Bahram Behin
Volume 9, Issue 2 , October 2021, , Pages 1-2
Abstract
Dear JALDA ReaderThe job being done by the young and zealous members of the team behind The Journal of Applied Linguistics and Applied Literature can be regarded as a reflection of what happens generally in Iran in relation to English language. With a fire of enthusiasm burning inside young adults ...
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Dear JALDA ReaderThe job being done by the young and zealous members of the team behind The Journal of Applied Linguistics and Applied Literature can be regarded as a reflection of what happens generally in Iran in relation to English language. With a fire of enthusiasm burning inside young adults in Iran to reach out to the world in its colourful facets for several purposes, it is quite visible how there has been a rush to learn English in different walks of society. The enthusiasm taken to the academic level results in the determination to contribute to the field by any decent means available. Launching a new journal with goals resulting from the context of culture and the context of situation is a demanding endeavour that has proved to be a major means of contribution to the field and its context-oriented causes. Our Journal with the ups and downs it has experienced throughout its rather short life is now in a position that shows its potential to reach excellence, especially with reference to the great number of research articles that it receives both nationally and internationally from scholars in the fields of applied linguistics and applied literature. All this is actually the consequence of the hard work that the young team behind the Journal has already done. It should not be an exaggeration if I dare say that one could see degrees of “the agony and sweat of the human spirit” in my young colleagues working for the Journal; they really deserve a big round of applause, then!
Volume 10, Issue 1 , April 2022, , Pages 1-2
Volume 10, Issue 2 , October 2022, , Pages 1-2
Bahram Behin
Volume 11, Issue 1 , April 2023, , Pages 1-4
Abstract
I came across this hypothetical exchange on the Net the other day: “Q: Why is linguistics important? / A: Linguistics helps us understand our world.” With my personal interest in the significance of everyday life and the real world in our education, as a response to the exchange, I immediately ...
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I came across this hypothetical exchange on the Net the other day: “Q: Why is linguistics important? / A: Linguistics helps us understand our world.” With my personal interest in the significance of everyday life and the real world in our education, as a response to the exchange, I immediately started contemplating the meaning of the world, and especially of ‘our world’ in the exchange. “Do we have a common world to call it ‘our world’”? “How big is this world?” “What aspects of it are we supposed to understand by means of linguistics?” “What is meant by ‘understanding the world’?” My assumption is that those behind the hypothetical exchange should be ready to answer such questions, regardless of whether the answers are agreeable or not. But what matters in this regard is that such general statements as “Linguistics helps us understand our world” should be rendered in the direction of the concretization of findings so that all scientific endeavours may turn out to be fruitful in the context of our everyday lives in the real world.
1. Applied Linguistics (Language Teaching and Learning)
Rajab Esfandiari; Sahar Saleh
Abstract
In the last two decades, citation behaviour in academic research writing has been highlighted in English for academic purposes. This concordance-informed, corpus-based study has focused on cross-disciplinary analysis of citations by English and Iranian academic writers in English Economics and Industrial ...
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In the last two decades, citation behaviour in academic research writing has been highlighted in English for academic purposes. This concordance-informed, corpus-based study has focused on cross-disciplinary analysis of citations by English and Iranian academic writers in English Economics and Industrial and Manufacturing Engineering research articles published in international and Iranian national English-medium journals. To that end, research articles in Economics and Industrial and Manufacturing Engineering were developed and divided into four sub-corpora: English corpus and Iranian corpus. Thompson and Tribble’s (2001) classification and Thompson and Ye’s (1991) framework were used to analyse citations. The computer program AntConc (version 3.5.7) was used to identify 1,032 citations. The results of data analysis showed more frequent uses of citations by Economics than Industrial and Manufacturing Engineering writers. In terms of citation structures, more integral citations were utilised by Economics writers, and more non-integral citations were used by Industrial and Manufacturing Engineering writers. In addition, the citation analyses of native and non-native writers revealed that English writers employed more citations than Iranian writers. The findings imply that the cultural context of publication, in addition to the linguistic background and knowledge structures of their disciplines, seems to shape the writers’ citation choices when writing their research articles.
1. Applied Linguistics (Language Teaching and Learning)
Ehsan Namaziandost; Tahereh Heydarnejad; Afsheen Rezai
Abstract
The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ...
