پرویز البرزی ورکی هیئت علمی دانشگاه author text article 2017 per The purpose of this research is to find different patterns of word-formation meaning of German nouns ending in –(er)ei. These patterns despite being not very productive at the present time are of great importance for understanding the meanings of words according to a diversity of derived words. Data and initial research findings of the currently paper are adapted from the field of word-formation of German references. Secondary findings are the results of my research achievements. Choosing any of the varieties of –ei and –erei is dependent on the last phoneme of the verbal or nominal stem. Nouns ending in the suffix –(er)ei benefit from different patterns of word-formation meaning, only four patterns consist of action noun, consequence noun, locative noun and collective noun. It may contain one or more of the word-formation meaning. In addition to the original meaning the action noun may also be used for a pejorative connotation. The University of Tehran 2588-4123 7 v. 1 no. 2017 5 26 https://jflr.ut.ac.ir/article_63879_ad386af88d5447dfbc8a4c6de8bce2e2.pdf dx.doi.org/10.22059/jflr.2017.236419.350 Nasibeh Bagherpour Ph.D. candidate in Applied Linguistics, Islamic Azad University, Research and Science Branch, Tehran, Iran author Mojgan Rashtchi TEFL Department, Faculty of Foreign Languages, Islamic Azad University, North Tehran Branch, Iran author text article 2017 per The present study was an attempt to investigate the significance of environmental changes on the development of writing in EFL context with respect to the individual and compared impacts of collaboration, asynchronous computer mediation (ACM), and individual learning on the writing fluency of EFL learners. To this end, four intact writing classes were designated as Collaborative Face to Face group, Asynchronous Computer Mediation group, Individual Face to Face and Control group. The three experimental groups received scaffolding instructions on narrative essays. The three mentioned groups went through the working in pairs (CFFG), working asynchronously through a researcher-designed website (ACMG), and working individually in a conventional classroom setting (IFFG). The results showed that CFFG improved in terms of fluency and positive impact of Collaborative approach over the ACMG and IFFG. The findings emphasized the benefits of pair work and showed that learners working in pairs were more fluent in their writing. The University of Tehran 2588-4123 7 v. 1 no. 2017 27 52 https://jflr.ut.ac.ir/article_63880_013db930acdc808b1287477f2751115f.pdf dx.doi.org/10.22059/jflr.2017.232042.328 Mostafa Pourhaji Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran author text article 2017 per This study aimed to examine the effect of running a teacher education program informed by meaning-oriented-context (MOC) sustainability framework on the mean lengths of time on such a context in EFL classes. To this aim, 30 teachers and 300 learners were randomly assigned to an experimental and a control group. Upon making sure of no significant initial difference in the mean lengths of time on MOCs between the two groups, the teachers in the experimental group received treatment whereas the teachers in the control group received no treatment. Then, each of the teachers in both groups was assigned a specific unit from a textbook to teach over three sessions. Afterwards, the mean lengths of time on MOCs were measured in minute and compared between the two groups using an independent-samples t-test. Analyses of the data showed a significant effect for MOC sustainability framework in the sense that there was a significant difference in the mean lengths of time on the context between the experimental and control groups after the intervention. The University of Tehran 2588-4123 7 v. 1 no. 2017 53 78 https://jflr.ut.ac.ir/article_63881_1ddb7dc4584898536667b1ab13ebad58.pdf dx.doi.org/10.22059/jflr.2017.235279.345 Robab Khosravi University of Zanjan author Seyedeh Arezoo Rafie University of Zanjan author text article 2017 per Learners of English as a foreign language (EFL learners) are the products of degree of identity conflict experienced while learning a language. Learning English means crossing the boundaries of one’s home culture into a foreign culture – a challenging cross-cultural experience influencing one’s home culture attachment (Pishghadam & Ordoubady 2011). In this study, 80 EFL learners of University of Zanjan participated in this project. They were asked to fill in the Home Culture Attachment Scale (HCAS) (Pishghadam 2012). Also, Schutte Emotional Intelligence Scale (SEIS) (Schutte et. al 1998) was used to assess emotional intelligence. The results of the study indicated that there is statically positive correlation between EI and deculturation. Due to the importance of English language learning in Iran and its impact on identity change, investigating the influence of cultural contact on learners in the process of language learning can shed light on the Iranian context of English language learning. The University of Tehran 2588-4123 7 v. 1 no. 2017 79 98 https://jflr.ut.ac.ir/article_63882_b692021e77f56ed5b8e19e9ed2d5298e.pdf dx.doi.org/10.22059/jflr.2017.234816.342 Ali Roohani English Department, Shahrekord University author khadijeh dayeri English Department, Shahrekord University author text article 2017 per Given the vital role of images in conveying meanings in books, the current study analyzed the images of English high school textbooks (Prospect 1, Prospect 2, and Prospect 3) from an ontogenetic