Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing

Sedigheh Vahdat; Niloofar ِDaneshkhah

Volume 37, Issue 4 , March 2019, , Pages 167-194

https://doi.org/10.22099/jtls.2019.33549.2688

Abstract

This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now ... Read More

Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum

Alireza Rasti

Volume 37, Issue 2 , July 2018, , Pages 169-193

https://doi.org/10.22099/jtls.2019.30819.2580

Abstract

By the end of the 2020s, a change involving the substitution of the Communicative Approach to English teaching for the Structural one has been fully operative in the Iranian secondary ... Read More

The Structural Invariance of a Model of Washback to Test Takers’ Perceptions and Preparation: The Moderating Role of Institutions

Kioumars Razavipour; Zohreh Gooniband Shoushtari; Mahboobeh Mansoori

Volume 36, Issue 4 , 2018, , Pages 171-201

https://doi.org/10.22099/jtls.2018.28165.2440

Abstract

Test washback is held to be complicated and multifaceted in that a host of cultural, social, individual, test, and institutional factors are involved in shaping it. Thus far, the majority ... Read More

Integrating Portfolio-Assessment into the Writing Process: Does it Affect a Significant Change in Iranian EFL Undergraduates’ Writing Achievement? A Mixed-Methods Study

Mina Saghaieh Bolghari; Hossein Aghaalikhani

Volume 38, Issue 2 , July 2019, , Pages 171-195

https://doi.org/10.22099/jtls.2020.35142.2744

Abstract

The paradigm shift from testing the outcome to assessing the learning of process shines a light on the alternative assessment approaches, among which portfolio-assessment has sparked ... Read More

Review of Linguistic Inequality and Injustice in Academic Writing

Siavash Zokaeieh; Amir Marzban; Mehrshad Ahmadian

Volume 41, Issue 4 , November 2022, , Pages 173-188

https://doi.org/10.22099/tesl.2022.43042.3095

Abstract

This review article examines the underpinning of the little-researched, influential elements that create linguistic injustice in the specific contexts of linguistic imperialism through ... Read More

Peer/Teacher Technology-Enhanced Scaffolding through Process Approach and Iranian EFL Learners’ Vocabulary Knowledge: A Probe into Self-regulation

Saeedeh Mansouri; Davood Mashhadi Heidar

Volume 38, Issue 3 , October 2019, , Pages 189-223

https://doi.org/10.22099/jtls.2020.34379.2717

Abstract

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high ... Read More

Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices

Mohammad Reza Shah Ahmadi; Saeed Ketabi

Volume 38, Issue 1 , May 2019, , Pages 191-223

https://doi.org/10.22099/jtls.2020.34843.2739

Abstract

Language assessment literacy (LAL), mainly defined as knowledge and skills of language assessment, in the last two decades, has started to receive the attention it deserves. As one ... Read More

The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning

Abbas Ali Zarei; Maryam Asadi Amani

Volume 37, Issue 3 , October 2018, , Pages 211-238

https://doi.org/10.22099/jtls.2019.32248.2637

Abstract

The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension ... Read More

A Historical and Comparative Study of the Ergative Verb Structure in Ardakani, Dashti, Dashtaki, Yazdi Jewish and Lari Dialects