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The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ER, RT, and MT with TS in EFL teachers in Iran. The Teaching Style Inventory (TSI), the Teacher Sense of Efficacy Scale (TSES), the Language Teacher Emotion Regulation Inventory (LTERI), the English Language Teacher Reflective Inventory (ELTRI), and the Mindfulness in Teaching Scale (MTS) were used to measure S-E, ER, RT, MT, and TS. The results showed that S-E, ER, RT, and MT were positively correlated with TS. The findings indicated that EFL teachers who had high S-E, high ER skills, high RT practices, and high MT awareness were able to use more effective TS strategies to facilitate students' learning. The study suggests that enhancing S-E, ER skills, RT practices, and MT awareness among EFL teachers can improve their TS preferences and outcomes. The study also provides some pedagogical implications for relevant stakeholders and opens up new avenues for further research.
1. Applied Linguistics (Language Teaching and Learning)
Saeed Karimi-Aghdam; Rémi A. van Compernolle
Abstract
In this article, we first discuss the rationale behind opening up a dialogic space between sociocultural theory and other compatible theories. In the second section, a brief sketch of sociocultural theory in the field of second language acquisition (SLA) is provided. In the third section, exploring the ...
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In this article, we first discuss the rationale behind opening up a dialogic space between sociocultural theory and other compatible theories. In the second section, a brief sketch of sociocultural theory in the field of second language acquisition (SLA) is provided. In the third section, exploring the constitutive relationality that ineluctably holds between a given SLA theory and its putative worldview, we enunciate implications and categorical influence of worldviews on day-to-day research inquiries and scientific practices of the SLA scientific community. Then, we set out to delineate scientific development in SLA invoking a Kuhnian perspective with a honed focus on the theory-laden nature of empirical evidence as well as the key notions of paradigm, disciplinary matrix, and incommensurability of competing theories. In the fourth section, we specifically settle our attention on the issue of incommensurability of, and inter-theory dialogues between, SLA theories with a view to the articles which are included in the special issue and discuss their theoretical and practical implications. We conclude with some remarks on the importance of adopting a weltanschauung-centered perspective about doing research activities, theory choice, and scientific development in SLA for advancing a principally unified and scientifically coherent understanding and explanation of second language developmental processes.
1. Applied Linguistics (Language Teaching and Learning)
Mahmoud Nabilou; Abbas Ali Zarei
Abstract
Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped ...
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Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped instruction through shad application on foreign language classroom anxiety among Iranian English learners. 120 male pre-intermediate English language learners constituted the main participants of this study. The participants were randomly assigned to one control and three experimental groups based on their performance on an Oxford Placement Test (OPT). The instruction provided for the control group was conventional instruction while the first experimental group received traditional flipping, the second group received demonstration-based instruction, and the third experimental group received double-flipped instruction for eight sessions, each lasting for 45 minutes. Data collection was done using pretests and posttests of foreign language classroom anxiety (FLCA); the results of ANCOVA revealed that all the three types of flipped learning had more positive effects than conventional instruction on reducing the learners’ anxiety level; however, there were no meaningful differences among the three types of flipping. The results of this study might be valuable for English learners and teachers, materials writers, and curriculum developers. The choice of the right kind of teaching materials and instructional techniques can help reduce learners’ anxiety.
1. Applied Linguistics (Language Teaching and Learning)
Gholam-Reza Abbasian; Maryam Khezrinejad; Mojtaba Teimourtash
Abstract
The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation ...
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The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is often perceived as unique in its nature in terms of both teaching practices and assessment modalities. In a bid to exercise a Learner-Oriented Assessment (LOA) practice, the present study was designed to comparatively implement self-, peer-, and teacher-assessments in a writing course, and explore the experiences and perceptions of the learners towards the three assessment alternatives. Pertinent statistical analyses revealed significant differences among them such that higher proficiency level learners evaluated their writings more realistically, while lower proficiency level over estimated their abilities. Moreover, most of them had positive attitudes towards this novel assessment experience, holding that LOA could scaffold them in gaining a lot and arousing their awareness of their weaknesses and strengths.
Farshid Sadatsharifi; Bahram Behin
Abstract
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 ...
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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.
Luise von Flotow; Reza Yalsharzeh
Abstract
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 ...
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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.
James P. Lantolf; Saeed Karimi-Aghdam
Abstract
James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in ...