perspective. More specifically, It investigated the developmental changes of the representational mode in the images, both quantitatively and qualitatively, based on the Kress and van Leeuwen’s (2006) social semiotic framework. Results revealed that there was no relevant pattern in the image use in line with the semiotic framework, given high school students’ developmental growth. The analysis of three aspects of representational mode, including processes, participants, and settings, showed that changes from narrative to conceptual processes, specifics to generics, cartoons to photographs, and local to non-local settings did not exist in these three textbooks. The findings of the study can help English textbook writers increase their awareness and knowledge regarding the role of images in the students’ learning process. The University of Tehran 2588-4123 7 v. 1 no. 2017 99 128 https://jflr.ut.ac.ir/article_63883_93f24e3cb6109cb89da7bd8d708f1e6e.pdf dx.doi.org/10.22059/jflr.2017.231031.325 Fatemeh Rouhi Iran language institute, Teheran author Hoda Dargahi Tarki Iran Language Institute, Teheran author text article 2017 per Recent studies on assessment of Iranian learners’ motives has answered the two following questions; first, do learners’ motives of learning German language play a role on choosing an institute. Second, what type of outcomes do the motives and the purpose of german language learners have on an educational procedure? On this descriptive survey research using Likert scale on 150 Iranian german language learners in the two targeted groups in which one had studied in an Iranian institute and the other participated in a German language institute in Iran. Early findings have shown the difference in learning motives and the reason of choosing an institute in the two groups. Therefore the role of "difference in motives" in choosing a location for learning has been confirmed. The other achieved result was the educational books of German language, which are compiled in German are suitable for those learners who are planning to migrate to that area, therefore designing and complying of local content is necessary. The University of Tehran 2588-4123 7 v. 1 no. 2017 129 152 https://jflr.ut.ac.ir/article_63884_f99e7a8912a0afa6f9cbf4a77d79408f.pdf dx.doi.org/10.22059/jflr.2017.232010.327 Mohsen Shirazizadeh English Department, Alzahra University author Shahab Moradkhani Department of English language and Literature, Razi University author Mahboubeh Karimpour Alzahra University author text article 2017 per This study investigated the relationships among perfectionism, writing anxiety and writing achievement among Iranian EFL learners. To this end, a sample of 402 second year undergraduate students of English filled out the perfectionism and writing anxiety questionnaires. Students’ writing achievement was also obtained through their final writing scores at the end of the semester. In the first stage of data analysis, the results of descriptive statistics, correlation and multiple regression indicated that from among the three types of perfectionism, socially prescribed perfectionism is the best predictor of writing anxiety. Writing anxiety, self-oriented perfectionism and socially prescribed perfectionism were found to be significant predictors of writing achievement, respectively. In the second stage of data analysis, a hypothetical model of the relationship between the variables was proposed based on the findings of the first part. IThe results of path analysis revealed that despite the existence of a significant relationship between each pair of variables, the model proposed here did not have sufficiently high goodness of fit as a whole. The University of Tehran 2588-4123 7 v. 1 no. 2017 153 178 https://jflr.ut.ac.ir/article_63885_aeff55451387d358b94f1c23054196fe.pdf dx.doi.org/10.22059/jflr.2017.235551.346 Alireza Ameri English Department, Faculty of Foreign Languages and Literature, Islamic Azad University, South Tehran Branch author Zahra Pourniksefat دانشکده ادبیات و زبانهای خارجی author text article 2017 per The plethora of research thus far conducted on writing proficiency reveals the fact that in construction of written discourse, writers do not attain a well-written composition from its inception. They, nonetheless, undergo different recursive processes which are transpired during composition. The purpose of this qualitative research was to explore the processes of editing and revision which were involved in writing four academic text genres. To this end, the researchers proposed three research questions and employed think-aloud protocol through which the participants needed to verbalize all their thought processes while performing the composition tasks. The collected data, then, went through content analysis based on a three-step procedure proposed in grounded theory. The results offered four main processes of planning, formulating, evaluating, and reformulating. The editing and revision processes were then subdivided into different sub-processes of insertion, deletion, substitution, transposition, rephrasing and correction. The research highlights the significance of editing and revision processes in teaching academic writing, as its main pedagogical implication. The University of Tehran 2588-4123 7 v. 1 no. 2017 179 202 https://jflr.ut.ac.ir/article_63886_a2ccc7467d2d62d54c93586c506f7309.pdf dx.doi.org/10.22059/jflr.2017.236654.352 Gholam-Reza Abbasian Head of English Dept author مهدی کوشا دانشگاه آزاد اسلامی author text article 2017 per this study investigated the assessment literacy status of Iranian EFL and field