The University of TehranJournal of Foreign Language Research2588-412311420211222English as Lingua Franca: Perspectives from Pre-service and in-service English teachers in Iran: Perspectives from Pre-service and in-service English teachers in IranEnglish as Lingua Franca: Perspectives from Pre-service and in-service English teachers in Iran: Perspectives from Pre-service and in-service English teachers in Iran6056258438610.22059/jflr.2021.323783.839FAMehriJalaliEnglish Language Department, Farhangian University, Tehran, IranJournal Article20210514The present study tried to shed more light on the existing trend of English as a Lingua Franca (ELF), which is steadily overlooking the long lasting beliefs in the ELT field but it appears that Iranian pre and in-service voices have been underrepresented in this regard. To properly represent them, their attitudes toward ELF were examined. To collect data in a quantitative design the EFL attitude questionnaire consisting of four components designed and validated by Curran and Chern (2017) was employed. The questionnaire was distributed among 91 pre and 85 in-service EFL teachers randomly selected. The descriptive analysis of the data showed that both groups of the participants positively agree, with the statements concerning the use of English for communication, the role of language and culture and language used in classroom context. However, an underlying tendency towards native speakers’ (NS) norms was also found based on the analysis of the participants’ answers to the statements related to the models of English. Moreover, comparing the groups’ means by using an independent t-test did not reveal any significant difference between the pre- and in-service teachers’ attitudes towards ELF. Findings of the study might have implications for teacher-educators, materials developers and EFL teachers.The present study tried to shed more light on the existing trend of English as a Lingua Franca (ELF), which is steadily overlooking the long lasting beliefs in the ELT field but it appears that Iranian pre and in-service voices have been underrepresented in this regard. To properly represent them, their attitudes toward ELF were examined. To collect data in a quantitative design the EFL attitude questionnaire consisting of four components designed and validated by Curran and Chern (2017) was employed. The questionnaire was distributed among 91 pre and 85 in-service EFL teachers randomly selected. The descriptive analysis of the data showed that both groups of the participants positively agree, with the statements concerning the use of English for communication, the role of language and culture and language used in classroom context. However, an underlying tendency towards native speakers’ (NS) norms was also found based on the analysis of the participants’ answers to the statements related to the models of English. Moreover, comparing the groups’ means by using an independent t-test did not reveal any significant difference between the pre- and in-service teachers’ attitudes towards ELF. Findings of the study might have implications for teacher-educators, materials developers and EFL teachers.https://jflr.ut.ac.ir/article_84386_21d3757a0e61536730ce613e71d4179b.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222The Process of Language User Identity from Linguistic Neoteny PerspectiveThe Process of Language User Identity from Linguistic Neoteny Perspective6266388515710.22059/jflr.2021.324143.844FARouhollahRezapourFrench Translation Departement, Faculty of Persian Litterature and Foreigne Languages, Allameh Tabataba'i University, Tehran, IranMarjanFarjahFrench Translation Departement, Faculty of Persian Litterature and Foreigne Languages, Allameh Tabataba'i University, Tehran, IranJournal Article20210520Bilingualism and second language learning is a complex process in which teaching presents a variety of topics for the language user to learn the syntactic system, its components and the level of the four skills. The more you learn the language, the higher the levels of these skills become and more the user becomes proficient in language communication. The teaching standard evaluates the degree to which these four skills are enhanced. But according to linguistic neoteny, the user's identity interacts with all languages, even those he does not own. All the training tips are used for the user's language proficiency, and language proficiency is not just about evaluating language skills. Linguistic Neoteny examines language learning in the final stage of training, ie. language proficiency, in which the language identity that the user acquires plays a key role in learning a language. In this article, using the bilingual attitude and language ownership proposed by Linguistic neoteny, we analyze the language user at different stages of linguistic contact with languages. We will see that a monolingual and mono identity user can not have a linguistic connection by having the same monotony, and he cannot own both languages equally. Despite