@article { author = {Amin, Forough and Jalilifar, Alireza}, title = {The Disourse of War in the Middle East: Analysis of Syria's Civil Crises in English Editorials Published in Iran, Turkey and Saudi Arabia}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {1-21}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1725}, abstract = {This paper examines the relationships between language and ideology and how ideology is constructed and presented via different language choices in English editorials published in different socio-cultural contexts. Van Dijk’s (2000a) ideological square in terms of representation of the self and other was applied to the editorials. Through a comparative analysis of Iranian, Turkish and Saudi Arabian newspaper editorials with different ideologies, the study attempts to reveal how these ideologies are represented differently in the texts regarding civil crisis in Syria in 2012. It aims to show how writers, by using various strategies such as evil doing, humanitarianism, cause of crisis, and history as lesson manipulate the realizations of agency and power in the representation of action to produce particular meanings which are not always explicit for all readers. Data gathered for the analysis were 45 editorials from three newspapers of Tehran Times, Today Zaman, and Arab News during the first half of the year 2012 (15 from each). Careful selection of 6 editorials for qualitative analysis indicates that the three newspapers focus on different aspects of reality and, by using various language strategies, influence readers' understanding of the events.}, keywords = {Editorial,Ideological square,x-phemism,(De) legitimization}, url = {https://tesl.shirazu.ac.ir/article_1725.html}, eprint = {https://tesl.shirazu.ac.ir/article_1725_7716c098031b5b97b4e2fed2c2955f57.pdf} } @article { author = {Mirshamsi, Atefe sadat and Allami, Hamid}, title = {Metadiscourse Markers in the Discussion/Conclusion Section of Persian and English Master's Theses}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {23-40}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1706}, abstract = {Metadiscourse markers help writers make coherent and reader- friendly texts, thus of considerable importance in academic writing. The main aim of this study was to investigate how interactive and interactional metadiscourse markers are used by Iranian EFL learners. An inquiry was carried out to investigate cross-cultural similarities and differences in the use of metadiscourse markers in the Discussion and Conclusion sections of the master theses of three categories: native English speakers, native Persian speakers, and non-native English speakers. Following Hyland's (2005) metadiscourse taxonomy, a corpus of sixty master theses was investigated to search for metadiscourse markers. The results showed that native English writers used more interactive and interactional metadiscourse markers than native Persian and EFL learners which might stem from the insufficient awareness of EFL learners of the role of the metadiscourse markers, intercultural differences, and the fact that they do not usually receive explicit instruction on these devices in Persian academic context.}, keywords = {metadiscourse markers,interactive/interactional metadiscourse markers,cross-cultural,master thesis,academic writing}, url = {https://tesl.shirazu.ac.ir/article_1706.html}, eprint = {https://tesl.shirazu.ac.ir/article_1706_fec3bbe456514d788ecef6a1098bb4c0.pdf} } @article { author = {Roohani, Ali and Rabiei, Somayeh}, title = {Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {41-64}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1704}, abstract = {Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual strategy types with overall MI and individual intelligence types. Second, it explored the extent to which MI, L2 (i.e. English) proficiency, and gender would predict the EFL learners’ LLS. To these ends, 90 undergraduate EFL learners from several universities participated in this study. To collect the data, Strategy Inventory for Language Learning, Multiple Intelligences Developmental Assessment Scale, and a language proficiency test were used. Pearson product moment correlation and multiple regression analysis revealed a significantly positive relationship between the learners’ LLS and their MI and a weak relationship between L2 proficiency and LLS. Also, significant correlations were found between some strategy types and several individual intelligences with the highest correlation between intrapersonal intelligence and cognitive strategies, and the lowest one between naturalist intelligence and affective strategies. Besides, MI made a unique and positive contribution to L2 strategy use while proficiency and gender, though found as positive predictors, failed to make a significant contribution.