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Extracting incompatible values in the best-sellers current in ELT markets is a real concern. In this study, the researchers tried to bring some claims/counterclaims for hidden ideologies regarding two imported English language teaching coursebooks-Four Corners and Impact Values Series, which are commonly taught within Iranian English language institutes. The main intention was that they might transmit incompatible English culture to the Iranian learners. Through a qualitative design, vigorous content analysis was conducted over diverse randomly selected texts/topics and images in the two books, it was found out that regarding images, four themes instantiated incongruent values to the local context for Iranian learners including A) boy-girl relationship, B) imbalance of religious norms as opposed to other religions, C) incongruent lifestyles, and D) the proportion of the male vs. female images in the two books. As to topics included in the books, mismatching items were detected within seven main categories including A) Cross-gender relationship, B) disregarding the importance of family, C) excessive Use of Internet, D) Mobile Phones, and Computers, E) food and drink prohibitions, F0 forbidden or inappropriate habits,G) incompatible jobs and professions, and H) showing disrespect for older people. Finally, some suggestions regarding compatibility issues with local cultural input enrichment with the Iranian culture were given.

Cet article a pour objectif d’étudier les aspects fantastiques des contes de Théophile Gautier, écrivain du XIX -ème siècle, dans lesquels le temps a une grande importance. Le fantastique de Gautier provoque l'incertitude, la peur et le suspens chez le lecteur. L'auteur dévoile sa peur devant l'écoulement du temps et la mort. Le temps va alors exercer une puissante influence sur l'imagination de ce dernier. Nous essaierons de voir si Gautier montre-t-il son angoisse devant le passage du temps ? et comment a-t-il pu maîtriser la fuite du temps. Pour étudier le monde imaginaire de Gautier, nous présentons la méthode critique de Gilbert Durand dans son ouvrage, Les Structures anthropologiques de l'imaginaire, Introduction à l'archétypologie générale, paru pour la première fois en 1960. Ce dernier présente sa démarche dans le domaine de la critique d'imaginaire. Nous avons le projet de montrer un monde d'images matérialisées qui tourne autour d'un axe : celui de la peur face à l'écoulement du temps. Nous allons montrer que Théophile Gautier trouve un lien avec le temps dans ses contes et il aspire à la vie éternelle et enfin il parvient à dominer le temps à travers les visages du temps.

L'éthocritique  est ici proposée comme  l’étude de tout corpus  littéraire en tant que superposition d’un récit culturel et d'un ou plusieurs récits naturels, fragment(s) ou élément( s) de ce(s) récit(s). Elle est un questionnement autour des retombées des récits naturels sur les textes littéraires et une approche litté raire des causalités, des fonctions, des consistances et des statuts de ses objets. La démarche de l’écrivain ,  sa posi tion  et sa posture , vis-à-vis du premier environnement narratif que nous appelons « nature », sont des paramètres essentiels dans la défin ition des substances et des dimensions de son œuvre. C'est ainsi que notre approche aborde les différentes couches et  les différentes consistances  des  éléments  du récit . Le lecteur reste, inévitablement, attentif à toute distorsion du récit naturel  latent, en filigrane du récit culturel.  Pour l’essentiel, il  s’agit d’un article qui a pour objectif d’imaginer une nouvelle  approche littéraire sous le nom de  «  éthocritique  » .

Cet article se penche sur les difficultés des traducteurs à rendre le terme « mal », notamment quand il apparaît dans quelques titres importants comme les  Fleurs du Mal  de Baudelaire. La polysémie de ce mot, la divergence d’interprétation aussi bien que la difficulté à trouver l’équivalent exact ou adéquat dans la langue cible, en l’occurrence, le persan, expliquent sans doute les choix différents, voire parfois fort éloignés l’un des autres des traducteurs qui se sont attelés à cette tâche. Nous verrons donc que la traduction de ce mot ne va pas tellement de soi et que les traducteurs optent pour des solutions différentes qui ne sont pas toutes, on le convient, pertinentes. Le traducteur littéraire est un grand lecteur qui ne peut pas ignorer la critique littéraire et les analyses profondes dont font l’objet l’œuvre qu’il traduit. Le mal baudelairien est en grande partie lié à la mélancolie et le traducteur ne peut en faire l’économie. On s’apercevra que dans le cas des  Fleurs du mal , l’absence d’une lecture moderne et plurielle du recueil poétique baudelairien ainsi que l’incurie des traducteurs, font que ces derniers passent à côté de l’une des significations essentielles du titre de ce recueil, signification reconnue et soulignée par la nouvelle critique littéraire, et même suggérée par le poète lui-même.