the user's knowledge of the basic language system, he needs to put his linguistic identity in an essential process.Bilingualism and second language learning is a complex process in which teaching presents a variety of topics for the language user to learn the syntactic system, its components and the level of the four skills. The more you learn the language, the higher the levels of these skills become and more the user becomes proficient in language communication. The teaching standard evaluates the degree to which these four skills are enhanced. But according to linguistic neoteny, the user's identity interacts with all languages, even those he does not own. All the training tips are used for the user's language proficiency, and language proficiency is not just about evaluating language skills. Linguistic Neoteny examines language learning in the final stage of training, ie. language proficiency, in which the language identity that the user acquires plays a key role in learning a language. In this article, using the bilingual attitude and language ownership proposed by Linguistic neoteny, we analyze the language user at different stages of linguistic contact with languages. We will see that a monolingual and mono identity user can not have a linguistic connection by having the same monotony, and he cannot own both languages equally. Despite the user's knowledge of the basic language system, he needs to put his linguistic identity in an essential process.https://jflr.ut.ac.ir/article_85157_c5728beaca2f9c3b9ee1d9852275c066.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222A Comparative Study of the Educational Approaches of Carl Rogers and Vasily Davydov in Russian Language ClassesA Comparative Study of the Educational Approaches of Carl Rogers and Vasily Davydov in Russian Language Classes6396548438310.22059/jflr.2021.328356.873FAVajiheRezvaniDepartment of Russian language , Faculty of Literature, Alzahra University, Tehran, IranJournal Article20210805Abstract<br /><br />The purpose of this article is to identify the commonalities between the views of Vasily Vasilievich Davidov and Carl Rogers on teaching methods and teaching ability as a key topic of discussion in modern education. The sources of personality development in developer education and the role of the teacher in developer teaching are discussed. The concept of "relationship with position" will be explored in Davidov's views as preconditions for a new philosophy of education. In this study, we intend to test the hypothesis of strengthening teacher-student interaction and its effect on improving self-confidence and greater productivity in language classes. Relying on the opinions of Rogers and Davidov, we developed a questionnaire to explain the impact of these educational approaches, which were answered by 147 students from Tehran universities studying Russian. From doing this research, we are looking to find out which of the above educational approaches can be more effective? Do all students agree with one teaching method? And the result of the answers confirms the students' acceptance of methods that interactive synergy and strengthen self-confidence, self-efficacy and, consequently, the maximum productivity of students in the educational process.<br /><br />Keywords: Developer Training, Teaching Ability, Personality Development, Carl Richards, Vasily Davydov.Abstract<br /><br />The purpose of this article is to identify the commonalities between the views of Vasily Vasilievich Davidov and Carl Rogers on teaching methods and teaching ability as a key topic of discussion in modern education. The sources of personality development in developer education and the role of the teacher in developer teaching are discussed. The concept of "relationship with position" will be explored in Davidov's views as preconditions for a new philosophy of education. In this study, we intend to test the hypothesis of strengthening teacher-student interaction and its effect on improving self-confidence and greater productivity in language classes. Relying on the opinions of Rogers and Davidov, we developed a questionnaire to explain the impact of these educational approaches, which were answered by 147 students from Tehran universities studying Russian. From doing this research, we are looking to find out which of the above educational approaches can be more effective? Do all students agree with one teaching method? And the result of the answers confirms the students' acceptance of methods that interactive synergy and strengthen self-confidence, self-efficacy and, consequently, the maximum productivity of students in the educational process.<br /><br />Keywords: Developer Training, Teaching Ability, Personality Development, Carl Richards, Vasily Davydov.https://jflr.ut.ac.ir/article_84383_e5f660c6d6f10de30f1c9d887c2bf595.