The importance and necessity of processing "Intercultural Communicative Competence" in the textbooks by the Ministry of Education
mohammad reza
doostizadeh
دانشگاه تهران
author
Fatemeh
Arzjani
مشارکت در نوشتن مقاله
author
text
article
2014
per
Intercultural communication is to be noted as a competence, with these competences can educate a learner not only the foreign language but also the culture of the alien society power.Of course, the basic conditions for the acquisition of these skills are, acquisition of the four language skills in general and taking note of grammatical and discursive competence in individuals.The role of textbooks can not be denied for the realization of this potential.The Presentation the cultural themes in a textbook should be the acquisition of such competence.This article analyzes the theories of intercultural communication competence in terms of both the opportunities and signs of the acquisition of these competences and focussed on the role of textbooks to it.Therefore, this study examines the text books of German pre-university education with special attention to intercultural competence theories as well as study on the theories which check the text books,and in this regard, not only non-recognition of intercultural Communication competence will be determined in this textbook, but also the orientation to German culture specifies.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
167
190
https://jflr.ut.ac.ir/article_62308_1898e9d66346459d895adc1d6e6797e4.pdf
dx.doi.org/10.22059/jflr.2014.62308
Strategic Planning and Accuracy and Fluency in Second Language Acquisition
Abbas Ali
Rezaee
University of Tehran
author
Mostafa
Mehdizadeh
University of Tehran
author
text
article
2014
per
This study set out to investigate the differential effects of unguided strategic planning on the accuracy and fluency of low-, mid-, and high-proficiency learners’ oral production. Sixty participants were assigned to two equal groups of low- and mid-proficiency. Thirty English major graduate students of the University of Tehran, Iran, were also assigned to a high-proficiency group. The participants within each proficiency group were divided into two groups of unguided strategic planning (USP) and no planning (NP), and their oral productions of a narrative picture story task were audio-recorded, transcribed, segmented, coded, and scored for measures of accuracy and fluency. The results of a set of t-tests revealed that the mid-proficiency participants benefited most from strategic planning, as both the accuracy and fluency of their oral production improved. Low-proficiency participants, in contrast, showed no sign of improved accuracy or fluency under the SP condition. High-proficiency participants also demonstrated higher fluency after the strategic planning opportunity. The findings of the study are discussed within the wider framework of Task-Based Language Teaching (TBLT).
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
191
214
https://jflr.ut.ac.ir/article_62309_be7c25cd130ecd5c3f6f9b7f5b88bf11.pdf
dx.doi.org/10.22059/jflr.2014.62309
Semiotic Study of Sepehri's Mosafer (Passenger)
(Based on the Structural Semiotics; Riffaterre and Jakobson's Model)
مهوش
خواجوی
دبیر آموزش وپرورش
author
فرهاد
طهماسبی
عضو هیئت علمی دانشگاه آزاد اسلامی واحد اسلامشهر
author
text
article
2014
per
Structural semiotics is interested in finding signs in a text and structuralists look for meanings in the relations among text components. Relying on creative reading, they try to find signs to achieve the correct context. Structuralism is compatible with the "reception" theory. Before introduction of structuralism, texts were influenced by authors. However, upon the introduction of the "Death of the Author" theory by Roland Barthes, the reader as well as creative and heuristic reading of texts obtained prominence. After Barthes, several theorists turned to reading contexts through different perspectives Riffaterre, argues that the concept and meaning of a context is the result of the findings and expectations of the reader Jakobson, refers to the speaker, the audience, the theme, the message, the communication channel and the code as the constituent factors of a message which also includes text. He describes these factors as determinants and processors of the six aspects of a language (i.e. conative, phatic, referential, meta-lingual, expressive and poetic aspects). In study, an attempt is made to show that analyzing Mosafer poem through Riffaterre and Jakobson's structural model would lead to a creative reading of poem. The first part of paper introduces the theoretical approach of Riffaterre and subsequently commences the reading of Mosafer. The second part starts with an introduction to Jakobson's communication model and determines the text's message based on this model. The result of this study indicates that although both models lead to similar perceptions and findings, Riffaterre's model seems more effective and more expansible.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
215
242
https://jflr.ut.ac.ir/article_62311_6afc8f59206ace34a81ccbf6f27d264f.pdf
dx.doi.org/10.22059/jflr.2014.62311
Evaluating Professional competence of adult-level EFL teachers in the Iranian English language teaching private sector
ملیحه السادات
موسوی
پیام نور
author
محمودرضا
عطایی
دانشگاه خوارزمی
author
عصمت
بابایی
دانشگاه خوارزمی
author
text
article
2014
per
Abstract Quality assurance and accountability of EFL teachers in the educational context are the main aims of standard-based evaluation. This study aimed at evaluating professional competence of in-service adult-level EFL teachers in the private sector. To this end, the self-assessment questionnaire was responded by 385 EFL teachers working in the private sector in South, North, East, West, and Center of Iran. Moreover, 32 EFL classes in the private sector were observed in Tehran and Suburbs of Tehran and 25 EFL teachers working in private sector in different parts of Iran were also interviewed. Indeed, the findings of the present study unraveled the strength and weakness of adult-level EFL teachers in five domains of professional competence including describing language and understanding language acquisition and development processes, intercultural skill, assessment skill, professionalism skills, and planning, implementing, and managing instruction. The results of the present study may have potentially significant implications for Iranian ELT policy making, ELT program development, teacher education, and teacher training.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
