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In the present study, I have briefly revisited Brown and Levinson’s (1987) universal theory which has attracted the attention of many linguists to the notion of politeness as an essential feature of communication. Although in studies on politeness Brown and Levinson’s model is more or less considered the standard model, it seems that there is not an agreed-upon consensus that the complex concept of politeness can be simply captured through this linear and static model. In addition, there is a paucity of investigations into the applicability of this model in various cultures. Therefore, I analyzed and identified the strategies found in Iranian English speakers’ requests and apologies following this theory. To this end, adopting a qualitative research approach, data was collected through a multiple-choice discourse completion test and think-aloud protocols. The results of the study revealed that Brown and Levinson’s model can account, to a large extent, for people’s choice of politeness strategies in making both requests and apologies. In particular, the findings pointed to the ubiquitous presence of three influential factors in the degree of politeness; that is, power relations, social distance, and rank of imposition in the participants’ choice of politeness strategies. However, the findings of the study indicated that there are a few shortcomings associated with Brown and Levinson’s model. The study suggests that the weight of politeness cannot be simply measured based on a linear, static basis. The findings supported that for the individuals who participated in this study, politeness was a heavily context-bound and highly dynamic concept. On this basis, I hypothesize that a systematic model of politeness can better explain the variations of individuals’ choice of politeness strategies.

La mise en altérité des femmes, auteurs et autres, tout au long du XIXe siècle est l’œuvre de tous les agents d’une société aux couleurs idéologiques différentes qui trouvent pourtant un terrain d’intérêt commun quand il s’agit de la participation du sexe dit faible dans la sphère publique. Républicain, libéral, monarchiste, royaliste, anarchiste même socialiste, se servent des mêmes arguments fondés sur un discours pseudoscientifique, éthique et socio-politique pour cantonner les femmes au foyer conjugal. Face aux autrices qui, malgré les interdits, acquièrent une certaine réputation, la stratégie des hommes de lettres se diversifie : les cantonner dans la catégorie d’exception, leur assigner des genres littéraires spécifiques ou attribuer leur succès aux influences des hommes. La réception de Germaine de Staël par Sainte-Beuve, Lamartine et Barbey d’Aurevilly montre que l’enjeu principal du débat est pourtant la peur de perdre le pouvoir dans le champ littéraire qui est devenu dans ce siècle fortement politique et économique.

The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers

The aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. In ecocriticism, the otherness of nature is one of the main themes that signifies the gap between humanity and nature that eventually results in the destruction of the environment and nature. This study also shows how the main characters, John and Alejandra, are linked in the novel which turns the present study to an ecofeminist research. The novel mostly depicts the image of John wandering in nature and searching for his identity, to be punished. Therefore, the researcher scrutinizes the link between John, nature and Alejandra and tries to examine how the novel shows similar attitudes towards both women and nature in All the Pretty Horses.

This study aimed to compare the use of the apology speech act and other semantic formulas among Iranian EFL learners, American native speakers of English, and Iranians living in America for four years. We conducted a transcultural investigation on the use of apology strategies in the two cultures, and then assessed the effects of living in the target language context. The data were collected using a Discourse Completion Test (DCT), and then coded based on the Cohen and Olshtain’s (1981), and Istifçi (2009) classification of apology speech act. The results showed significant differences between the use of apology strategies by Iranian EFL learners and American speakers in apology verbs. Also, we found that the Iranians who had lived in America were successful in reaching the target language’s cultural norms. This improvement was mainly because of living in the target language context and learning through interaction. We also found that the act of flattery among Persian users which is a subcategory of a cultural habit called ta’arof is a strategy to amend their mistakes. The results of this study might be useful for sociolinguists, transcultural researchers, and foreign language teachers.

Cet article a pour objet d’étudier le Culte du Moi de Maurice Barrès (1862-1923) afin de mettre en valeur « l’identification » et « la découverte de soi » étant une mesure convenable pour distinguer le moi réel du moi irréel. Autrement dit, la trilogie de l’auteur français (Sous l’œil des Barbares, Un Homme libre et le Jardin de Bérénice) constitue le fondement d’une étude emblématique où les personnages du roman comme Philippe, Simon et Bérénice s’aident à argumenter que l’autonomie de l’esprit provient de la volonté subjective non pas de l’acte objectif. Ceci dit, Maurice Barrès s’efforce de justifier l’image d’un Moi narcissique dans la société française du XXème siècle où le nationalisme et le patriotisme exigent l’engagement moral lorsqu’il s’agit d’une quête introspective. Nous tenterons également de montrer la réflexion de Barrès à propos du Narcissisme et d’en extraire les motivations qui le rendent un écrivain purement novateur.

