@article { author = {Sotoudehnama, Elaheh and Marandi, Seyyedeh Susan and Mehran, Parisa}, title = {A qualitative study of Iranian EFL teachers' beliefs about teaching/learning culture: A case study}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {1-37}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54918}, abstract = {   Culture has always been the center of attention in English language teaching (ELT) and there are arguments for and against its teaching. This study was an attempt to explore Iranian EFL teachers' beliefs about teaching/learning the target (i.e., American or British) culture in the realm of ELT; it also tried to arrive at a definition of culture based on the interpretations of Iranian EFL teachers. Twenty full time and part time teachers of the English Language and Literature Department of Alzahra University participated in the present study. In this study, a qualitative research method was used. To achieve triangulation, the data were collected from three main sources: Questionnaires, interviews, and observations. The findings revealed that the teachers of this study mainly perceived culture in terms of small c culture, including beliefs, behaviors, traditions, customs, and way of living. In general, the results of this study demonstrated that most of the teachers supported teaching/learning the target culture in ELT. However, this advocacy was not blind and they believed some prerequisites should be met.}, keywords = {culture,culture teaching,culture learning,teachers' beliefs}, url = {http://www.teljournal.org/article_54918.html}, eprint = {http://www.teljournal.org/article_54918_cdf4063a1093bcef9fa91601039a0e3c.pdf} } @article { author = {Fahim, Mansoor and Aghabagheri, Mahdi and Rezai, Mohammad}, title = {Raising pragmatic awareness: Effect of contrastive discourse markers on iBT speaking module}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {39-70}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54919}, abstract = {   Although discourse markers lend themselves widely to spoken as well as written discourse, unfortunately there is not any common consensus on categorization, classification, status and other related issues. The present study endeavored to find out if raising pragmatic awareness in the case of contrastive discourse markers has a statistically significant effect on speaking proficiency. The effect of raising pragmatic awareness on speaking proficiency through peer interactions was also investigated. To this end, 30 EFL Iranian high intermediate learners (25 females and 5 males), homogenized by standardized placement test of Cambridge, participated in the study. After going through the pre-test, namely iBT speaking sample, they were exposed to 18 speaking tasks listed in Phillips (2007), followed by a post-test as well as a delayed post-test. Next, three raters considering data-driven reasoning processes listened to 540 participants’ recorded files and scored the performances. The results of the research revealed a statistically significant effect of raising pragmatic awareness on speaking proficiency by contrastive discourse markers deductive teaching on one hand and the statistically significant effect of raising pragmatic awareness on speaking proficiency through peer interactions on the other.}, keywords = {raising pragmatic awareness,contrastive discourse markers,iBT speaking module,peer interactions}, url = {http://www.teljournal.org/article_54919.html}, eprint = {http://www.teljournal.org/article_54919_1395753c005cfbdc081d89a52a5409dd.pdf} } @article { author = {Soodmand Afshar, Hassan and Bastami, Toran}, title = {The effect of portfolio assessment on Iranian pre-intermediate EFL learners’ autonomy}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {71-102}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54921}, abstract = { The present study set out to address the issue as to whether the implementation of portfolio assessment would give rise to Iranian pre-intermediate EFL learners’ autonomy. Participants comprised 60 pre-intermediate female learners within the age range of 16 to 28 studying English in a private language institute, a Cambridge Open Centre (IR056). They were randomly divided into two groups each consisting of 30 participants. An independent sample t-test confirmed their homogeneity in terms of language proficiency at the outset of the study. Moreover, they were homogenized in terms of autonomy through employing a validated questionnaire. The portfolio assessment was integrated into the experimental group while traditional assessment was assigned to the control group. The study adopted a mixed-method approach for the purposes of data collection and analysis. Data were collected by means of a questionnaire, a semi-structured interview, and participants’ portfolios. Quantitative data were analyzed using independent samples t-test. Qualitative data were analyzed inductively through content analysis. The recurring themes emerging from the interview and participants’ portfolios were compared with the findings of the questionnaire. The results of both quantitative and qualitative data analyses revealed that portfolio assessment significantly enhanced learner autonomy in the experimental group, and offered them an opportunity to reflect upon their learning process, growth, and progress overtime. Drawing upon the findings, some pedagogical implications are presented and finally, some avenues for future research are highlighted.