Farokh Hajiani

Volume 28, Issue 1 , July 2009, , Pages 21-40

https://doi.org/10.22099/jtls.2012.256

Abstract

Introduction A dialect is a variety of a language used by group of people whose lexicon, syntax, phonetics and phonology are different from those ... Read More Introduction A dialect is a variety of a language used by group of people whose lexicon, syntax, phonetics and phonology are different from those of other people. The existence of many geographical, economic and social barriers among the speakers of a language cause the emergence of many dialects. As such, each language has many dialects and accents and each dialect has many different accents.(Encyclopaedia Iranica, vol, 2: P.1237) Many of the dialects in the Fars and Bushehr provinces belong to the languages on the south western part of Iran. In some of these dialects, a distinctive and important feature such as ergative structure in the transitive verbs still exists which contrasts with the intransitive verbs which remained in the modern Persian from the middle era. Method In this study, five dialects of the regions of fars, Bushehr and Yazd provinces including “Ardakani”, Dashtaki” and “Lari” belonging to Fars, “Dashti” and “Yazdi Jewish” belonging to Bushehr and Yazd provinces, respectively, have been investigated and analyzed extensively from the ergative structure point of view. As such, regarding the investigation of these five dialects of the three provinces, two research methods have been utilized. The first one concerns the empirical research based on which the data heve been collected from interviews done with the speakers of the mentioned dialects ranging in age from 50 to 70, both illiterate and literate benefiting from the tape-recorders. Accordingly, the data were recorded on some tapes. The second research method relates to library research based on which the researcher took notes through referring to the sources including books, article, theses and dissertations. As such the comparative and historical investigation of the ergative verbs had been done in the Iranian languages and dialects of different regions of the three mentioned provinces; namely, Fars, Bushehr and Yazd. Discussion and Conclusion Ergative as a technical expression has been used in the modern linguistics especially the typology of languages. The etymology of it goes back to Greeke which means “to cause, to make something happen, to create”. This feature is a grammatical marker which is related to the subject of transitive verbs. Moreover, it is one the features of ancient languages which have not been changed greatly; that is, those languages which are conservative and tend to maintain its ancient origins. Many samples of ergative structure can be found in languages such as ancient Sumerian, Tabati, Barmei, Borouvshaski, Eskimo, Bask and other languages such as Australian, Ghafghazian and Indian. (Kalbasi, Iran: P.70-87). The results of the study showed that ergative in Ancient Persian which is a totally inflectionl language has a dark manfestaion and is used only in a passive voice. Ergative in middle Persian which is a continuation of ancient Persian and where the eight inflectional cases have been disappeared has a dominat manifestation. In the development of the Iranian languages from middle Persian to the modern one, the ergative structure has not been applied in modern Persian due to the fact that the modern Persian has been modified and developed in the east of Iran and the feature of ergative structure has a very dark manifestation in the eastern Iranian languages. The ergative structure in the dialects such as Ardakani, Dashti, Dashtaki, Yazdi Jewish and Lari which belong to the dialects in the south western part of Iran has a wide and extensive application. Moreover, due to the existence of ergative structure in these dialects, they belong to the absolute and complete ergative.

Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels

Vahid Sadeghi; Farnaz Sadat Taghavi

Volume 33, Issue 3 , October 2014, , Pages 135-153

https://doi.org/10.22099/jtls.2015.2899

Abstract

This paper reports the results of an experimental study on non-native production of English vowels. Two groups of Persian EFL learners varying in language proficiency were tested on ... Read More

The Role of Conceptualizable Agent in Overpassivization of English Unaccusatives in Iranian English Majors

Rahaman Sahragard; Firooz Sadighi; a Abbasi Bagherianpour

Volume 29, Issue 3 , September 2010, , Pages 141-162

https://doi.org/10.22099/jtls.2012.419

Abstract

The present study is an attempt to explore the effect of one of the pragmatic elements of discourse (namely the conceptualizable agent) on overpassivization of English unaccusative ... Read More

The Effect of the Translator's Gender Ideology on Translating Emily Bronte’s Wuthering Heights

S. G Shafiee-Sabet; A Rabeie

Volume 30, Issue 3 , October 2011, , Pages 143-158

https://doi.org/10.22099/jtls.2012.381

Abstract

The present study examines the effect of gender ideology of the translators on two Persian translations of Emily Bronte’s Wuthering Heights. The findings reveal that although ... Read More

The Involvement Load Hypothesis and Vocabulary Learning: The Effect of Task Types and Involvement Index on L2 Vocabulary Acquisition

Bagher Yaqubi; Rajab Ali Rayati; N Allemzade Gorgi

Volume 29, Issue 1 , March 2010, , Pages 145-163

https://doi.org/10.22099/jtls.2012.404

Abstract

This study builds on Laufer and Hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim ... Read More

THE IMPACT OF LINGUISTIC AND EMOTIONAL INTELLIGENCE ON THE READING PERFORMANCE OF IRANIAN EFL LEARNERS

Mohammad Rahimi; Firooz Sadighi; Zahra Hosseiny Fard

Volume 30, Issue 1 , April 2011, , Pages 151-171

https://doi.org/10.22099/jtls.2012.397

Abstract

Following innovations in intelligence and its radical changes from a unitary concept (IQ) to a multi-dimensional conceptualization, i.e. multiple intelligences and the need to design ... Read More