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James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi’an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group,which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993.He is founding editor of Language and Sociocultural Theory (Equinox Press, 2013 to present) and was co-editor of Applied Linguistics (Oxford University Press,1993–1998).He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled Sociocultural Theory and the Genesis of Second Language Development (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume Vygotskian Approaches to Second Language Research (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book The Routledge Handbook of Sociocultural Theory and Second Language Development was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of Language and Sociocultural Theory and serves on the advisory board of the Journal of Applied Linguistics and Applied Literature: Dynamics and Advances.
Bahram Behin; Nigel Lowther Love
Abstract
Nigel Lowther Love is associate professor of linguistics at University of Cape Town. He was born in 1950 in the U.K. He received his B.A. (1973), M.A. (1976) and D. Phil. (1976) from Oxford University. His Ph.D. thesis title was: The generative phonological analysis of non-vocalic alternations in Modern ...
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Nigel Lowther Love is associate professor of linguistics at University of Cape Town. He was born in 1950 in the U.K. He received his B.A. (1973), M.A. (1976) and D. Phil. (1976) from Oxford University. His Ph.D. thesis title was: The generative phonological analysis of non-vocalic alternations in Modern French. Nigel Love has been the invited lecturer or conference speaker at universities in: Athens, Birmingham, Bradford, Bristol, Cambridge, Cape Town, Chicago, Copenhagen, Durban, Edinburgh, Grahamstown, Hong Kong, Johannesburg, Jyväskylä, Kirksville, Montpellier, Mumbai, New Orleans, Nottingham, Odense, Oxford, Paris, Pittsburgh, Quebec, Seville, Stellenbosch, Tambov, Warsaw and Williamsburg. He was the head of Linguistics Department at University of Cape Town (1995-1998). He has been the editorial board member (since 1992) and associate editor (since 2019) of journal of Language and Communication. He was the editor of the journal of Language Sciences (1997-2014). Among his authored and coauthored publications are Generative Phonology: A Case-Study from French (1981), The Foundations of Linguistic Theory: Selected Writings of Roy Harris (1990), Linguistics Inside Out: Roy Harris and His Critics (1997), and Language and History: Integrationist Perspectives (2006). JALDA’s editor-in-chief, Dr. Bahram Behin had the following short communication with Nigel Love.
Massoud Rahimpour; Davoud Amini
Abstract
Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The ...
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Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The University of Queensland, Australia in 1997. While he was at the University of Tabriz, he was also Head of English Department, Director of the International Academic Collaborations of Tabriz University, Deputy Dean of Faculty and Director of Centre for Teaching Foreign Languages. Professor Rahimpour has also been Honorary Associate Professor at the School of Languages and Cultures at The University of Queensland and language instructor at TAFE Queensland. He has also acted as Editor-in-Chief of the Journal of English Language Teaching and Learning, Tabriz University and the Member of Editorial Board of several Journals of Language Teaching Research. Professor Rahimpour has published papers in international and national journals, published books and has presented papers in conferences. He has also supervised tens of M.A and Ph.D. theses. His research interests are Task-Based Language Teaching, Syllabus Design, Second Language Acquisition, Research Methods in Applied Linguistics and Adult Language Learning. Dr. Davoud Amini, assistant professor of ELT at Azarbaijan Shahid Madani University and a former Ph.D. student of professor Rahimpour has arranged this interview with him.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Farzad Salahshoor; Parya Afsari
Abstract
This study is a corpus-based study of interactional metadiscourse in natural and social science master theses. For this purpose, 30 natural and social science master theses in six disciplines were randomly selected out of the library of five universities. Five master theses were selected in each discipline, ...
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This study is a corpus-based study of interactional metadiscourse in natural and social science master theses. For this purpose, 30 natural and social science master theses in six disciplines were randomly selected out of the library of five universities. Five master theses were selected in each discipline, in a period of six years (2010-2016).This study analyzed only the discussion and conclusion sections of master theses. To investigate interactional metadiscourse, Hyland’s (2005) classification was used. The results of this study demonstrated that the percentile proportion of total interactional metadiscourse markers in social science master theses was more than natural science master theses. Among the analyzed resources, hedges was the most frequent role in both corpora while attitude markers in social science and self-mention in natural science was the least favored role. The results of the present study suggested that being aware of interactional metadiscourse markers can shed light on the way of writing of academic texts because these markers help writers to negotiate with their readers and make the text more comprehensible and coherent. The results of the present study might offer pedagogical implication of this aspect of metadiscourse for postgraduate students.
