Critical approach

With the help of Islamic principles, it is possible to critique the mainstream and the dominant paradigm in International Relations. Still, the capability of the Islamic tenets is higher and does not remain at the level of rejection and criticism. Instead, it can provide alternatives by having specific ontological, anthropological, and epistemological foundations. The present study enumerates theoretical foundations and assumptions of the dominant paradigm in international relations. It describes four critical perspectives and then refers to a distinct view in the Islamic approach. After that, address this fundamental question: 'where is the turning-point of this approach for alternative presentation and construction of an alternative order in International Relation?’ The results indicated that according to the Meta-theoretical foundations of the dominant paradigm, they had created contradictory concepts. They are including material/meaning, nature/metaphysics, and reality/truth but by prioritizing truth (over material objectivity), those dualities become invalid and new dualities are drawn, such as the weak / the arrogant, which can design an alternative to the current dominant system. According to these principles, the effects of originality on the necessity and the priority of creature on nature is emphasized, and truth-seeking generally replaces materialism.

Second language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactional approaches that currently dominate the field of second language acquisition (SLA). In this way, it expands the significance of CSs by examining the other important dimensions of language within L2 contexts that affect/are affected by CSs. The new paths to dealing with CSs proposed in this paper rely on three aspects. First, the abundant use of CSs in non-native teacher talk within L2 classroom contexts is dealt with. Second, the neglected role of discourse-based CSs in previous studies is taken into account. Third, the particular relevance of CSs to noticing function of output hypothesis is considered. By challenging prevailing views and concepts, and by critically examining theoretical assumptions, the ultimate goal is to argue for a re-conceptualization of CSs within SLA research.