The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers

Zia - Tajeddin; Ali Malmir

Volume 33, Issue 4 , March 2015, , Pages 153-180

https://doi.org/10.22099/jtls.2015.3016

Abstract

Interlanguage pragmatics (ILP) has witnessed a growing body of research in the past two decades. One of the under-explored domains of L2 pragmatics is the role of learning strategies ... Read More

Effect of Gender – Oriented Content Familiarity and Test Type on Reading Comprehension

Elahe Sotoudehnama; marjan Asadian

Volume 30, Issue 2 , July 2011, , Pages 155-178

https://doi.org/10.22099/jtls.2012.388

Abstract

One important issue that any material or test designer should bear in mind is to be careful about developing teaching and testing reading materials which would not be to the benefit ... Read More

The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners' Writing Performance

Hossein Vahid Dastjerdi; maryam Shirzad

Volume 29, Issue 2 , June 2010, , Pages 155-174

https://doi.org/10.22099/jtls.2012.412

Abstract

The current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced, intermediate, and elementary EFL learners’ writing performance. ... Read More

The Absence of ‘Paucity’ & ‘Momentariness’: Two New Components of Magical Realism in Günter Grass's The Tin Drum

Hamid Reza Kasikhan

Volume 31, Issue 2 , July 2012, , Pages 155-169

https://doi.org/10.22099/jtls.2012.502

Abstract

This article presents the question whether it is correct to classify Günter Grass’s The Tin Drum as a work of magical realism. A brief scrutiny of the elements of magical ... Read More

On the Representation of Bloom's Revised Taxonomy in Interchange Coursebooks

Seyyed Ayatolah Razmjoo; Elahe Kazempourfard

Volume 31, Issue 1 , May 2012, , Pages 171-204

https://doi.org/10.22099/jtls.2012.336

Abstract

This study intends to evaluate Interchange series (2005), which are still fundamental coursebooks in the EFL curriculum settings, in terms of learning objectives in Bloom’s Revised ... Read More

An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic

Siamak Rahimi; Behzad Ghonsooly; Afsheen Rezai

Volume 40, Issue 3 , August 2021, , Pages 197-231

https://doi.org/10.22099/jtls.2021.39788.2946

Abstract

With the abrupt emergence and dissemination of the COVID-19 pandemic, the traditional face-to-face classes were replaced by online classes in Iran. This quick shift has put great demands ... Read More

Socio-cultural Patterns in Iranian High School Textbooks from the View point of Motivation for Research

