هانیه جاجرمی

Since language is an integral part of a culture, inspecting linguistic expressions can unveil the hidden cultural memes of a society, conceptualized as cultuling (culture in language) analysis. The present study examined the cultuling of ‘making accreditation with English’ used by Persian native speakers from the upper, middle, and lower social classes. To this end, 623 pieces of natural utterances, embracing this cultuling, were extracted from people's conversations in public and private places and from Iranian movies. Then, 279 utterances were analyzed from linguistic, cultural, and psychological perspectives based on the cultuling analysis (CLA) model. Additionally, more data were acquired through semi-structured interviews with 198 participants aged 19 to 54. The results of the study revealed that Iranians use English for various purposes in their conversations, including accreditation, power, education, superior identity, and higher social class in public/ private and formal/ informal contexts. Moreover, the analysis of Iranians’ different reactions to hearing English words in conversations manifested their hidden cultural patterns, including indirectness, power distance, uncertainty avoidance, high context, collectivism, low trust, and overstating

Given the vital role that vocabulary plays in learning a language along with the fact that sense-induced emotions are noteworthy due to their influence on cognition, this study examined the impact of emotioncy-based language instruction on the long-term memory (LTM) vocabulary retention of Iranian EFL learners. To this end, 32 participants were selected based on their level of trait/state anxiety, working memory span, language proficiency, neophobia, and emotioncy towards the selected words to be instructed. Two weeks after the instruction session, the participants were given a retention test. To compare the mean scores of each participant exposed to the three emotioncy-based language instruction conditions (i.e., avolvement, exvolvement, and involvement), a one-way repeated measures ANOVA was employed. The results showed that the participants outperformed in recalling the words that were taught through the involvement level of the hierarchy of the emotioncy model in comparison to those taught through the exvolvement level as what is currently practiced in language classrooms. Finally, drawing on the concepts of emotioncy, emo-sensory quotient, embodied cognition, and multisensory learning, the study elaborates on the value of senses in evoking emotions conducive to cognition and memory enhancement. After all, the study suggests that senses act as the main gears that stimulate the evocation of certain emotions, and the resultant emotions shape cognition, resulting in better LTM retention of vocabulary items.

To analyze and evaluate textbooks, researchers have either proposed scales and checklists to be filled by teachers and learners or conducted qualitative investigations of the match between SLA theories and textbook activities. This study, however, employs the microstructural approach of schema theory to scrutinize the reading passages of “Mosaic 1 Reading”. To this end, 17 passages of the textbook were randomly chosen and their constituting words were explored as semantic, syntactic, and parasyntactic schemata. The passages were also analyzed in terms of their readability indices. The results showed that they consist of 3722 schema types, 2979 (80%) of which are semantic in nature. Although the textbook aims at “academic success” at English language “proficiency levels”, it provides no objective definition of what they stand for. In terms of readability, however, the passages vary in difficulty from grade three in primary school to college level. Further, the textbook is discussed in terms of its constituting schemata and suitability to the Iranian context and suggestions are made for future research. The findings of this study have important implications for language teaching, testing and materials development. They show that language proficiency must be defined in terms of schema types and the bulk of class time must be spent on teaching semantic schemata rather than syntactic and parasyntactic ones. Similarly, for testing the reading comprehension of these passages, the number and type of test items must be based on the percentage of semantic and syntactic schema types and subjective criteria such as teachers’ intuition or experience must be avoided both in teaching and testing the comprehension of passages.