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Audiovisual devices such as satellite and conventional televisions can offer easy access to authentic programs which are considered to be a rich source of language input for SLA (Second Language Acquisition). The immediacy of various audiovisual programs ensures that language learners’ exposure is up-to-date and embedded in the real world of native speakers. In the same line, in the present paper, some anecdotal as well as experimental studies conducted to highlight the pedagogical values of various audiovisual programs such as news broadcasts, movies, cartoons, series and documentary films are reviewed. The related literature indicates that most of the studies are anecdotal which highlight the pedagogical values of various audiovisual programs as sources of authentic language input particularly in an EFL context where access to social interaction in English as a potential source of language input is limited. As a result, teachers are encouraged to expose the language learners to various audiovisual programs to enhance second language acquisition.  

Translating accounting documents, in general, and accounting terminology, in particular, is not a simple task, especially when the new terms keep created in pace with accounting developments. This study was carried out to find the most common and preferable ways to translate accounting terms from English into Persian. Also, an attempt was made to identify the frequently used patterns of word-formation in the rendition of technical terms in English and Persian. To this end, Mir dictionary was selected and the accounting terms were identified and categorized. Then, patterns of word-formation in English and Persian were identified. Also, a comparison was made between the English accounting terms and their Persian equivalents in order to determine the translation strategies used. The results of the study revealed that the most frequently employed patterns of word-formation for rendering the accounting terms in English and Persian are noun+noun and adj+noun and the most commonly used translation strategy is transposition.

This study analyzes official public talks by two Iranian presidents—Hassan Rouhani and Mahmoud Ahmadinejad—within the framework of Critical Discourse Studies (CDS). The study focuses on discoursal features in addresses of these presidents to the United Nations General Assembly at the micro-level (25 discursive devices) and the macro-level (positive self-representation and negative other-representation). The investigation attempts to determine whether significant differences existing in the micro and macro structures of these political discourses may be reflective of such factors as dissimilarities in political stance, world view and personal background. Combining quantitative and qualitative elements of analysis, the study demonstrates that consensus , illustration , hyperbole and polarization were used more frequently, whereas lexicalization and vagueness less frequently by Rouhani than by Ahmadinejad. At the semantic macro-level, Rouhani employed more positive self-representation s and Ahmadinejad relied stronger on negative other-representation .   Results are interpreted within the CDS framework of political discourse.  

This paper aims to make the reader familiar with the Brahui language which is spoken as a minority language by the Brahui people, mostly in Balochistan province of Pakistan; some parts of Nimroz province of Afghanistan, and some parts of the Iranian province of Sistan and Baluchestan. To achieve this goal, first, a brief sketch of the Brahui ethnography, the origin of their language, and the Brahui language including phonology, lexicon, dialects, and its verb system is given. Second, two texts in Brahui are interlinearized, one of which is already transcribed in Latin. The other one, which was originally written in Brahui based on the Arabic alphabet, is transcribed in the Latin-based modified alphabet. Some sentences from the beginning and the end of the first text, and all of the second text have been interlinearized. In the glossary, which consists of all the words used in both texts, grammatical information such as nominal declension, according to the eleven Brahui case system, and verb inflections, based on tense, aspect, mood, and affirmative/negative is clearly explained in full details. In the end, the reader will have an overall view of the language that makes him/her able to continue his/her study and increase his/her knowledge about Brahui.

Considering one of the earliest calls for applying pragmatics in the second language, Kasper and Rose’s (2002) study “Is Pragmatic Teachable?”, pragmatic features have been analyzed during the last 20 years in EFL/ESL contexts. The amalgamation of studies has been conducted on many speech acts around the world within the two decades, among which apology is considered as the second most-appreciated speech act in Iran. The aim of the current meta-analysis is twofold: first, to unravel the overall effectiveness of the instruction in an Iranian EFL context on the speech act of apology, and second, to explore whether treatment types and research designs moderate this effectiveness. To this end, out of a total number of 31 studies, 12 papers were chosen based on the exclusion and inclusion criteria, which were coded for the analysis. The results of the study revealed that the instruction of apology is effective for this speech act, and it documented a medium effect size. Furthermore, it was found that research design is a good predictor for this effectiveness, and the quasi-experimental group displayed a large (g = 2.39) and positive effect. Although treatment types (e.g., explicit & non-explicit) produced medium and large effect sizes, they are not a suitable predictor for the overall effectiveness of instruction on the aforementioned speech act. The study concludes with pedagogical implications and suggestions for future studies.

This study examines conceptions of outsiders to the polity, focusing on the lexical items migrant(s), refugee(s), and exile(s) in both internet- and print-based sources. Drawing primarily on a subsection of the Genealogies Internet Corpus consisting of left-wing sources, I argue that left-wing politics is currently caught up in the rhetoric of the right and of mainstream institutions in society, largely reproducing the same discursive patterns even as it sets out to challenge them. Dominant patterns in left-wing Internet sources reveal, for example, that the economic migrant vs. political refugee distinction enforced by mainstream institutions remains largely intact, that the assumption of a “refugee crisis” unfolding in Europe is accepted at face value, and that the left is entangled in the same politics of labeling imposed by the right, reproducing designations such as “undocumented migrants” uncritically. Refugees and migrants, moreover, are represented as victims with no agency, are discussed in legal terms that serve to dehumanize them, and are repeatedly “quantified” as a homogenous and potentially problematic category. Acknowledging the contagious nature of dominant discourses and the difficulty of finding an alternative language with which to argue against established institutional rhetoric, the study further explores historical models that appear more consistent with the values espoused by left-wing politics today. It examines a subcorpus of modern English translations of ancient Greek texts such as Thucydides’ The Peloponnesian War and Herodotus’s Histories to demonstrate the viability of adopting a different conceptualization of refugees and other outsiders to the polity that may be drawn from classical antiquity—and/or from nineteenth- and early twentieth-century receptions of texts originating in classical antiquity—and the possibility of developing an alternative discourse with which to speak about migrants in the present.