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222An Investigation of Macro and Micro Politeness Strategies in Iranian Junior and Senior High schools' English TextbooksAn Investigation of Macro and Micro Politeness Strategies in Iranian Junior and Senior High schools' English Textbooks6556818439110.22059/jflr.2019.270694.582FAAli AkbarKhomeijani FarahaniEnglish Department, Faculty of Foreign Languages, University of Tehran, Tehran, IranDavoudBorzabadi FarahaniEnglish Department, Faculty of Foreign Languages, University of Tehran, Tehran, IranEshrat AlsadatBazarmaj HaghiEnglish Department, Faculty of Foreign Languages, University of Tehran, Tehran, IranJournal Article20181202The present study analyzes the high schools' English textbooks from the pragmatic aspect. The primary aim of the study is to investigate the macro and micro politeness strategies used in textbooks' dialogues based on Brown and Levinsons' (1987) Politeness Theory. The secondary aim of the study is to find out whether there is a significant relationship between textbooks' levels and the amount of politeness strategies used in them. Therefore, the frequencies and percentages of macro and micro politeness strategies were specified. Moreover, Pearson Correlation Test was used to find out the relationship between textbooks' levels and the amount of politeness strategies used in them. The results indicated that all types of macro politeness strategies were used; however, there is a huge difference among the frequencies of the macro and micro politeness strategies. Moreover, it was found out that as the as the textbooks' levels are increased, the amount of politeness strategies used in them are decreased. The results of the study can provide useful information for English textbooks' material developers.The present study analyzes the high schools' English textbooks from the pragmatic aspect. The primary aim of the study is to investigate the macro and micro politeness strategies used in textbooks' dialogues based on Brown and Levinsons' (1987) Politeness Theory. The secondary aim of the study is to find out whether there is a significant relationship between textbooks' levels and the amount of politeness strategies used in them. Therefore, the frequencies and percentages of macro and micro politeness strategies were specified. Moreover, Pearson Correlation Test was used to find out the relationship between textbooks' levels and the amount of politeness strategies used in them. The results indicated that all types of macro politeness strategies were used; however, there is a huge difference among the frequencies of the macro and micro politeness strategies. Moreover, it was found out that as the as the textbooks' levels are increased, the amount of politeness strategies used in them are decreased. The results of the study can provide useful information for English textbooks' material developers.https://jflr.ut.ac.ir/article_84391_39055f278bc795a922df5365babd0ea0.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222A Study of Verbal Aesthetics in Translating the Forbidden Language of “Bedaya v Nahaya” Novel by Naguib MahfouzA Study of Verbal Aesthetics in Translating the Forbidden Language of “Bedaya v Nahaya” Novel by Naguib Mahfouz6826968438710.22059/jflr.2021.323487.836FAMOhammad AliHemmatiStudied Arabic translation at Damghan University of IranFereshtehAfzaliAssistant Professor, Department of Arabic Translation, Faculty of Humanities, Damghan National University, IranJournal Article20210529One of the appropriate solutions in translating the linguistic prohibitions of literary texts from Arabic to Persian is the use of "theological aesthetics" techniques. This technique is used by linguists as a verbal strategy in studies of language prohibitions. translated.<br /><br />Since one of the ways to culturally evaluate literary works translated into Persian is to recognize and analyze the methods of verbal aesthetics in its unpleasant interpretations. In particular, the translation of the linguistic prohibitions of the novel "The Beginning and the End" by Najib Mahfouz should be explored and words and sentences should be prohibited as much as possible and strategies should be provided for their equivalence. This novel was chosen; Because there are relatively many forbidden expressions of language in it.<br /><br />In this study, we use the division of forbidden language types in Sharifi and Darchinian (2009) research, which refers to items such as words related to the private relations of men and women, girls and boys before marriage, and so on. After considering the theoretical and practical framework for finding the manifestation of the forbidden language in Persian, we use the division of good taste and colleagues (2018).<br /><br />The results of research in 5 main strategies in translating the linguistic prohibitions of the initial and final novel, the results show that: replacement with (33%) and preservation, with (32%) the most frequent and "elimination" with (4%) the least frequent trick in The proposed translation of this novel.One of the appropriate solutions in translating the linguistic prohibitions of literary texts from Arabic to Persian is the use of "theological aesthetics" techniques. This technique is used by linguists as a verbal strategy in studies of language prohibitions. translated.