Identity

The present study was aimed at examining concerns about the social effects of EFL learning, a challenging area of research which has not been discussed sufficiently. It tried to investigate the relationship between EFL learning and national identity. In addition, attempt was made to find a relationship between language motivation types and national identity. Furthermore, the role of two demographic variables, gender and age was examined. To this end, a sample consisting of 350 undergraduates studying at Allameh Tabataba'i University in Tehran took part in the study. A questionnaire on national identity and another one on language motivation types followed by an interview were the instruments used. The questionnaires had already been developed. However, there were some major modifications for the former which consisted of 30 items measuring national identity for all participants. The latter contained 42 items measuring language motivation types for only EFL learners. The Regression analysis, independent samples t-tests and a one-way ANOVA were run. The results revealed that claims over the harmful social effects of EFL learning were not arguably significant and it was found that among the eight language motivation types, going abroad and social responsibility were correlated with national identity. Furthermore, gender and age indicated significant differences among the participants' tendencies. The findings indicated that the social concerns about EFL learning are too pessimistic. So, materials developers, syllabus designers and teachers might consider the potentiality of some social elementsand demographic variables for the development of EFL learning.

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction

Drawing on the literature on the emergence of different varieties of English in the globalized world, current debates surrounding English as an international language (EIL), and more orientation towards intelligibility and mutual understanding in international communication, this article reports the findings of a quantitative and qualitative research study with 112 native American and British, 120 Indian and 120 Iranian teachers as members of Inner Circle (IC), Outer Circle (OC) and Expanding Circle (EC) (Kachru, 1992) to explore their attitudes towards pronunciation pedagogy within the framework of English as an international language and  how they see their role in relation to different varieties of English. The findings demonstrate the extent to which teachers’ acceptance of pronunciation and varieties of English differs. In particular, the Iranian teachers’ norm-bound orientation was found to be the greatest among the three groups. Native English teachers’ replies were also indicative of their acceptance of different varieties of English. Teachers’ preferences will be discussed with consideration of their attitudes towards varieties of English which might have influenced the construction of English teachers’ identity and the educational policy of each country. The findings also highlight the localization of L2 language planning and policies in an EIL pedagogy. This article argues that, together with encouraging and valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of teachers and learners towards global spread of English and the realities of English today which can be really helpful to be more realistic and not just blind followers of a particular model. Keywords: Pronunciation, Intelligibility, English as an International Language, Language Awareness, Identity   نگرش معلمان نسبت به انواع انگلیسی جهانی: معیار های تلفظ در زبان انگلیسی و  نوع آموزش تلفظ زبان انگلیسی در لایه های درونی، بیرونی، و رو به گسترش زبان انگلیسی یکی از مهمترین موضوعات در حوزه آموزش زبان توجه به انواع انگلیسی جهانی از دیدگاه تلفظ زبان انگلیسی و نوع آموزش تلفظ می باشد. تمامی افراد حتی غیر بومی ها عضوی از جامعه انگلیسی به عنوان زبان بین المللی می باشند و هیچ گروهی دستور زبانی خاصی راتعیین نمی کند. بومی سازی زبان نقش مهمی در ارتباط میان افراد در یک جامعه خاص را دارد. اهمیت موضوع تلفظ می تواند به دو دلیل اصلی است: اول، ساخت فهم که اشاره به ایجاد یک گفتمان قابل فهم در میان شرکت کنندگان در یک چارچوب ارتباطی دارد. دوم، با در نظر گرفتن نقش اصلی تلفظ درزبان انگلیسی به عنوان زبان بین المللی و راه آن است که شکل آگاهی زبان آموزان نسبت به هویت فرهنگی اجتماعی خود را شکل می دهد .مقاله حاضر با استفاده از روش تجزیه و تحلیل کمی و کیفی به بررسی دیدگاه معلمان در سه لایه زبانی (112 معلم بومی انگلیس و آمریکا: لایه درونی؛ 120 معلم هندی: لایه بیرونی؛ و 120 معلم ایرانی؛ لایه روبه گسترش)، اعتقادات و نگرش آنها نسبت به هنجارهای تلفظ و آموزش آن می پردازد، چرا که آنها می توانند با توجه به عوامل اجتماعی فرهنگی و سیاسی متفاوت  تغییر کنند.  این مطالعه همچنین نسبت به تغییر نگرش معلمین نسبت به انگلیسی بومی و سوق دادن آنها بسوی اهمیت زبان بر اساس قابل فهم بودن و توجه به ارتباط میان مخاطبین تا تلفظ بومی خاص زبا انگلیسی توجه دارد. توجه ویژه به انواع انگلیسی های جهانی و حفظ هویت فرهنگی خود به هنگام یادگیری زبان خارجی از دیگر اهداف این تحقیق می باشد کلمات کلیدی: تلفظ، گفتمان قابل فهم ، انگلیسی به عنوان زبان بین المللی، آگاهی زبانی ،  هویت

