مطالب

Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed

This paper investigates different kinds of control predicates in Persian subjunctive complements. First, it is shown that the obligatory control (OC) constructions syntactically consist of two subtypes exhaustive control (EC) and non-exhaustive control (NEC). Then building upon Jackendoff and Culicover (2003) and Culicover and Jackendoff’s (2005) semantic analysis of control which is devoted to the treatment of infinitival and gerundive complements, we show that in a very large class of cases of OC in Persian , the controlled subjunctive complement also denotes an action. Providing a descriptive typology of each verb class, this analysis justifies the syntactic classification of control predicates proposed in this paper. Classes of exceptions are treated as coercion in the sense of Sag and Pollard (1991), Pollard and Sag (1994), followed by Jackendoff and Culicover (2003) and Culicover and Jackendoff (2005), in which internal conventionalized semantic materials, not present in syntax, are added. The article shows that both semantic and syntactic properties of control predicates determine the type of control relation in Persian subjunctive complement clauses.