<br /><br />Since one of the ways to culturally evaluate literary works translated into Persian is to recognize and analyze the methods of verbal aesthetics in its unpleasant interpretations. In particular, the translation of the linguistic prohibitions of the novel "The Beginning and the End" by Najib Mahfouz should be explored and words and sentences should be prohibited as much as possible and strategies should be provided for their equivalence. This novel was chosen; Because there are relatively many forbidden expressions of language in it.<br /><br />In this study, we use the division of forbidden language types in Sharifi and Darchinian (2009) research, which refers to items such as words related to the private relations of men and women, girls and boys before marriage, and so on. After considering the theoretical and practical framework for finding the manifestation of the forbidden language in Persian, we use the division of good taste and colleagues (2018).<br /><br />The results of research in 5 main strategies in translating the linguistic prohibitions of the initial and final novel, the results show that: replacement with (33%) and preservation, with (32%) the most frequent and "elimination" with (4%) the least frequent trick in The proposed translation of this novel.https://jflr.ut.ac.ir/article_84387_ba7dd0eb66a8f9331f42924b176ba869.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222The reception of the words approved by the Academy in the society and some proposals to make Persian a scientific languageThe reception of the words approved by the Academy in the society and some proposals to make Persian a scientific language6977128438410.22059/jflr.2021.327341.866FARezaYalsharzehEnglish Department,, Faculty of letters and humanities, Azarbaijan Shahid Madani University, Tabriz, IranJournal Article20210718In order to make Persian a dynamic and scientific language, the Academy of Persian Language and Literature has started translating the scientific terms of various fields of knowledge into Persian. However, the large volume of foreign scientific terms in Persian and the unfavorable reception of some newly coined words by some parts of Iranian society have exposed the scientific nature of this language to many doubts. To find out the reasons for the resistance of the society against the words approved by the Academy, the present article examines the interviews of ten professors of Persian language and literature with ISNA News Agency and the interviews of the President of the Academy and the Deputy of word selection section with Tasnim and Young Journalists Club. From the analysis of these conversations using Thematic analysis of Braun and Clarke (2006), it is concluded that "political reasons", "people's attention to Persian language", and "weakness of the academy in word selection" are the main reasons for this resistance. Then, with a historical, analytical, and comparative approach, while examining the underlying factors that stimulated the growth of European scientific languages, the researcher compared these factors with the intellectual order of Iranian society during the Islamic civilization and the contemporary era and concluded that the scientificization of Persian language cannot be realized by only translating foreign terms into Persian. Rather, it depends on the realization of conditions such as the expansion of science production discourse in the country and the development of the scientific spirit.In order to make Persian a dynamic and scientific language, the Academy of Persian Language and Literature has started translating the scientific terms of various fields of knowledge into Persian. However, the large volume of foreign scientific terms in Persian and the unfavorable reception of some newly coined words by some parts of Iranian society have exposed the scientific nature of this language to many doubts. To find out the reasons for the resistance of the society against the words approved by the Academy, the present article examines the interviews of ten professors of Persian language and literature with ISNA News Agency and the interviews of the President of the Academy and the Deputy of word selection section with Tasnim and Young Journalists Club. From the analysis of these conversations using Thematic analysis of Braun and Clarke (2006), it is concluded that "political reasons", "people's attention to Persian language", and "weakness of the academy in word selection" are the main reasons for this resistance. Then, with a historical, analytical, and comparative approach, while examining the underlying factors that stimulated the growth of European scientific languages, the researcher compared these factors with the intellectual order of Iranian society during the Islamic civilization and the contemporary era and concluded that the scientificization of Persian language cannot be realized by only translating foreign terms into Persian. Rather, it depends on the realization of conditions such as the expansion of science production discourse in the country and the development of the scientific spirit.https://jflr.ut.ac.ir/article_84384_7123069cc588f81fb28728eb87665bdf.