EFL learners who loved to read newspapers but have difficulty in comprehending. Present paper is a study on the significance of special styles of newspapers’ writing that may contribute in decreasing reading and comprehension skills for EFL learners and also is primarily concerned with the language and style of newspaper reportage. Skilled readers don’t just read, they interact with the text. The present study aims to probe into this important issue by providing formal instruction of the strategies to a group of Iranian EFL learners and comparing their newspapers’ reading comprehension performance with another group not receiving such an instruction.

The learners’ identity is one of the most important key elements of learning to motivate learners to learn English. The aim of this study was to investigate the relationship between the male and female EFL learners’ motivation and their identity with a focus on gender. The study had a descriptive correlational design. The participants of this study were 50 Iranian male and 50 female postgraduate English majors, aged between 23 and 41, who were selected through convenient sampling. Three questionnaires of motivation, hardiness, and perfectionism were distributed among the participants. The results of Pearson correlation analyses demonstrated that there was not a significant relationship between EFL learners’ motivation and their hardiness in both genders. Also, the results showed no significant relationship between EFL learners’ motivation and their perfectionism in the two groups. Moreover, the results of independent-sample t-tests failed to find any significant difference between male and female students’ motivation and their hardiness and perfectionism. 

Existing evidence seems to indicate that Muslims in Scotland have constructed hyphenated or hybrid identities that draw on religion, ethnicity and nationality. However, minor attention has been given to the differences in importance, meanings, and strengths of these identities, or the significance of their identity markers. Ethnic minority people can be identified with both their ethnic groups and their country of residence; each identity can be either strong or weak, or identification with both can be high. The extent and degree of identification with specific identity markers (such as ethnicity, nationality or religion) can be varied and subjected to difference. This paper discusses the importance, meaning, and strength of these markers in Muslims’ identity negotiation in Scotland through an analysis of the importance of ethnicity, religion and nation. Drawing on a study based on twenty-seven semi-structured and qualitative interviews carried out in 2011 with second-generation[1] Muslims across Scotland’s major cities and small towns, this research suggests the importance of social imposition (labelling behaviour and mis-recognition), family education and cultural ties in varying the meanings and the strength of  second-generation Muslims’ national and ethnic identities in Scotland. In addition, this paper  highlights the significance of various levels of religiosity in differentiating the meanings and strength of participants’ religious identities. [1] In this paper, ‘first generations’ are those Muslims who were born outside the UK and immigrated to UK and the term ‘second generation’ refers to those Muslims who were born in the UK to non-native parents.

This article enters into the debate on the link between security and identity by looking at the security context in the states surrounding the Persian Gulf, particularly Iran. Earlier scholarly works have approached security and identity separately, but lack a framework that connects them in a single account. The process tracing method offers a scientific approach to connect various notions in a single study, allowing the synthesis of diverse disciplines to establish links connecting them. Applying the method to the current security and identity issues of the regional states with Jundallah _a terrorist group in the eastern border of Iran_ has established a link between them and has thus enriched the current studies of the region. The main findings are that the Persian Gulf region is a heterogeneous security complex with diverse actors wielding power, and that societal threats have increased since the 2003 Iraq War. Since that year, a conflictual security complex has predominated in the region, which has destabilized the region more than before.