Bahram Behin
Abstract
Glenn Fulcher is the Professor of Applied Linguistics and Language Assessment in the English Department at the University of Leicester, UK. He got his PhD in Applied Linguistics and Language Testing from Lancaster University (1993) and his MA in Applied Linguistics from the University of Birmingham (1987). ...
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Glenn Fulcher is the Professor of Applied Linguistics and Language Assessment in the English Department at the University of Leicester, UK. He got his PhD in Applied Linguistics and Language Testing from Lancaster University (1993) and his MA in Applied Linguistics from the University of Birmingham (1987). Professor Fulcher has been the editor of Sage's Language Testing (2006-2015) and an influential member of the Executive Board of The International Language Testing Association (ILTA) for many years. He has extensive experience and expertise in the philosophy of assessment, test design, the development of data-based rating scales as well as teaching language assessment. Professor Fulcher's book Language Testing and Assessment co-authored by Davidson (2007) has been the main resource for the ELT masters' courses in language testing in Iran for many years. Among his other publications are Re-examining Language Testing: A Philosophical and Social Inquiry (2015, the winner of the 2016 SAGE/LTA Book Award), The Rutledge Handbook of Language Testing (2012), Practical Language Testing (2010), Testing Second Language Speaking (2003) , and Writing in the English Language Classroom (1997). In an online interview, Professor Glenn Fulcher has joined Dr. Bahram Behin who is a zealous adherent of Fulcher's philosophy of assessment and has presented language testing courses based on his books.
Bahram Behin
Abstract
Adrian Holliday is Professor of Applied Linguistics & Intercultural Education at Canterbury Christ Church University, UK where he directs PhD programs in Education and Applied Linguistics and has been the Head of The Graduate School between 2002 and 2017. Professor Holliday got his bachelors’ ...
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Adrian Holliday is Professor of Applied Linguistics & Intercultural Education at Canterbury Christ Church University, UK where he directs PhD programs in Education and Applied Linguistics and has been the Head of The Graduate School between 2002 and 2017. Professor Holliday got his bachelors’ degree in Sociology from London University. He began his career in English Language Education in Iran in the early 1970’s at the British Council Centre in Tehran, and then managed a small British Council curriculum unit in Ahwaz. After completing his master’s degree in Applied Linguistics at Lancaster University, he set up educational projects in Syria and Egypt between 1980 and 1990, which provided the experience of the global politics of English and the ethnographic material that informed his PhD thesis at Lancaster University in 1991. Professor Holliday supervises PhD students in critical qualitative studies in the sociology and cultural politics of English language education and intercultural communication, where he has published widely including Understanding Intercultural Communication: Negotiating a Grammar of Culture (2nd Ed., 2018), Intercultural Communication: An Advanced Resource Book for Students (3rd Ed., 2016), Doing and Writing Qualitative Research (3rd Ed., 2016), (En)countering Native Speakerism: Global Perspectives (2015), Intercultural Communication and Ideology (2011) and The Struggle to Teach English as an International Language (2005). JALDA has hosted Professor Holliday in a scholarly conversation with Dr. Bahram Behin, who himself is a fanatic upholder of Holliday’s thoughts in conducting courses in the socio-culture of English language teaching.
Dr. Jafar Afshinfar; Awat Shokouhifar
Abstract
This study seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced EFL learners from 3 intact classes at an English language teaching institute in Iran. The sample was ...
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This study seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced EFL learners from 3 intact classes at an English language teaching institute in Iran. The sample was selected from among 92 learners by means of Oxford Quick Placement Test. After the researchers administrated the placement test, the participants were assigned into two experimental groups and one control group randomly. Following this phase of the study, the participants in the experimental and control groups were invited to write their first composition as the pre-test of the study. Then one experimental group received explicit corrective feedback and the other experimental group was offered implicit corrective feedback as treatment. The control group, however, did not receive any treatment. Within a time lapse of two weeks, the same procedure was repeated for the second composition which served as the post-test of the study. The results of t-test and covariance revealed positive effects of giving written corrective feedback on the advanced EFL learners' writing. Furthermore, the results highlighted the superiority of giving explicit corrective feedback over the implicit one in written tasks.
Ebrahim Khezerlou
Abstract
The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the teacher autonomy predictors of EE, DP and PA burnout processes, and exploring their cross-cultural roles. The MBI-ES was used to measure the perceived burnout levels ...