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222An Investigation into the Type and Amount of Representation of Intended Values of Iran's National Curriculum Document in Vision SeriesAn Investigation into the Type and Amount of Representation of Intended Values of Iran's National Curriculum Document in Vision Series7137278439010.22059/jflr.2021.315848.789FAAlirezaRastiAssistant professor in Applied Linguistics and TESOL, Department of English Language Teaching, Faculty of Humanities, Salman Farsi University of Kazerun, Kazerun, IranJournal Article20201223In today's world, we are witnessing a resurge of interest of formal schooling systems in what has come to be termed as Values Education. Part of this interest emanates from the emphasis laid by contemporary discourses, especially those around sustainable development, on the inclusion of commitment-oriented values in the educational arena and abiding by them. In keeping with this, by extracting policy-makers' intended values as reflected in such macro policy texts as Iran's National Curriculum Document, the present qualitative study set out to unpack the type and amount of such a reflection of values in secondary schools' English textbooks Vision Series. To this end, and subsequent to the identification of the said document's intended values, having employed the content analytical method, it sought to scrutinize all the clauses of the total set of six textbooks (three student books and three workbooks) in an attempt to lay bare to what extent and how, if any, the values had been represented and foregrounded/backgrounded. It was found, among other things, that personal growth, community-based, health/hygiene-related, and environmental/ecological values, respectively, had the highest frequencies through the provision of pictorial as well as linguistic contexts. Along similar lines, in terms of representational patterns, values such as work/labor-related, religious, nationalist, and aesthetic ones had been poorly reflected in the textbooks. The study is liable to have implications for the major educational stakeholders, including teachers, the series compilers, and educational policy-makers.In today's world, we are witnessing a resurge of interest of formal schooling systems in what has come to be termed as Values Education. Part of this interest emanates from the emphasis laid by contemporary discourses, especially those around sustainable development, on the inclusion of commitment-oriented values in the educational arena and abiding by them. In keeping with this, by extracting policy-makers' intended values as reflected in such macro policy texts as Iran's National Curriculum Document, the present qualitative study set out to unpack the type and amount of such a reflection of values in secondary schools' English textbooks Vision Series. To this end, and subsequent to the identification of the said document's intended values, having employed the content analytical method, it sought to scrutinize all the clauses of the total set of six textbooks (three student books and three workbooks) in an attempt to lay bare to what extent and how, if any, the values had been represented and foregrounded/backgrounded. It was found, among other things, that personal growth, community-based, health/hygiene-related, and environmental/ecological values, respectively, had the highest frequencies through the provision of pictorial as well as linguistic contexts. Along similar lines, in terms of representational patterns, values such as work/labor-related, religious, nationalist, and aesthetic ones had been poorly reflected in the textbooks. The study is liable to have implications for the major educational stakeholders, including teachers, the series compilers, and educational policy-makers.https://jflr.ut.ac.ir/article_84390_d7f0a10659b9e8502141807575e5998a.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222Cognizance of Rational Choice Theory and Teachers' Intervention in Reducing EFL Learners' Free RidingCognizance of Rational Choice Theory and Teachers' Intervention in Reducing EFL Learners' Free Riding7287408438810.22059/jflr.2021.323340.837FALeilaAhmadpourLeila Ahmadpour
Ph.D. Candidate of TEFL
Department of English Language, Bonab Branch, Islamic Azad University, Bonab, IranHassanAsadollahfamAssistant Professor of TEFL
Department of English Language, Bonab Branch, Islamic Azad University, Bonab, IranDavudKuhiAssistant Professor of TEFL