Dans la présente contribution, nous mettons l’accent sur les représentations que se font les enseignants de l’intégration de la langue de référence et son impact sur la compétence rédactionnelle des élèves. Pour mener cette étude, nous sommes partis de la question suivante : quel est l’impact des représentations et de LR sur la compétence rédactionnelle des élèves ? Pour répondre à cette question, nous mettons en œuvre un sujet et une consigne de production écrite adressés à deux classes de pratiques linguistiques différentes – monolingue et plurilingue –, dont les enseignants se font des représentations différentes. Nous avons abouti aux résultats montrant que les représentations positives et le recours à la langue de référence améliorent les productions écrites des apprenants, et que l’usage de la langue de référence facilite l’accès à la compréhension dans le sens où l’enseignant recourt à des procédés métalinguistiques, en passant de la langue de référence à la langue française pour expliciter certains types d’énoncés.

Dans la présente recherche, notre objectif est de savoir comment l’emploi de la langue maternelle en cours de FLE, peut simplifier et influencer l’apprentissage du français chez les apprenants iraniens, dans les universités et dans les instituts de langue. Selon les observations qui ont été faites dans les instituts de langues étrangères, l’utilisation de la langue maternelle dans l’enseignement du français, est considérée comme sévèrement nuisible et à bannir, tandis que les professeurs d’universités se montrent en général plus tolérants. La nouveauté de cette étude consiste à étudier les besoins pédagogiques des apprenants iraniens du FLE, en ce qui concerne l’emploi de la langue maternelle en classe de langue. À cet égard, nous avons élaboré un questionnaire contenant quinze questions, en tenant compte des éléments différents comme le sexe, la situation maritale, l’âge et le niveau d’études des apprenants, qui a été soumis à 61 étudiants en français. Après avoir analysé les réponses, à partir du test de Kolmogorov-Smirnov et du test T, l’importance de la langue maternelle en classe de FLE, a été validée, autrement dit, l’emploi de la langue maternelle en classe de FLE, a été reconnu comme un élément accélérateur et simplifiant pour les apprenants iraniens..

The current study investigated the distribution of animal terms in the Persian book of Marzbannameh and their metaphoric repetition in the users’ opinions, thoughts, and worthiness. By investigating the Persian book of Marzbannameh as one of the famous literary books which is rich of animal conceptual metaphors, a corpus of 376 animal terms in content has been chosen and analyzed. Four raters who were the Persian Literature teachers analyzed accurately the pertinent book for evaluating the available animal metaphors. And, two other raters who were the Persian Literature professors were asked to study the decisions and present the final propositions if they had different ideas about a concept. Moreover, as a supporting research method, focus groups were engaged by the Persian Literature teachers and professors to give their ideas and thoughts about the positive and negative qualities of the contained animals in the selected book. The results offered that animals are not distributed alike in this book, are used with diverse conceptualizations and stood for both positive and negative connotations. Also, it was found that the domestic animals generally have positive characteristics; however, some of them violate this rule, connoting just negative characteristics. After all, the wild animals, except for hawk, generally have negative characteristics.