243
266
https://jflr.ut.ac.ir/article_62312_59f6871f39a57c8a561f653e940e09c7.pdf
dx.doi.org/10.22059/jflr.2014.62312
Recitation, an effective learning tool but absent in the structure of foreign language education in Iran
Azine
Hossein-Zadeh
assistant professeur-universite Hakim Sabzevari
author
الهام
علیزاده
مدرس گروه فرانسه
author
text
article
2014
per
In the contemporary world, how to speak a foreign language has become the most controversial category, and many theorists have used various tools to stress on it. Recitation is one of those tools that has been used in past decades in our country. Especially in international bilingual schools there have been frequently used. And at the academic record of students, these grades were inserted for that course. However after the victory of Revolution and the following of abolition of such schools recitation was out and gradually was forgotten. In this essay by the use of free research we have tried by the citing statics and experiences of some of the students that have studied at that schools and now are teaching foreign languages at colleges or institutes, and also with utilization of this method in French classes of Hakim Sabzevari university, between two groups of students, one by recitation and the other without it, show the undeniable contribution of this tool and emphasize on using this method again as before.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
267
286
https://jflr.ut.ac.ir/article_62313_8bffb8b440dbc521addb607fe0a1ae4d.pdf
dx.doi.org/10.22059/jflr.2014.62313
The Interplay between Feedback Types,
Self-Regulated Learning, and Writing Achievement
shahrzad
Amini
English department
Tehran university
Tehran
Iran
author
رضا
غفارثمر
دانشگاه تربیت مدرس
author
مجید
نعمتی
دانشگاه تهران
author
text
article
2014
per
This study intended to investigate the relationship among feedback types, self-regulated learning, and writing achievement. To this end, a type of the non-randomized control group pre-test post-test design, was applied, where three experimental groups, for the three types of feedback as treatments, and a control group were postulated, each including about 30 Iranian EFL students, who were pre-post tested through the Academic Self-Regulated Learning Scale (ASRL-S) questionnaire, and whose writings were inter-rated both before and after the treatments. The results of the one-way between-groups ANOVA indicated a statistically insignificant difference between the self-regulatory ability of the four groups with respect to the type of feedback they received. Moreover, the results of paired samples t-test showed a statistically insignificant difference in all the four within-group self-regulatory abilities from pretest to posttest. Furthermore, the results of Pearson product-moment correlation coefficient indicated a small positive correlation between self-regulatory learning and writing achievement with teacher feedback; however, small negative correlations were revealed between self-regulatory learning and writing achievement with peer, computer-assisted, and no feedback.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
287
316
https://jflr.ut.ac.ir/article_62314_bb5d352d47e20a8fcaf381f00c8bdb2b.pdf
dx.doi.org/10.22059/jflr.2014.62314
Teaching Persian to Speakers of Other Languages Based on Storytelling Approach; with the Emphasis on Mathnawi Tales
Mohammadjavad
Hadizadeh
دانشجوی دکتری زبان و ادبیات فارسی دانشگاه فردوسی مشهد
author
محمد
تقوی
دانشیار زبان و ادبیات فارسی و عضو شورای علمی مرکز آموزش زبان فارسی دانشگاه فردوسی مشهد
author
text
article
2014
per
With the development of second language teaching since the beginning of the nineteenth century, approaches and methods such as grammar-translation method, audio-lingual method and direct method have been employed in this field; several content-based approaches was also emerged by introducing the theory of communicative language teaching. Story-based instruction is considered as one the major approaches of second language teaching, which is introduced in the present paper, and it is shown that it can be considered as an efficient approach for teaching Persian language to the non-Persians. After reviewing the various methods of language teaching and explaining the importance of each one, this paper has emphasized on teaching language skills through storytelling. Among the stories in Persian language, Masnavi stories are selected as an authoritative resource for producing educational content, which are derived from human common values. In addition to introducing various aspects of Islamic Iranian culture, a native approach in teaching Persian language to the non-Persians would be achievable through this choice.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
317
340
https://jflr.ut.ac.ir/article_62316_e8dc2756032caab388edf5893ffa514f.pdf
dx.doi.org/10.22059/jflr.2014.62316
An Investigation into the Role of Culture within Cooperative Learning: The Cognitive Drivers
Sayyed Mohammad
Alavi
Professor, English Language and Literature Department, Faculty of Foreign
Languages and Literatures, University of Tehran, Tehran, I.R. Iran
author
Mohammad
Tamimy
English Department, Alborz University, Qazvin, Iran
author
text
article
2014
per
This study attempts to investigate how culture affects the cognitive drivers of Cooperative Learning (CL) so that the way for the culturally responsive education, as an imperative for sustainable development, is further paved. For this purpose, perceptions of 241 and 200 Iranian learners of English as a Foreign Language (EFL), arrived at through convenience sampling, were respectively solicited about their culture and experience of group work using two questionnaires whose constructs’ psychometric properties were double checked using CFA and Rasch. The data were analyzed using forced entry multiple regression and the results suggest that: (a) the cultural factors can significantly predict the cognitive drivers of CL and as a result, its classroom practice can be troubled by mismatching cultural factors including assertiveness and future orientation; (b) the role of culture, notwithstanding its significance, is not too big to have CL simply abandoned on the pretext of neo-colonialism; (c) contextualized teacher development is necessary to have CL effectively implemented.
Journal of Foreign Language Research
The University of Tehran
2588-4123
4
v.
2
no.
2014
341
372
https://jflr.ut.ac.ir/article_62317_05b6e95d55a1f09c1806113e1e66f38f.pdf
dx.doi.org/10.22059/jflr.2014.62317