This study aimed to investigate the impact of self-regulation training and instruction on EFL learners’ short-term andlong-term retention of English vocabulary in online classes. The design of the present study was a quasi-experimental pre-test post-test control group design. The participants of this study included 60 Iranian maleintermediate EFL learners chosen from among 68 learners studying English at a private language institute inKerman, Iran based on their PET scores. The original sample was selected through convenience sampling. Theparticipants’ ages ranged from 17 to 30. The following instruments were used in this study: a Preliminary EnglishTest (PET) and two researcher-made vocabulary tests. To analyze the data, the Kolmogorov-Smirnov test,Descriptive statistics and Repeated Measures ANOVA were used and according to the results of data analysis, self-regulation training and instruction had a significant effect on EFL learners’ short-term and long-term retention ofEnglish vocabularies in online classes. The findings have some implications for EFL teachers, EFL learners, andcurriculum planners.

While the issue of intercultural competence has received considerable attention in second language learning and teaching over recent decades, the lack of a practical, valid, and dependable instrument to cross-culturally measure intercultural competence is strongly felt. For this reason, the current study aimed at developing and validating an inventory to examine EFL learners’ intercultural competence within the context of Iran. Following a qualitative-quantitative descriptive method research design, an instrument consisting of items adapted from intercultural competence-based survey instruments was generated. Accordingly, the study recruited 200 Iranian EFL learners to fill out the inventory. Furthermore, nine Iranian university professors in Applied Linguistics received an earlier draft of the Intercultural Competence Inventory (ICI) after it was prepared. The experts were requested to provide feedback on the developed Inventory’ content and face validity. After expert/content validation, the construct validity of the inventory was checked using R software running Mokken Scale Analysis. The analyses aimed to determine the structure of the inventory and verify the effectiveness of a five-point Likert response scale. The results concerning item attributes and the quality of the response scale provided confirmation of the scale's internal validity. Hopefully, the presence of this inventory in the Iranian context, characterized by strong internal consistency, internal validity, and construct validity, can contribute valuable insights to the study of intercultural competence among language learners.

Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign Language (EFL) Kurdish teachers towards learner autonomy and examined the influence of their experience in this regard. The data was collected using a newly developed questionnaire addressing learner autonomy from eight dimensions; the questionnaire encouraged teachers to reflect on their beliefs relating to learner autonomy. The findings indicated that teachers generally possess positive attitudes towards learner autonomy. Experienced teachers placed significantly greater emphasis on the psychological and political factors, the contributions of learner autonomy, and learning materials. The qualitative data indicated that both novice and experienced teachers stressed the importance of promoting autonomy through learner-centered teaching methods and student engagement. Experienced teachers employed more varied teaching methods and assessment techniques. While novice teachers preferred direct observation of their students during tasks and activities, experienced teachers adopted a more hands-off approach. The study underscores teachers' commitment to fostering independent learning across different dimensions of teaching practices. The differences in beliefs and strategies between novice and experienced teachers highlight the transformative impact of teaching experience on the promotion of learner autonomy. The findings implied that professional development programs should focus on shaping teachers’ beliefs towards using teaching strategies that foster autonomy.

Language teachers should be aware of the effect of various task types on L2 writing. The purpose of the present study was twofold: To investigate the effect of various task types, including graphic-writing task, decision-making task, and reasoning task, on L2 writing and to examine the relationship between working memory and L2 writing ability under three task conditions. To that end, 55 upper-intermediate male and female language learners from Dorsa Institute and Zabankadeh Meli in Hashtgerd participated in this study. Oxford Placement Test (OPT) test was used to homogenize the participants and Reading Span Test to test the working memory. Participants wrote an argumentative writing before and after the treatment. SPSS (version 25) was utilized to analyze the data. Results of data analysis showed statistically significant differences between graphic-writing task and the other two tasks while no significant differences were found between decision-making and reasoning tasks. Finding of the study showed the positive relationship between L2 writing and working memory. Implications of the study for the language learners are discussed.

Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs in CMC applications. The current study aimed to explore if there is a difference between synchronous and asynchronous multimodal scaffolding on the freewriting complexity of EFL learners. Besides, genders’ perceptions about applying multimodal scaffolding were compared. Participants were 84 EFL learners who randomly assigned into three groups. For the pre-test, a picture, podcast, and movie were shared, and the participants were asked to complete their freewriting tasks individually within the allocated time. For treatment, one experimental group was scaffolded in a synchronous environment by sending messages on WhatsApp, and the other experimental group experienced asynchronous scaffolding via email. The results indicated that multimodal scaffolding is beneficial. However, no significant difference was found between the writing complexity of synchronous and asynchronous groups. Furthermore, a significant difference between males’ and females’ tendency to use multimodal scaffolding was uncovered. The findings highlighted the role synchronous and asynchronous multimodal scaffolding can play in collaborative writing tasks

The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.