Mixed in method, the present study investigated whether there was any significant difference between students’and teachers’perceptions of Iranian medical English for Academic Purposes (EAP) students’ language needs. In so doing, 220 EAP students of medicine, 30 subject-matter teachers of EAP, and 20 teachers of English for General Purposes (EGP) teaching medical EAP completed a Likert-scale questionnaire. Fifty of the students and 20 of the teachers also attended a semi-structured interview. The results of both descriptive statistics and inferential statistics indicated that, overall, there was a significant mismatch between the students’and the teachers’perceptions of medical EAP students’ needs. However, both teachers and students perceived reading comprehension as the most important language skill. Moreover, the students, in general, were found not to be satisfied with the EAP program presented to them. The results might prove fruitful for curriculum designers, materials developers, and teachers in (medical) EAP contexts to hear students’voices and to incorporate them in their programs, syllabi, and teaching.

To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group ( F = 22.20, p = 0.000, partial eta squared = 0.35) . Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation ( F = 51.67, p = 0.000, partial eta squared = 0.56) . The findings have remarkable implications for L2 writing methodology.  

In the educational setting of Iran, language assessment literacy (LAL) is still an underexplored issue. This paper investigated the development of LAL among EFL students taking language assessment course at state universities in Iran. The three components of LAL (i.e., knowledge, skills, and principles) were the focus of the inquiry. To collect the required data, a questionnaire, encompassing 83 Likert items and a set of open-ended questions, was developed, and responses from 92 course instructors were collected. Teaching and assessment practices of two course instructors were also observed throughout an educational semester. SPSS (26) was used to analyze the data. Findings revealed that these courses mainly focused on knowledge and skills, overlooking the principles of assessment. Adherence to traditional assessment approaches, use of inappropriate teaching materials, and lack of practical works in assessment also characterized the investigated courses. The paper concludes with suggestions to better design language assessment courses to increase the assessment literacy of English graduates who will probably enter the teaching contexts after graduation.

Although grades are the most ubiquitous currency of educational measurement around the globe, their meaning, particularly in understudied settings as in Iran, is still shrouded in mystery. The purpose of this study was to investigate EFL teachers’ class grades by focusing on the less verbalized aspects of grading to see what a grade means. Five Iranian English language teachers working part-time in a private EFL institute were interviewed using the repertory grid interviewing technique, Kelly’s (1955) unique data collection instrument used extensively in personal construct theory (PCT). The results of the content analysis revealed that of the 92 elicited constructs, over 70% were categorized as non-academic, pointing to a heavy reliance on such criteria for grading, and consequently leading to the invalidity of assigned grades. Further, the results of principal component analysis (PCA) of each teacher’s elicited constructs endorsed hodgepodge grading by demonstrating single main components that accounted for the most variation in teacher grading and that comprised both academic and non-academic factors. However, this phenomenon was interpreted slightly differently when seen from the PCT perspective. Implications of this study for teacher professional development and teacher education programs are discussed.

This study investigated the effect of Narrow Reading (NR) on learning mid-frequency words. Vocabulary Size Test (VST) designed by Nation and Beglar (2007) was administered as the first pre-test to 196 students, from among whom 91 students whose vocabulary size ranged between 2100- 3500-word families, , became the target of this study and were randomly classified into four groups. Then another pretest administered was a modified version of Wesche and Paribakht’s Vocabulary Knowledge Scale (VKS) which assessed how well they knew twenty vocabularies derived from the expository and narrative texts. After thirty sessions for direct instruction, VKS was repeated immediately as a posttest to assess vocabulary learning while a month later, VKS was taken as a delayed posttest to assess vocabulary retention. To address research questions, a mixed design factorial ANOVA was conducted. The findings revealed that while the theme was fixed, reading expository texts rather than narrative ones led to the growth in vocabulary knowledge. In addition, the group that read narratives forgot most of the mid-frequency words in the retention phase. As opposed to multi-author texts, reading texts written by one author resulted in a better vocabulary achievement in both learning and retention phases. It was also revealed that there was no interaction between genre and author. In other words, the author was as influential in learning mid-frequency words among expository texts as it was in narrative ones. Finally, it was concluded that NR has a positive effect on learning mid-frequency words.