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The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the teacher autonomy predictors of EE, DP and PA burnout processes, and exploring their cross-cultural roles. The MBI-ES was used to measure the perceived burnout levels of the participants, and a self-developed Teacher Autonomy Scale (11 items) based on the six-component teacher autonomy model of LaCoe (2008) was employed to measure the participants’ autonomy perceptions in the areas of (a) pedagogy, (b) curriculum evaluation, (c) decision making and (d) problem solving. The internal consistency reliability of the 11-item scale was r=0.762. The results revealed that there was a slight significant difference between Iranian and Turkish groups only in EE processes, three dimensions of the teacher autonomy scale predicted the EE, DP and PA burnout processes, and its curriculum evaluation, problem solving, and decision making dimensions played discriminatory role in EE, DP and PA processes across Iranian and Turkish teachers.
3. Applied Literature
Dr. Jane Mattisson Ekstam
Abstract
My article addresses the qualities of “good” literature and how an understanding of the nature of literary devices, so-called “literariness”, can enhance the reading experience. Focusing on Hans Rosling’s Factfulness (2018), I discuss some of the most important features ...
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My article addresses the qualities of “good” literature and how an understanding of the nature of literary devices, so-called “literariness”, can enhance the reading experience. Focusing on Hans Rosling’s Factfulness (2018), I discuss some of the most important features of good writing. Six literary devices have been selected for special attention: point of view, tone, amplification, anecdotes, flashbacks, and parallelism. Factfulness is not only good writing, it carries an important message: “[w]hen we have a fact-based window, we can see that the world is not as bad as it seems – and we can see what we have to do to keep making it better” (p. 255). Rosling emphasises the importance of knowing the facts about our planet, and relying on these rather than primitive instincts to make assessments and decisions. The elegance of Rosling’s language makes the message not only convincing but also palatable. the importance of knowing the facts about our planet, and relying on these rather than primitive instincts to make assessments and decisions. The elegance of Rosling’s language makes the message not only convincing but also palatable.
Assef Khalili; Majid Aslanabadi
Abstract
As a part of pragmatics of language, Metadiscourse (MD) has been widely recognized as playing a pivotal role in the expression and comprehension of messages in academic writing. In view of its significance in effective communication, there have been a lot of attempts to categorize different MD devices ...
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As a part of pragmatics of language, Metadiscourse (MD) has been widely recognized as playing a pivotal role in the expression and comprehension of messages in academic writing. In view of its significance in effective communication, there have been a lot of attempts to categorize different MD devices within manageable models alongside some descriptive works to demonstrate the use of MD devices on the basis of these models. However, despite all the centrality accorded to MD markers in academic writing, few ESP practitioners have tried to explore the use of these devices by non-native speakers (NNS) who are known to be producing dry, incoherent and sometimes confusing papers - the very shortcomings which might easily be managed by judicious use of MD elements. With the absence of systematic works on the use of MD markers by NNS, there is a paucity of information on their use of MD devices in their productions. This is what the present paper seeks to uncover. Drawing on the Hyland and Tse’s (2004) “Interactive and Interactional” model of MD, and their description of the use of MD devices in research articles produced by native speakers (NS) in Hyland (1998), it was set out to document the frequency of MD markers in papers produced by NNS of English and contrast it with that observed in Hyland (1998). For this purpose, 20 RAs written by NNS which had been accepted for publication in the Tabriz Journal of Dentistry were selected after extensive stylistic and linguistic editing, and were compared against Hyland (1998) with respect to the frequency of particular MD elements. The results showed huge discrepancy in the use of all MD devices in general, and some in particular. The findings can provide useful insights in materials development for academic writing classes where learners could receive explicit instructions on the use of MD elements which have been found to be used least frequently.
Ebrahim Khezerlou
Abstract
Teacher autonomy is viewed very differently: one teacher may view autonomy as a means to gain substantial freedom from interference or supervision; another may view it as the freedom to develop collegial relationships and accomplish tasks that extend beyond the classroom; and even some others may perceive ...