Department of English Language, Maragheh Branch, Islamic Azad University, Maragheh, IranJournal Article20210510The enlargement in popularity of group work in English language classrooms has been associated with a raise in the frequency of reports of learners not equally contributing to work in the groups. Termed as free- riding, the impact of this behavior on other group members can make group work an unpleasant experience. Informed by the Rational Choice Theory and Vygotsky’s sociocultural theory, this study investigated the degree to which English as a foreign language learner could be directed towards effective group cooperation. For this purpose, a total 140 intermediate (N = 70) and upper-intermediate (N = 70) learners were engaged in picture-cued oral narrative tasks in groups. The teacher familiarized the learners with the tenets of rational choice theory and the effective group work. The classes were observed and learners filled out a free-riding questionnaire. Results statistical analysis demonstrated the effectiveness of knowledge about rational choice theory in the reduction of free-riding. Furthermore, qualitative analysis of the observations revealed that learners particularly those in the low-intermediate group were more inclined towards free-riding. The reasons underlying learners’ lack of interest in group work and possible strategies to reduce this concern were further specified. It is suggested: Teachers should clearly state the goals of the group activities according to the theory of rational choice and clarify the specific goals of the course. By having a clear view of the course objectives and understanding the role of teachers and learners in group work, learners are better placed to meet their expectations and goals.The enlargement in popularity of group work in English language classrooms has been associated with a raise in the frequency of reports of learners not equally contributing to work in the groups. Termed as free- riding, the impact of this behavior on other group members can make group work an unpleasant experience. Informed by the Rational Choice Theory and Vygotsky’s sociocultural theory, this study investigated the degree to which English as a foreign language learner could be directed towards effective group cooperation. For this purpose, a total 140 intermediate (N = 70) and upper-intermediate (N = 70) learners were engaged in picture-cued oral narrative tasks in groups. The teacher familiarized the learners with the tenets of rational choice theory and the effective group work. The classes were observed and learners filled out a free-riding questionnaire. Results statistical analysis demonstrated the effectiveness of knowledge about rational choice theory in the reduction of free-riding. Furthermore, qualitative analysis of the observations revealed that learners particularly those in the low-intermediate group were more inclined towards free-riding. The reasons underlying learners’ lack of interest in group work and possible strategies to reduce this concern were further specified. It is suggested: Teachers should clearly state the goals of the group activities according to the theory of rational choice and clarify the specific goals of the course. By having a clear view of the course objectives and understanding the role of teachers and learners in group work, learners are better placed to meet their expectations and goals.https://jflr.ut.ac.ir/article_84388_327929580c125912edca447793a070e8.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222The Iranian Bilingual (Persian-Baluchi) and Monolingual (Persian) Learners' English Pragmatic Competence: A focus on Refusal Speech Act SetsThe Iranian Bilingual (Persian-Baluchi) and Monolingual (Persian) Learners' English Pragmatic Competence: A focus on Refusal Speech Act Sets7417628438910.22059/jflr.2021.322890.835FAFarrokhlaghaHeidariAssistant Professor of TEFL, Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran.MehriIzadiPh.D. of TEFL, Part-time Lecturer of Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran.NahidYarahmadzehiAssistant Professor of Linguistics, Department of English Language, Chabahar Maritime University, Chabahar, Iran.Journal Article20210429The present study aimed to explore the pragmatic competence of Iranian Persian- and Persian-Baluchi-speaking learners learning English as their second and third languages, respectively. The realization of refusal strategies with respect to the status of interlocutors (lower, equal & higher) and the types of eliciting acts (requests, invitations, offers, & suggestions) were studied. Moreover, the perception of appropriate refusal speech act sets with regard to the social distance between the participants, their power relationship and the degree of imposition of refusal were explored. 