}, keywords = {Strategies,proficiency,Multiple intelligences,gender}, url = {https://tesl.shirazu.ac.ir/article_1704.html}, eprint = {https://tesl.shirazu.ac.ir/article_1704_d2366c12a2199aabebcdf8b3a9ae14ce.pdf} } @article { author = {Saadat, Mahboobeh and Mehrpour, Saeed and Weisi, Hiwa}, title = {Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {27-50}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1707}, abstract = {Today in multilingual contexts, many parents prefer to rear their children in the dominant language rather than in their mother tongue. This phenomenon is widespread among native speakers of Kalhuri dialect of the Kurdish language in the multilingual context of Iran, too. Nevertheless, some studies have evidenced the privilege of bilinguals in learning an additional language though some others have provided counterevidence in this regard. The present study chiefly intended to see if there was any difference between Kalhuri Kurdish learners who had been reared monolingually (using Persian) and the ones who had been reared bilingually (using both Kalhuri and Persian) in terms of their achievement in English. In addition, it aimed at exploring the relationship between gender and socioeconomic status and bilinguality vs. monolinguality. To achieve these purposes, data were gathered from 200 bilingual and 200 monolingual Kurd students living in the city of Kermanshah whose parents' native language was the Kalhuri dialect of Kurdish. Results of data analyses indicated that though gender had no relationship with bilinguality and monolinguality, most students from low socioeconomic class were reared bilingually. Moreover, the students reared bilingually outperformed their monolingual counterparts in terms of achievement in English.}, keywords = {Bilingualism,Kalhuri Kurdish,English Language Achievement,gender,Social Class}, url = {https://tesl.shirazu.ac.ir/article_1707.html}, eprint = {https://tesl.shirazu.ac.ir/article_1707_d40d40827bcb29aa8a731b7ed2d34cc5.pdf} } @article { author = {Samadi Bahrami, (Amir) Hossein}, title = {Personality Development by means of Investment in L2 and its impact on EFL Proficiency: A survey of Iranian MA EFL students}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {83-105}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1705}, abstract = {Abstract Norton’s (1995) Investment Hypothesis in L2 learning that L2 learners who cherish and foresee a richer personality for themselves in their L2 context would thrive more diligently and consequently would both enrich their personality and achieve a higher proficiency in their new language was investigated in this study in the community of Iranian EFL students. The integration and mutual role between language and culture and their subsequent influence on the personality and EFL proficiency of 72 Iranian MA EFL students at Allameh Tabataba’i University were investigated. Personality features, confined to Multicultural Personality Traits (cultural empathy, open-mindedness, social initiative, emotional stability, and flexibility), were measured by using Multicultural Personality Questionnaire (MPQ) and an actual TOEFL was used to measure the participants’ EFL proficiency. Then the relationships between their MPTs and EFL proficiency were analyzed. It was found that when all participants were taken as EFL students, the correlation between their MPTs and EFL proficiency was not a high correlation, but when they were relatively classified into high, mid and low-proficiency groups, strong positive correlation between high-proficiency EFL students’ MPTs and their EFL proficiency was witnessed (r = .62), whereas the low-proficiency EFL students’ data indicated a very low correlation. The findings of this study confirmed the hypothesis that EFL students with a greater investment in their L2 as a means to develop an enriched personality had also achieved higher EFL proficiency.}, keywords = {identity reconstruction,Investment,language and identity,multicultural personality traits}, url = {https://tesl.shirazu.ac.ir/article_1705.html}, eprint = {https://tesl.shirazu.ac.ir/article_1705_7fd691ec4a4f3b64e5f4c7c495c0a83f.pdf} } @article { author = {Tharirian, Mohammad Hassan and Sadri, Elham}, title = {Peer Reviewers’ Comments on Research Articles Submitted by Iranian Researchers}, journal = {Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)}, volume = {32}, number = {3}, pages = {107-123}, year = {2013}, publisher = {Shiraz University Press}, issn = {2981-1546}, eissn = {2981-1546}, doi = {10.22099/jtls.2013.1558}, abstract = {The invisible hands of peer reviewers play a determining role in the eventual fate of submissions to international English-medium journals. This study builds on the assumption that non-native researchers and prospective academic authors may find the whole strive for publication, and more specifically, the tough review process, less threatening if they are aware of journal reviewers’ expectations and requirements. Such awareness may be fostered by addressing the characteristics of review genre and the most frequent comments made by the reviewers. To address such typical features, a corpus of reviewers’ reports on 32 manuscripts submitted by Iranian researchers in three fields of Engineering, Medicine, and Social Sciences was analyzed. The results of the analysis revealed that review reports followed a certain format and structure and most of the comments made by reviewers were on the content-based defects such as procedural infelicities, poor study design or ignoring the literature. Language-use comments, including lexico-grammatical problems, lack of clarity, spelling mistakes, and verbosity, ranked second in terms of frequency but since content failure often overlaps language-related issues they appeared to be as important. These findings may be of help for graduate students and novice authors who need to develop and improve skills for academic writing as well as EAP practitioners who devote effort to furnish materials to aid researchers in writing publications in English. Keywords: peer review process, reviewers’ reports, comment, content comment, language-use comment}, keywords = {peer review process,reviewers’ reports,Comment,content comment,language-use comment}, url = {https://tesl.shirazu.ac.ir/article_1558.html}, eprint = {https://tesl.shirazu.ac.ir/article_1558_5330a6e41e5c92562a2ceaf813606a9c.pdf} }