This study intends to conduct a systematic qualitative meta-analysis that focuses on research studies into English Language Teaching (ELT) policy in Iran and Singapore. To identify and compare the main features of the studies and also to provide a contemporary picture of the field in Iran and Singapore, 13 articles published between 2010 and 2021 were included in this review. The analysis revealed that Singapore has employed a top-down language policy and utilized a holistic curriculum which has led to an English knowing society. The policies are well articulated and few mismatches were reported in the policies. In addition, the policies are positively perceived by stakeholders, leading to effective implementation of the policies. However, the findings showed that the Iranian top-down policy negatively framed ELT. Moreover, the policies are not well articulated and there are some inconsistencies between the policies and some mismatches between policy and practice. In addition, the analysis revealed that Iranian stakeholders negatively perceived the policies. They believed that the policies have marginalized the role of teachers and their professional judgment. Finally, research gaps for future research studies in ELT policy were highlighted and recommendations were offered.

Co-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 female students within the age range of 15-18 at the elementary level were selected as the participants of the study from Sanjesh-E-No institute in Tabriz, Iran.  They were randomly assigned into the experimental and control groups after taking Key English Test (KET). The experimental group received instruction through two teachers while the control group was taught by a single teacher. Both groups took part in the pre-test and post-test of reading comprehension. The results of an independent-samples t-test revealed that the experimental group had significantly better reading performance compared to the control group. The results of the study can be useful for teachers, students, and any ELT program.

The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of 8 training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance.

Culture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the present study was designing a model of Iranian cultural identity. Initially, to select a homogeneous sample of learners at the advanced level, 300 language learners at the advanced level took TOEFL and 180 learners were chosen as the participants of the study. The cultural identity model was designed by the use of interviews and literature review to come up with main components of cultural identity. Afterwards, participants were interviewed about their identity and four components comprising Iranian cultural identity were identified. The results of the factors analysis showed that raw data converged to a pattern with four components which fit the hypothesized model of cultural identity. Then, the cultural identity questionnaire was given to participants. The results of statistical analyses indicated that there was a significant negative relationship between cultural identity and language achievement of the participants.

The present article dedicates to studying the syllable-internal structure in three Iranian Balochi dialects (IBDs) namely Mirjaveh Sarhaddi, Sarawani and Lashari dialects. The data analysis will be based on the onset-rhyme theory (e.g., Kurylowicz, 1948; Fudge, 1969; Vergnaud & Halle, 1979; Selkirk, 1982). Moreover, the syllable weight in IBDs will be discussed in the framework of mora theory (Hayes, 1985, 1989). The data have been collected during the research fieldwork in Sistan and Baluchestan province, Iran. The research findings demonstrate that the Balochi language is an example of a nucleus-weight language in which heavy syllables depend on the number of elements in the nucleus. Thus, CV and CVC are light syllables and CVV(C) syllable is counted as heavy syllable. Besides, the context-dependent weight of CVC syllables occurs in IBDs stress pattern system. Studying the syllable contact (word-medial consonant clusters) in IBDs shows that Balochi is among languages that admit all types of heterosyllablic clusters.

Although a plethora of research endeavors have investigated the rhetorical structure of the Research Articles (RAs) through the lens of move analysis, Move Recycling (MR) across RA sections has remained unnoticed. The current study sought to bridge this gap by exploring cross-disciplinary variations in the recycling of the Objective move (research questions/hypotheses/purposes) across four conventional sections (Introduction, Method, Result, and Discussion) of RAs. To this end, 600 English RAs from four prestigious journals in six soft science disciplines, published between 2006 and 2018, were selected. The quantitative data analysis results revealed that the Objective move’s recycling was sensitive to the disciplinary variations and RA sections. That is, Economics RAs were the main platforms for recycling the Objective move, and Psychology RAs witnessed the least amount of its recycling. Moreover, Objective move recycling was observed most frequently in the Discussion sections and least frequently in the Method sections of RAs. In the study’s qualitative phase, the RA authors’ rationales for MR, which were received via email, underwent content analysis. Based on the recurrent themes in the RA authors’ responses, four main reasons for MR, including editorial policy, readers’ guidance, discipline conventions, and RA length, were identified. This study’s findings might provide a concise view of MR for researchers, teachers, and students in various disciplines. EAP instructors can raise students’ awareness of MR and encourage them to use it in their RAs as a comprehension facilitator.

Considering the fact that engagement with political economy is central to any fully rounded analysis of language and language-related issues in the neoliberal-stricken world today, and that applied linguistics has ignored the role of political economy (Block, Gray, & Holborow, 2012), for the first time, this study investigated the representations of neoliberal ideologies in the Interchange Third Edition Series. To this end, both quantitative and qualitative analyses were conducted based on Du Gay, Hall, Janes, Mackay, and Negus’s (1997) model of ‘Cultural Circuit’, especially their concept of ‘Representational Repertoires’. Furthermore, Kress and Van Leeuwen’s (1996) ‘visual grammar’ was used for the analysis of the artwork. The results of the quantitative analysis revealed that more than 50% of the total number of units in each of the textbooks featured neoliberal-related content. Moreover, the results of the qualitative analysis confirmed Du Gay et al.’s (1997) argument that textbooks are not only curriculum artifacts but also cultural artifacts or communicative acts which serve to make English mean in particular ways - in this case the hegemonic culture of neoliberalism. As a result, it is necessary for EFL/ESL teachers and students to collaboratively develop counter-hegemonic discourses through critical thinking and dialogic interrogations of neoliberal discourses.