}, keywords = {learner autonomy,Portfolio,portfolio assessment}, url = {http://www.teljournal.org/article_54921.html}, eprint = {http://www.teljournal.org/article_54921_9b111605dbb39be32f39c303bee036f7.pdf} } @article { author = {Alemi, Minoo}, title = {Willingness to communicate in English among Iranian EFL engineering students}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {103-119}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54922}, abstract = {   The ability and willingness to verbalize feelings and thoughts are partly dependent on situational and external variables, and students naturally differ in this aspect. The present study investigated the extent to which willingness to communicate (WTC) model (MacIntyre, 1998) could explain the relationship between social-psychological and communication variables in the EFL context. The participants in this study were 45 Iranian engineering students who took the TOEFL and subsequently filled out a WTC questionnaire (MacIntyre, 1998). For data analysis, in addition to descriptive statistics, point-biserial correlation and ANOVA were run. The results revealed that university students’ WTC functions as a trait, and it is low both in and out of the classroom because the students do not need to communicate in English for their basic needs. The results also indicate that no relationship exists between sources of support and components of orientation. Furthermore, in terms of orientation, the learners displayed more integrative than instrumental motivation. Among social support factors, teachers had the main role. Moreover, among all skills, learners were more interested in reading, and the reason they are not willing to communicate in classes is that they might fear being evaluated. Therefore, we need more authentic L2 communication and foster more friendly relationships between learners and teachers. Besides, Language instructors should cover a wide range of areas, from making teaching materials relevant to learners by setting specific learning goals to increasing learner satisfaction.}, keywords = {willingness to communicate,EFL learners,Engineering students,L2 communication}, url = {http://www.teljournal.org/article_54922.html}, eprint = {http://www.teljournal.org/article_54922_a79adc92265debb33b392b17b566673a.pdf} } @article { author = {Yousofi, Nouroddin and Moradian, Jamal}, title = {News headlines and ideological colorings}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {121-159}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54923}, abstract = {  This investigation examines the representations of Iran and the West in some news headlines concerning the reflection of the Iranian nuclear issue by BBC and CNN within a highly critical period in 2010 and 2011. The significance of this period lies in the fact that it coincides with the heat of nuclear negotiations, further economic sanctions and the inception of fresh economic reforms taking place in Iran. Benefiting from the principles of CDA and SFG together with some insights into the world of the mass media; this study attempts to identify differentiated representations of Iran and the West concerning the Iranian nuclear issue.    }, keywords = {news headlines,the mass media,CDA,SFG,Iran’s nuclear issue}, url = {http://www.teljournal.org/article_54923.html}, eprint = {http://www.teljournal.org/article_54923_7340648f3c5065528de483ad0bc54726.pdf} } @article { author = {Rashidi, Nasser and Ghaffarpour, Hajar}, title = {A generic analysis of academic written discourses: TEFL and Astrophysics in contrast}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {161-184}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54924}, abstract = { Disciplinary difference brings about genre discrepancies which should be taken into consideration in language teaching. Aiming at clarifying these generic distinctive points in abstracts of the two fields of TEFL (Teaching English as a Foreign Language) and Astrophysics, the present study dealt with 80 research article abstracts of these two disciplines. The study integrated syntactic and pragmatic analysis with rhetorical move analysis. Abstracts were analyzed rhetorically, using IMRC model and/or Swales' (1990) CARS (Create-A-Research-Space) model; then the move and abstract length was estimated. To probe the syntactic and pragmatic aspects of the abstracts, the amount of pronoun application, aspects of tense, voice and conjunction usage were taken into consideration. Additionally, Wordsmith Tools was applied for more detailed analysis. The results indicated the pronoun and passive applications to be the main disparities of the two fields though differences in the rhetorical move structure and dominant tenses existed, too. These can have implications especially with regard to the ESP.}, keywords = {disciplinary difference,genre,move analysis,ESP}, url = {http://www.teljournal.org/article_54924.html}, eprint = {http://www.teljournal.org/article_54924_1dc5f8c33239c7a1a0b437ce8e8007c6.pdf} } @article { author = {Hasrati, Mostafa}, title = {Quantitative, qualitative, or pragmatic: “Research potentials” for TEFL practitioners}, journal = {Teaching English Language}, volume = {6}, number = {1}, pages = {185-196}, year = {2012}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2012.54925}, abstract = {  The distinction often made between ‘hard’ and ‘soft’ sciences (Becher, 1989) is respectively associated with natural sciences and humanities. The terms are telling in that ‘soft’ often brings to mind a degree of detachment from real, objective, and worthwhile research, while ‘hard’ is often associated with reliable research. In hard sciences, quantitative methods are often used to ensure objectivity, while qualitative methods are often associated with ‘soft’ disciplines. Within the Iranian context, such connotations of the terms ‘soft’ and ‘hard’ have led to the rise of the status of quantitative methods at the expense of qualitative ones. This is particularly noticeable amongst TEFL practitioners in Iran, where some gatekeepers totally disapprove of qualitative research. Such beliefs are situated in epistemological underpinnings of our discipline which is historically rooted in positivism. It is interesting to note that TEFL can be situated amongst the social sciences/humanities fields, and it seems that such fields should not necessarily follow in the footsteps of natural sciences and should instead have their own specific methodologies (Griffiths, 1998). In this paper, which can best be categorized as a call for Iranian TEFL practitioners to put research objectives before research methodological techniques, I will attempt to briefly explain the epistemological underpinnings of these two paradigms, and I will argue that we should rethink this methodological distinction and take a more pragmatic stance with regard to our research problems. I will also refer to three research studies as examples of purely quantitative, purely qualitative, and pragmatic with respect to research techniques. }, keywords = {research methodology,Epistemology,Positivism,philosophical hermeneutics,Ethnography}, url = {http://www.teljournal.org/article_54925.html}, eprint = {http://www.teljournal.org/article_54925_474e3ee205de4389461b03fab3c4bd58.pdf} }