specialist ESP teachers to see the extent to which their levels of assessment literacy are compatible. To this purpose, a mix-method, exploratory design approach consisting of two phases (i.e, quantitative and qualitative) aimed at collecting data from 80 Iranian university teachers who sit for both a questionnaire and a semi-structured interview. Analyses of the data showed that first Iranian EFL university teachers and field specialist ESP university teachers do not have acceptable level of assessment literacy and second there are significant differences among them on the nine sub-scales of assessment literacy. Though the EFL university teachers showed higher assessment literacy level than the field specialist ESP university teachers, both groups suffer from significant deficiencies which not only indicate weaknesses in EFL teacher education programs as far as language testing and assessment are concerned, but also are persuasive enough to render specific assessment education for each group involved in foreign language teaching programs. The University of Tehran 2588-4123 7 v. 1 no. 2017 203 232 https://jflr.ut.ac.ir/article_63887_e1cdc6efa2f2ce3572dd1af404c7c9d6.pdf dx.doi.org/10.22059/jflr.2017.229033.322 قاسم مدرسی دانشگاه آزاد قوچان author Behzad Salarvand English Teacher, Tehran, Iran author text article 2017 per The present study, as an initial attempt, examined the relationship between translation students’ cognition and their translation ability from English into Persian language. Initially, the researchers tried to find out the most commonalities emerged from the interviews with the experts and University teachers regarding translation students’ cognition. The construct validity of the factor structure of the questionnaire was determined through EFA, including two phases of pilot study. Using Structural Equation Modeling, the validity of the measurement models was also examined through goodness-of-fit indices. The validated questionnaire, named Translation Students’ Cognition (TSC), included four underlying constructs. Then, the researchers examined the relationship between students’ scores on TSC and translation ability, and the results revealed a large, positive correlation between learners' cognition and their ability on translation [r=–.65, n=42, p<.05]. An implication of the study is for translation learners to focus on those aspects of their mental life that motivate or re-motivate them to involve themselves in translation. The University of Tehran 2588-4123 7 v. 1 no. 2017 233 250 https://jflr.ut.ac.ir/article_63888_7f713ec613b93e6f95d06aa9e42b23c5.pdf dx.doi.org/10.22059/jflr.2017.233352.336 Zohreh Nafissi Department of English Language and Literature, Faculty of Literature, Languages and History, Alzahra University, Tehran, Iran author marjan vosoughi faculty member author text article 2017 per In this study, the effect of dialogue journal writing (DJW), as an influential narrative-type activity was surveyed on the EFL academic achievements of some sixty-seven Iranian university students (male and female) with a low Emotional Intelligence (EI) index was explored. To this aim, Five EI scales including 'Problem solving' (PS), 'Emotional self-awareness' (ESA), 'Interpersonal relations' (IR), 'Assertiveness' (AS) and 'Reality Testing' (RT). The results for linear regression analyses indicated that among the five EI scales, problem solving (PS) index, though significantly predicting more success in final language tests, could have less predicted success among the target population (0.04<0.05). In the end, possible pedagogical implications of the study were discussed for utilizing reflective tools concerning the psychological characteristics of the learners for whom such reflective tools are suggested to be applied in EFL settings. This was aligned with communicative skills that target students with low EI in this research were concerned with. The University of Tehran 2588-4123 7 v. 1 no. 2017 251 270 https://jflr.ut.ac.ir/article_63889_43e31a884a2b26999ef0f1fb778bfb25.pdf dx.doi.org/10.22059/jflr.2017.231457.326 Leila Vafaei English Department, Qom Branch, Islamic Azad University, Qom, Iran author Narjess Ashari tabar English Department, Qom Branch, Islamic Azad University, Qom, Iran author text article 2017 per The present study investigated the influence of self-monitoring strategy of copy-cover-compare and immediate self-correction techniques on Iranian EFL learners’ spelling ability. Following a quasi-experimental design, the researcher selected 94 ninth grade female students from three intact classes (two experimental groups and one control group). To ensure the homogeneity, she administered Nelson English language test at elementary level. A teacher-made piloted dictation test was applied as pre-test and immediate /delayed post-tests. After teaching thirty five target words from ninth grade text book in eight sessions, immediate post-test was applied. In order to check its durable effect, the researcher administered the delayed post-test after 25 days interval. The results of one-way ANCOVA revealed that the participants of CCC group outperformed the other participants in both immediate and delayed post-tests and this technique impacted retention of words. The results of this study recommend teachers to use this technique in their classrooms to make more dynamic learning and teaching process for strengthening students’ dictation. The University of Tehran 2588-4123 7 v. 1 no. 2017 271 299 https://jflr.ut.ac.ir/article_63890_25319d20d126e900550072e463ab411f.pdf dx.doi.org/10.22059/jflr.2017.232225.331