Implications for ESL.TESOL Quarterly, 30(4), 693-716.
34
Jaroongkhongdach, W., Todd, R. W., Keyuravong, S., & Hall, D. (2012).Differences in quality between Thai and international research articles in ELT.Journal of English for Academic Purposes, 11, 194-209.
35
Jogthong, C. (2001). Research article Introduction in Thai: Genre analysis of academic writing.Unpublished Ph.D. dissertation, West Virginia.
36
Ju, Y. M. (2004). Genre analysis on research article abstracts in English and Chinese. Foreign Language Education, 25(2), 32‐35.
37
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles.English for Specific Purposes, 24, 269-292. http://dx.doi.org/10.1016/j.esp.2004.08.003
38
Kanoksilapatham, B. (2007). Writing scientific research articles in Thai and English: Similarities and difficulties.Silpakorn University International Journal, 7, 172-203.
39
Kanoksilapatham, B. (2012). Research article structure of research article introductions in three engineering subdisciplines.IEEE Trans Profession Commun, 55(4), 294–309.
40
Kanoksilapatham, B. (2015). Distinguishing textual features characterizing structural variation in research articles across three engineering sub-discipline corpora.English for Specific Purposes, 37(0), 74-86.
41
Khani, R., &Tazik, K. (2010).A comparative study of introduction and discussion sections of sub-disciplines of Applied Linguistics research articles.Journal of Applied Language Studies (JALS), 1(2), 97-122.
42
Lau, H. H. (2004). The structure of academic journal abstracts written by Taiwanese PhD students.Taiwan Journal of TESOL, 1(1), 1-25.
43
Li, L.J., & Ge, G.C. (2009). Genre analysis: Structural and linguistic evolution of the English-medium medical research article (1985-2004). English for Specific Purposes, 28(2), 93- 104.
44
Li, Y. (2011). A genre analysis of English and Chinese research article abstracts in linguistics and chemistry. Unpublished master’s thesis, San Diego State University, CA.
45
Lim, J. M. H. (2006). Method sections of management research articles: A pedagogically motivated qualitative study. English for Specific Purposes, 25, 282-309.
46
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, 280-294. http://dx.doi.org/10.1016/j.jeap.2010.10.001
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48
Lorés, R. (2004). On RA abstracts: From rhetorical structure to thematic organization. English for Specific Purposes, 23(3), 280‐302.
49
Morit, M. E., Meurer, J. L.,&Dellagnelo, A. K. (2008). Conclusions as components of research articles across Portuguese as a native language, English as a native language and English as a foreign language: a contrastive genre study. The Especialist, 29, 233-253.
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Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for Specific Purposes, 16, 119-138.
53
Ozturk, I. (2007). The textual organization of research article introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26, 25-38. http://dx.doi.org/10.1016/j.esp.2005.12.003
54
Peacock, M. (2002). Communicative moves in the discussion section of research articles. System, 30, 479-497.
55
Peacock, M. (2011). The structure of the Methods section in research articles across eight disciplines.Asian ESP Journal, 7(2), 97-124.
56
Phanthama, P. (2000). The organization and the linguistic features of the abstracts of medical journals.Unpublished master’s thesis, Mahidol University, Thailand.
57
Pho, P. D. (2008). How can learning about the structure of research articles help international students? In T. McGrath (Ed.), Conference Proceedings of the 19th ISANA International Education Conference, 2-5 December 2008, paper 14.
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ORIGINAL_ARTICLE
A Metadiscourse Analysis over Interactive VS Interactional Resources within English Academic Articles in Arts and Humanities
In this article, researchers set out to discover the metadiscourse markers in research articles written by both native and non-native English speakers. To this end, a total number of twenty research articles published by Iranian and native English speakers in highly reputed journals on Arts and Humanities domains were randomly selected from major databases including Science Direct, Noormagz, and Magiran. Through Hylands’ Metadiscoursal model (2005), appraisals were accomplished on two main metadiscoursal aspects including interactive vs. interactional resources. The results revealed that interactive resources had the highest proportion in comparison with interactional resources with transitions being in the top list in both native and non-native articles considering different parts of the articles from abstract up to the conclusion part. From among interactional resources, in articles written by native English speakers, attitude markers and for the non-native ones, engagement markers had the least rates. In addition, Iranian scholars had used some markers e.g. ‘attitude markers’, and ‘hedges’ more than native English speakers. It can be included that students should be informed about a balanced use of the frequency and the percentage of different metadiscourse markers in English as a part of teaching writing or grammar in their research writing modules.
http://jalda.azaruniv.ac.ir/article_14056_2762aedb71ec89eb64ba39cae4b4b363.pdf
2020-04-01
225
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10.22049/jalda.2020.26823.1175
academic discourse
Audience
Essay Writing Skills
Metadiscourse Markers
Research Articles
Farnaz
Sahebkheir
farnaz.sahebkheir@yahoo.com
1
Assistant Professor of TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran
LEAD_AUTHOR
Marjan
Vosoughie
vosoughee@iaus.ac.ir
2
Assistant professor in TESOL, Department of English Language Teaching, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
AUTHOR
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49
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51
ORIGINAL_ARTICLE
Book Review: "Literature and Language Learning in the EFL Classroom"
Literature and Language Learning in the EFL Classroomconsists of nineteenchapters. The chapters of the book have been arranged into two parts: Part I, current issues and suggestions for new approaches (Chapters 1-6) and Part II, empirical and case studies (Chapters 7-19). The book takes multiple approaches to examine how literary texts can be incorporated into teaching practices inan EFLclassroom including 1) the use of extensive and close reading 2) narrative inquiry 3) translation and pedagogical stylistics, and 4)the evaluation of successful foreign language learners. It is worth mentioning that the increasing role of non-canonical English literary textssuch as post-modernist texts, simplified texts and pop song lyrics isthe focus of several chapters.The collection may be considered as unique in the sense that many chapters, either directly or indirectly, target the Japanese EFL classroom. In fact, 14 chapters out of 19 have been written by Japanese authors.This review provides a chapter-by-chapter account of the book.
http://jalda.azaruniv.ac.ir/article_14029_8dd9f56c5907f4a8532741c98e437ee1.pdf
2020-04-01
247
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10.22049/jalda.2020.26811.1170
Book Review
Mostafa Hosseini
Literature
Language Learning
EFL Classroom
Saito
Mostafa
Hosseini Anhari
mostafa.hosseini2010@yahoo.com
1
MA in TEFL, Department of English, Azarbaijan Shahid Madani University, Tabriz, Iran
LEAD_AUTHOR
Teranishi, M., Saito, Y. & Wales, K. (Eds.). (2015). Literature and Language Learning in the EFL Classroom, London: Palgrave Macmillan. ISBN 978-1137443656
1
Teranishi, M., Saito, Y. & Wales, K. (Eds.). (2015). Literature and Language Learning in the EFL Classroom, London: Palgrave Macmillan. ISBN 978-1137443656
2
Teranishi, M., Saito, Y. & Wales, K. (Eds.). (2015). Literature and Language Learning in the EFL Classroom, London: Palgrave Macmillan. ISBN 978-1137443656
3
ORIGINAL_ARTICLE
Abstracts in Persian, Volume 8, Issue 1
http://jalda.azaruniv.ac.ir/article_14185_94bfe18541cf9191afa096f70f01c35b.pdf
2020-04-01
10.22049/jalda.2020.14058