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Teacher autonomy is viewed very differently: one teacher may view autonomy as a means to gain substantial freedom from interference or supervision; another may view it as the freedom to develop collegial relationships and accomplish tasks that extend beyond the classroom; and even some others may perceive it as a means for principals to avoid their duties (Frase and Sorenson, 1992). Although the concept was viewed as a unitary one in the past, it is recently decomposed into six distinct subcomponents: autonomy over curriculum, pedagogy, assessment, professional development, student discipline, and classroom environment (LaCoe, 2008). These six subcomponents of teacher autonomy provide a solid framework to understand the complex nature of teacher autonomy in the study. However, the study aimed at examining Iranian (N=71) and Turkish (N=48) high school EFL teachers’ opinions about teacher autonomy in curriculum development. The results revealed that there were slight differences between Iranian and Turkish teachers’ autonomy perceptions. They also indicated there were significant differences among teachers in considering their gender, age and academic level, while no significant relationship was found for their marital status.
Morteza Amirsheibani
Abstract
Since Swales’ (1981, 1990) CARS model work on the move structure of research articles, studies on genre analysis have been carried out amongst which works on different parts of research articles in various disciplines has gained a considerable literature. This study aims to investigate the rhetorical ...
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Since Swales’ (1981, 1990) CARS model work on the move structure of research articles, studies on genre analysis have been carried out amongst which works on different parts of research articles in various disciplines has gained a considerable literature. This study aims to investigate the rhetorical structure of the Introduction sections of articles in two fields of English Language Teaching (ELT) and Nursing, based on two corpora. Each corpus contains 25 research articles related specifically to the field under study. This study initially identified the structural organization of the Introduction sections of the articles. The results of this analysis revealed that both corpora contained the moves proposed in CARS model and almost no significant differences were observed in the move structures of articles in the afore-mentioned fields. Therefore, there is a considerable tendency for both ELT and Nursing to use CARS model. The findings from the analysis could provide linguistic researchers in Foreign Language Teaching (FLT) with a holistic and unitary methodology as an authentic model of language in use through enriching their understandings and knowledge about the true nature and organization of different disciplines.
Seyedeh Elham Elhambakhsh; Masoome Jalalian
Abstract
To win the attention of the audience, presidential candidates rely on their own rhetorical methods. Hedges and boosters as metadiscourse markers have been the focus of many studies as the communicative strategies enabling speakers to soften the force of utterances or moderate their assertive force. TV ...
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To win the attention of the audience, presidential candidates rely on their own rhetorical methods. Hedges and boosters as metadiscourse markers have been the focus of many studies as the communicative strategies enabling speakers to soften the force of utterances or moderate their assertive force. TV news was used as the corpus of this study, whereas most of the previous studies have focused on examining newspaper presidential debates. The purpose of this study was to examine the role of hedges and boosters in TV election debates of the two presidential candidates - a principalist and a reformist. Three televised debates made by Hassan Ruhani and Bagher Ghalibaf were identified and classified based on the framework proposed by Jalilifar and Alavi-Nia (2012) and Alavi-Nia and Jalilifar (2013). Then, qualitative and quantitative methods were applied to identify the frequency and the function of the hedges and boosters. The results of the analyses and chi-square tests revealed that, in spite of some similarities, there were great differences in the use of hedges and boosters between the candidates. In other words, they had different tendencies toward using these techniques, and eventually Dr. Ruhani could win the battle due to using such metadiscourse devices.
Biook Behnam; Bahram Kazemian
Abstract
Language, science and politics go together and learning these genres is to learn a language created for codifying, extending and transmitting scientific and political knowledge. Grammatical metaphor is divided into two broad areas: ideational and interpersonal.This paper focuses on the first type i.e. ...
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Language, science and politics go together and learning these genres is to learn a language created for codifying, extending and transmitting scientific and political knowledge. Grammatical metaphor is divided into two broad areas: ideational and interpersonal.This paper focuses on the first type i.e. Ideational Grammatical Metaphor (IGM), which includes process types and nominalization. The main objective of the current work is to analyze a corpus comprising 10 scientific and 10 political texts. The IGM framework was used to carry out an analysis on these texts to pinpoint their similarities and dissimilarities. The analysis indicates that IGM has dominated political and scientific texts and surprisingly is used exactly with the same frequency in both genres and the prevailing process types in both are material and relational types. Consequently, the tone of the writing is more abstract, pretentious and formal. In science, instances of IGM enable technicalizing and rationalizing; and in politics they deal with dominance, provocation and persuasion toward an intended objective. Based on the findings of this study, some implications can be drawn for academic writing and reading as well as translators and teachers involved in writing and reading pedagogy.