36 Persian-Baluchi-speaking and 33 Persian-speaking learners of English were asked to complete a written Discourse Completion Test (DCT) and a Multiple-Choice Discourse Completion Test (MDCT). Results of the study revealed variations in frequency and shift of semantic formulas employed by Baluch and Persian subjects. Persian-speaking English learners were found to use more indirect formulas and more face-saving strategies per response, while Persian-Baluchi-speaking English learners were found to use more direct types of semantic formulas at different degrees of frequency. Except for 'offer' in which ‘off the hook’ along with ‘direct refusals’ were used more and ‘regret’ was used less, in other situations, 'excuse/explanation', 'regret' and 'direct refusals' were more frequent. However, Baluch subjects did not reveal better pragmatic competence over Persian subjects as the differences between the two groups in recognizing appropriate refusal strategies were found to be insignificant.The present study aimed to explore the pragmatic competence of Iranian Persian- and Persian-Baluchi-speaking learners learning English as their second and third languages, respectively. The realization of refusal strategies with respect to the status of interlocutors (lower, equal & higher) and the types of eliciting acts (requests, invitations, offers, & suggestions) were studied. Moreover, the perception of appropriate refusal speech act sets with regard to the social distance between the participants, their power relationship and the degree of imposition of refusal were explored. 36 Persian-Baluchi-speaking and 33 Persian-speaking learners of English were asked to complete a written Discourse Completion Test (DCT) and a Multiple-Choice Discourse Completion Test (MDCT). Results of the study revealed variations in frequency and shift of semantic formulas employed by Baluch and Persian subjects. Persian-speaking English learners were found to use more indirect formulas and more face-saving strategies per response, while Persian-Baluchi-speaking English learners were found to use more direct types of semantic formulas at different degrees of frequency. Except for 'offer' in which ‘off the hook’ along with ‘direct refusals’ were used more and ‘regret’ was used less, in other situations, 'excuse/explanation', 'regret' and 'direct refusals' were more frequent. However, Baluch subjects did not reveal better pragmatic competence over Persian subjects as the differences between the two groups in recognizing appropriate refusal strategies were found to be insignificant.https://jflr.ut.ac.ir/article_84389_c247198563c68731ff267b7401527cad.pdfThe University of TehranJournal of Foreign Language Research2588-412311420211222Evaluating EFL Teacher Education Program in Farhangian University: A triangulated study based on CIPP ModelEvaluating EFL Teacher Education Program in Farhangian University: A triangulated study based on CIPP Model7637808443110.22059/jflr.2020.252651.477FAMajidNematiAssociate Professor, University of Tehran, IranOmolbaninMousazadehPh.D. Student, University of Tehran, Alborz Campus, Tehran, IranJournal Article20180214This study intended to investigate EFL teacher education program in Farhangian University. College student experiences questionnaire (Pace & Kuh, 1998) were administered to two hundred and eighty fifty prospective teachers and graduates. Seventy instructors answered a researcher– made program evaluation questionnaire, thirty-four instructors rated the CIPP evaluation checklist (Stufflebeam, 2007), and interviews were conducted with eight instructors. Based on CIPP model, the education program was examined. Data analysis included descriptive statistics and analysis of written documents. The findings indicated that prospective teachers and graduates reflected positive attitudes towards the productivity of the practicum courses. In addition, analyses of the instructors’ questionnaires revealed that the program accomplished its goals in preparing qualified English teachers to meet the needs of the workplace. However, the findings also disclosed that there were some inconsistencies between the prospective teachers’ needs and the courses offered. The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.This study intended to investigate EFL teacher education program in Farhangian University. College student experiences questionnaire (Pace & Kuh, 1998) were administered to two hundred and eighty fifty prospective teachers and graduates. Seventy instructors answered a researcher– made program evaluation questionnaire, thirty-four instructors rated the CIPP evaluation checklist (Stufflebeam, 2007), and interviews were conducted with eight instructors. Based on CIPP model, the education program was examined. Data analysis included descriptive statistics and analysis of written documents. The findings indicated that prospective teachers and graduates reflected positive attitudes towards the productivity of the practicum courses. In addition, analyses of the instructors’ questionnaires revealed that the program accomplished its goals in preparing qualified English teachers to meet the needs of the workplace. However, the findings also disclosed that there were some inconsistencies between the prospective teachers’ needs and the courses offered. The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.The findings suggested recommendations for the improvement of the EFL teacher education program through reconsidering the prospective teachers’ professional needs.https://jflr.ut.ac.ir/article_84431_04939e4f0492f87a6e9a1bf6c1b12b11.pdf