This study aimed, firstly, to investigate the underlying components of Iranian cultural identity and, secondly, to confirm the aforementioned components via Structural Equation Modeling (SEM) analysis. In order to achieve these goals, the researchers reviewed the extensive local and international literature on language, culture and identity. Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners’ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized. In order to test and validate the model, a questionnaire was developed. To probe the reliability of the questionnaire, Cronbach’s Alpha was used. The reliability of all the items in the questionnaire was 0.78. To estimate the construct validity of the model, Exploratory Factor Analysis using PCA was performed, which indicated five components (Religion, Arts, Persian Language and Literature, Media, and Globalization) underlying Iranian Cultural Identity. Then, Structural Equation Modeling (SEM) analysis through AMOS 22 was performed to test the model and the interaction among the components. The SEM results confirmed the existence of five factors. Finally, statistical results are discussed and implications are provided.

This paper reports on the findings of a research aimed at exploring the professional identity (PI) of English as Foreign Language (EFL) teacher in Iran. The research further examined the extent to which the identified PI factors affect their teaching quality. The authors argue that earlier classification of different factors of professional identity of EFL teachers is arbitrary and may only be valid by definition. The possible grouping of these factors is also examined to identify what clusters of factors have relative importance in EFL teacher's professional identity and how these clusters may contribute to the quality of teaching. Sample participants contributed in semi-structured interviews and subsequently based on the thematic analysis of the interviews a questionnaire was developed and completed by a total of 143 EFL instructors and students. Factor Analysis of data identified four distinct clusters accounted for a total of nineteen variables presenting the PI profile of EFL teacher in which Personal Characteristics (PC) emerged as the most important cluster. Consequently, five clusters identified to have a considerable effect on teaching quality, Pedagogical knowledge (PK) found to be the most influential cluster. These findings may well serve as a valuable pedagogical resource for EFL teachers and policy makers to help improve teaching quality, educational processes, and curriculum design.

In the post 9/11, the discursive construction of identity through discourses has become a norm in international politics in justifying foreign policies. What makes us believe is the interpretation given by dominant discourse through text, speeches, or media. Discourses not only construct a narrative on the national and international front but also rationalize certain policies and make other unthinkable. This is how it happened in Pakistan’s tribal areas[1]. The Pashtun social and cultural identity is mispresented through mainstream discourse as a cause of the conflict both in Afghanistan and Pakistan. Drawing on Lene Hansen post-structuralist discourse theory, this paper questions Pakistan''s mainstream discourse and evaluates how and why Pashtun social identity is discursively co-constituted in post 9/11? The paper argues that the discursive construction of Pashtun’s identity not only rationalizes geopolitics but also justifies the ongoing conflict in the tribal areas. The paper further argues that the prolonged conflict in the region should be understood as a regional power struggle for serving their geostrategic objective.

The present study attempts to apply Bakhtin’s theories of voice to Virginia Woolf's Mrs. Dalloway and Zoya Pirzad’s I Turn off the Lights which is translated into English under a new title: Things We Left Unsaid. In the light of Bakhtinian reading, this paper carries out a comparative study of these two novels in order to specify the differences between the voices existing in the novels written by two women writers from two different cultures. For that purpose Bakhtin’s conceptualizations and theories on Heteroglossia and Polyphony are focused upon. Although these two novels have been analyzed by variety of frameworks related to different critics, the study on the characters identity in the light of Bakhtinian theoretical concepts seems new and the comparativeness side of the research adds to the importance of the present work. By comparing these two works, some cultural differences and similarities regarding both women writers are being revealed. It seems that the authorial intentions towards the role of the characters stem from the similar viewpoints although they have been created in different social and cultural discourses. In the novels written by two writers, the process of identity creation of each character which is the product of various existing voices that are linked to one another through the social nature of language, is examined and observed in the light of Bakhtinian theory.