Saeed Ketabi; Mohammad Reza Talebinezhad

Volume 28, Issue 1 , July 2009, , Pages 41-69

https://doi.org/10.22099/jtls.2012.257

Abstract

Introduction One very important aspect of any textbook is its content in terms of the motivation it creates in the readers. This is specifically true in EFL textbooks where the learners ... Read More Introduction One very important aspect of any textbook is its content in terms of the motivation it creates in the readers. This is specifically true in EFL textbooks where the learners need more than just content since content-wise, such books are not very much different from the learners’ world knowledge level. That is why material developers working in this area are usually consciously choosing content which interests the users of the texts more than just the ordinary content they design for the level of proficiency they presuppose in developing the texts. High school texts developed in Iran seem to fail to meet the standards normally used in the preparation of materials of this type. The reason for this drawback might be cultural in that the socio-cultural patterns observed tend to be those dictated by the authorities not very much aware of standards universally observed in the development of ELT materials. Incorporating the cultural and social aspects of language based on a sound basis in such texts is an important issue which seems to have been neglected. The present paper, therefore, investigates some cultural and social patterns in Iranian high school textbooks from the view point of motivation for research. The major question in this study is the following: Do socio-cultural patterns incorporated in ELT books used in high schools in Iran motivate the learners for research on their own in their area of study? Method This study is post-facto in nature since we compare two types of texts prepared diachronically, i.e. texts prepared before the Islamic Revolution and those prepared in the past 30 years. The rationale for the selection of these two groups of texts is that the authors had a hunch and the situation was not very much different in the two periods of time in question, i.e. in terms of the type of materials prepared, despite the significant changes both in the academic study of English as a foreign or second language and also in terms of the objectives of ELT in Iran. The model for analysis was that proposed by Talebinezhad & Aliakbari (2001). In their model, they take EIL in the sense Crystal (1997) suggests to be the paradigm we need to shift to. As Mackay (2002:1) says: “the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language.” The purpose of any material developed to teach English should therefore be to clarify these assumptions and advocate that they be considered in the design of English as an international language (EIL) teaching methods and materials. After reviewing some methods of teaching cultural and social aspects of language, three high school English textbooks in the two different periods mentioned are surveyed. The following three books were selected from the period before the Islamic Revolution for investigation: Manoochehri, P., Pazargadi, A., and Strin, J.(1354/1973). Graded English Book (1). Tehran: Iranian Educational Textbooks Organization. Manoochehri, P., Pazargadi, A., and Strin, J.(1354/1973). Graded English Book (2). Tehran: Iranian Educational Textbooks Organization. Manoochehri, P., Pazargadi, A., and Strin, J.(1355/1974). Graded English Book (3). Tehran: Iranian Educational Textbooks Organization. As from the time after the Islamic Revolution, the following three books were selected for analysis: Birjandi, P., Norouzi, M. and Mahmoodi, G. (1376/1997). English Book (1). Tehran: Iranian Educational Textbooks Printing and Publishing Company. Birjandi, P., Norouzi, M. and Mahmoodi, G. (1373/1994). English Book (2). Tehran: Iranian Educational Textbooks Printing and Publishing Company. Birjandi, P., Norouzi, M. and Mahmoodi, G. (1376/1997). English Book (3). Tehran: Iranian Educational Textbooks Printing and Publishing Company. Discussion and conclusion The findings show that the texts create very little motivation in the learners for research in general. One obvious reason statistically shown is the low number of passages on scientific issues as compared with ideological issues. Descriptive statistics are also presented to show how each text analyzed treats the issue of motivating the young learners who are in need of models for their education. Based on the analysis of the data and the findings, some suggestions are made as how to tackle the problem, among which the most important are the following: the necessity of paying special attention to the required framework for the present day Iranian society; incorporating cultural differences and an awareness of these differences for motivating learners to do research on their own; giving the learners models for their future research careers; and above all, providing a more constructive environment for ELT by increasing the number of hours students are exposed to English, either in the classroom or outside. This, however, does not seem to be possible without the help of the authorities interested in the development of educational interest in the pupils.

Engaging Strategies in Adam Bede

Samira Sasani; Amrollah Abjadian; Farideh Pourgiv; Parivn Ghasemi

Volume 29, Issue 3 , September 2010, , Pages 163-188

https://doi.org/10.22099/jtls.2012.420

Abstract

One of the narrative strategies employed in different ways by men and women writers is the presentation of narrator. The significance of narrator is so much that it differentiates between ... Read More

On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context

A Tahriri; Morteza Yamini

Volume 29, Issue 1 , March 2010, , Pages 165-183

https://doi.org/10.22099/jtls.2012.405

Abstract

This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end, a group of ten intermediate female ... Read More

Islam and Modernity: A Study of John Updike's Terrorist (2006)

hossein Pirnajmuddin; Maryam Salehnia

Volume 31, Issue 2 , July 2012, , Pages 171-186

https://doi.org/10.22099/jtls.2012.504

Abstract

The images of Muslims in media, literature and politics have been mostly black and white portrayals of a people alien to modernity, technology, civilization and progress. Since the ... Read More

Rhetorical Structure Analysis of EFLs’ Written Narratives of a Picture Story

hossein shokouhi; Fariba Shirali

Volume 30, Issue 2 , July 2011, , Pages 179-208

https://doi.org/10.22099/jtls.2012.389

Abstract

This study was set to reveal how second language learners use rhetorical relations in their written narratives in terms of Rhetorical Structure Theory (RST) primarily proposed by Mann ... Read More