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Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The present study explored the core units of spoken grammar inherent in four widely-used ELT textbooks following McCarthy and Carter’s (2002) classification. A coding scheme was developed to make it possible for the researchers to use the classification in codifying the data. The data were then analyzed to detect the units of spoken grammar inherent in the target textbooks. Results from codification of dialogues and transcripts of audio recordings showed that the units of spoken grammar are not evenly distributed in these ELT textbooks. In addition, a significant difference was found between the textbooks in their inclusion of different categories of the spoken grammar.

A critical discourse analysis (CDA) of English language teaching (ELT) textbooks can provide a theoretical description of existing ideological effects in the texts and a means to link linguistic and social practices. This study, thus, seeks to evaluate Summit 2B (i.e., the advanced book of Top Notch series) with a focus on the representation of male and female social actors. In so doing, this study drew on van Leeuwen’s (1996) social actor framework and Halliday’s (2004) transitivity model. To achieve the purpose of this study, content analysis was first carried out in the corpora obtained from the aforementioned textbook to find out the frequency and proportion of various social actors. The results obtained from the tests of significance (i.e., chi-square tests) and the qualitative data analyses revealed that there were some significant differences between males and females concerning role allocation (i.e., activation, subjection, and beneficialization), substitution (personalization/impersonalizaton), and personal pronouns. Compared with females, males were represented as more active, energetic, independent, and assertive forces; males were represented more frequently and placed in high-status positions; they were also individualized more frequently. The results indicated that though females and males were almost equally informalized and indetermined, there was not much serious attempt to eliminate the gender bias in Summit, used as a substitute for other ELT textbooks used in private language institutes in Iran. The findings suggest that textbook writers and publishers should be more cautious about the gender discourse, along with other criteria making ELT textbooks work, because gender bias can affect language learners’ perception and preference for the choice of language in second or foreign (L2) communication.

Gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. Thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in Iranian high school students. This study also compared the correlation of the two variables between males and females and monolingual and bilingual students. The strategy inventory for language learning (SILL) and the beliefs about language learning inventory (BALLI) were used to collect data from four hundred and sixty-two high school students from different cities of the country. Descriptive analyses, Pearson r correlation, and the Fisher z-transformation test, were used to analyze the data. The results revealed that the students used metacognitive strategies most and compensation and affective strategies least. Also, they held strong motivational beliefs about English language learning. Significant positive correlations were found between beliefs and strategy categories. The strongest correlation was found between the students’ metacognitive strategies and their motivation and expectations. The findings revealed no significant difference between the correlation coefficients of monolinguals and bilinguals, and males and females in terms of their language learning beliefs and strategies. Regarding the pedagogical implications of the results, it is discussed that knowledge of students’ language learning beliefs and their preferred strategies can lead teachers and educational authorities toward more informed instructional choices.

The process of globalization entails the acquisition of a construct, cultural intelligence, with which EFL students can function appropriately in intercultural situations. This study was, first, intended to find the relationship between cultural intelligence and the use of expressions of gratitude by Iranian EFL learners. Second, it sought to determine whether there were any significant differences between low and high culturally intelligent EFL learners in the way they used expressions of gratitude in English. To this end, 118 intermediate learners were selected through convenient sampling, with their proficiency level being controlled. A discourse completion test (DCT) for the expressions of gratitude and a cultural intelligence scale were given to the participants of the study. Learners’ DCT responses were rated on a five-point Likert scale and then analyzed. Statistical tests including Pearson Correlation Coefficient and t-test were used to investigate the research questions. The results of the analysis revealed that there was not a significant relationship, either positive or negative, between cultural intelligence and use of expressions of gratitude. Furthermore, no difference was found between the two groups, high and low culturally intelligent, in the way they used English expressions of gratitude. These findings have implications for the instruction of pragmatic competence.

در طی دوره­ی طولانی پیش از تاریخی که حدس می­زنیم، ادبیات هر ملتی به تدریج با اسطوره­ها، سنت­ها و آداب و رسوم گروه­های مختلف انسانی که در یک منطقه­ی جغرافیایی گرد آمده­اند شکل گرفته است. هنگامی که این قبایل که هریک اعتقادات مذهبی، آیین­ها و اسطوره­های خود را داشته­اند تحت لوای یک سیستم سیاسی مذهبی متحد شده­اند، میراث­های فرهنگی ­ شان اغلب در سیستم جدید به حیات خود ادامه داده است، بدین ترتیب با گذشت زمان، تاثیر متقابل هر یک از سیستم­ها گاهی منجر به سنتزهای ) الهی، عقیدتی، ادبی ( عالمانه و پیچیده­ای شده است . حماسه­ی گیل گمش یکی از کهن ترین آثار ادبی شناخته شده­ی جهان است که در منطقه­ی بین النهرین نوشته شده است . با وجود این، کادر جغرافیایی ماجراجویی ­ های گیلگمش و مناظر به تصویر کشیده­ی آن بیشتر سرزمین­های اطراف دریای خزر، رشته کوه البرز و کوه دماوند را متبادر می­کنند تا دشت بین النهرین را . این مقاله با بررسی بعضی از بن مایه ­ ها و تم­های گیلگمش و رمان ویس و رامین، سعی بر این دارد که کهن الگوی قهرمان بین النهرینی را در اسطوره ­ های ساکنین اولیه ­ ی فلات ایران پیدا کند . یعنی در باورها و اسطوره ­ های عیلامی­ها که بسیار پیش از مادها و پارس ها ساکن فلات بودند .

With day-increasing emphasis on communication as the chief objective of second language learning, willingness to communicate (hereafter WTC) has come into focus by many researchers, teachers, and foreign language institutes. Previous studies show that WTC is highly correlated with the two variables of perceived competence and communication apprehension. This study aimed to investigate the difference in WTC between male and female English major students at Khorasgan University, Iran. Firstly, 55 English major students were asked to respond to three questionnaires on WTC, perceived competence and communication apprehension. The data was analyzed using independent sample t-test. The results showed no significant difference between male and female students in WTC, perceived competence and communication apprehension. The results related to the effect of language proficiency on WTC, perceived competence, and communication apprehensions were also analyzed using one way ANOVA. The results showed no significant differences between the three different groups of students with different levels of language proficiency in their WTC, perceived competence, and communication apprehension