The culture and identity have occupied the second place in international theories and foreign policy analysis. At first the structuralism approach as a social theory and subse-quently in international relations and foreign policy has attempted to analyze non-corporeal factors such as culture the norms and values on foreign policy. Since culture identity norms and values were an integral part of Iran's Revolution it has also influenced Iran's foreign policy as a result of these issues. In this research I attempted to study the elements that form the identity of Islamic republic of Iran’s sys-tem such as being Iranian Islamic and global and then we analyzed the effect of Iran’s political system in foreign policy. Thus the author’s goal is to analyze Iran’s foreign policy by using a descriptive analytical method in terms of structuralism. The author believes that structuralism may have a better way of describing the behavior of Iran’s foreign policy and natio

An underlying theoretical point of this paper has been that if fundamental commitments and the questions of cultural identity that they bring with them (What is an X?) are understood in terms of functional analyses of the kind I have tried to give in the case of Islamic identity today, then there is scope to see these commitments as susceptible to various criticisms in the particular context of a conflict in which they might figure.  All this seems to me to offer far more scope and interest to moral philosophy than Williams allows it, even after granting to Williams the validity of the central role he gives to the idea of fundamental commitment and the validity of his critique of traditional moral philosophy. <br />  The paper has studied the question "What is a Muslim?" in the dialectic of a conflict arising out of a concern for Islamic Reform.  The conflict is one that arises because of moderate Muslims' fundamental commitment to a doctrine which contains features that are often effectively invoked by the absolutists whom moderate Muslims fundamentally oppose.  If a full analysis of the commitment reveals its defensive function which have disabled Muslims from a creative and powerful opposition to the absolutists, and if, moreover, this function of the commitment is diagnosed as itself based on a deep but common philosophical fallacy, it should be possible then for moderate Muslims to think there way out of this conflict and to transform the nature of their commitment to Islam, so that it is not disabling in that way. <br />The question of identity, "What is a Muslim?", then, will get very different answers before and after this dialectic about reform has played itself out.   The dialectic, thus, preserves the negotiability of the concept of identity and the methodological points I began with, at the same time as it situates and explains the urgency and fascination that such questions hold for us.

Teacher professional identity is widely acknowledged as a multi-dimensional dynamic evolving concept contributing to teachers’ self-perception about their professional roles. This qualitative study aimed to explore how different instructional settings of teaching English as a foreign language in Iran impacted on teachers’ professional identities in a comparative way. To this end, 25 English teachers from public schools and private institutes of Kerman were interviewed to collect data and to examine how teachers conceptualize themselves at schools and institutes. All 25 participants (13 school teachers and 12 institute teachers) had a BA degree in English. Data analysis revealed that teachers of public schools had comprehended, strong, and thick initial professional identity in comparison to those teaching in private institutes. However, such an ideal professional identity was more vulnerable to professional identity shock that resulted from the discrepancy between initial professional identity arisen from pre-service training programs and an emergent one derived from the identity-in-practice in class life. In terms of preparation to teach, the findings showed that the teachers of public schools had more extended viewpoints towards teaching and its significance. Moreover, they believed that their identity influenced the teaching profession while the institute teachers believed in teaching influence on their identity that provided evidence for the variable nature of teacher professional identity resulting from parallel interconnections of different macro and micro factors leading to its steady reinterpretation and reshaping. Keywords: dyna

This study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.

The current paper aims at presenting a close reading of the protagonist’s reminiscences in Mohsen Hamid’s The Reluctant Fundamentalist in terms of an eclectic approach toward representation of trauma. Freud and Breuer’s theory of psychological trauma, Judith Herman’s concept of post-traumatic stress disorder (PTSD) and Jeffery Alexander’s notion of cultural trauma are employed as the conceptual framework of this analysis. Psychological trauma refers to the unbearable, untreatable, and unspeakable psychological wounds remaining on the subject’s unconsciousness. PTSD concentrates on troublesomeness in regular physical activities including rapid distraction, insomnia, and shifting in and out through past memories, triggered by trauma. Cultural trauma traces the changes at the level of collective identity of a group due to a formerly experienced horrendous event. The Adventures of Changez, the novel’s narrator, dating back to around the 9/11 attack are represented in The Reluctant Fundamentalist. The paper conducted a survey through theories of trauma depicting memory as a venue where the subject’s psychical status could be fully scrutinized. The results of the study demonstrated that a traumatic event such as that of the 9/11 has a long-term devastating impact on Changez’s subjectivity as well as a collective negative consequence for Pakistan’s new generation of intellectual immigrants.