@article{ author = {}, title = {Nominalization in the Research Article Discussion Sections of Local and International Journals of Applied Linguistics}, abstract ={This study aimed at investigating the tendency of research article (RA) authors for the application of nominalization in RA discussion sections from the perspective of two discourse communities. To this end, 150 RA discussion sections were selected from local and international Applied Linguistics journals. Following the rhetorical structure analysis of the corpus and the move tagging, the authors analyzed the vertical and horizontal distribution of the nominalization types within and between the journals. The results demonstrated that international RA authors show a greater preference to use nominalization in certain moves of the discussion sections, and this can be explained by considering the move function and nominalization types. It was also revealed that a large number of nominalizations are located in some moves than others. In other words, authors use nominalization in these moves to ameliorate the style and the language of the discussion sections to sound more persuasive. Finally, fine-grained qualitative analyses are presented.}, Keywords = {Nominalization , Discussion section , Rhetorical structure , Discourse community , Genre }, volume = {18}, Number = {1}, pages = {1-28}, publisher = {}, title_fa = {Nominalization in the Research Article Discussion Sections of Local and International Journals of Applied Linguistics}, abstract_fa ={}, keywords_fa = {Nominalization , Discussion section , Rhetorical structure , Discourse community , Genre , }, doi = {10.18869/acadpub.ijal.18.1.1}, url = {http://ijal.khu.ac.ir/article-1-2489-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2489-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction}, abstract ={While teachers’ confidence in their abilities is a crucial asset in teachers’ professionalism and their identity development, their efficacy doubts are also considered useful. Given the diversity of English Language Teaching (ELT) contexts, this paper probes the dynamic nature of efficacy doubts the teachers face and are expected to resolve in English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP) instruction. To this end, based on the existing theoretical frameworks in EGP and ESAP methodology and interviews with 25 university English teachers, two questionnaires were developed and administered to 170 Iranian EGP and ESAP university instructors. The results of factor analysis confirmed five factors underlying ESAP teachers’ teaching efficacy doubts and four factors for EGP teachers’ teaching efficacy doubts. The results may promise implications for ESAP and EGP teacher education programs teacher educators may address the common efficacy doubts identified in this study and expose the current in-service and future ESAP and EGP teachers to the typical factors which may potentially hamper their efficacy and help them resolve their efficacy doubts as a means towards professional development.}, Keywords = {Efficacy doubts , Teacher education , ESAP and EGP instruction , Teacher development and reform }, volume = {18}, Number = {1}, pages = {29-64}, publisher = {}, title_fa = {An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction}, abstract_fa ={}, keywords_fa = {Efficacy doubts , Teacher education , ESAP and EGP instruction , Teacher development and reform , }, doi = {10.18869/acadpub.ijal.18.1.29}, url = {http://ijal.khu.ac.ir/article-1-2490-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2490-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {Proceduralization and Transfer of Linguistics Knowledge as a Result of Form-focused Output and Input Practice}, abstract ={This study compared the effects of two types of form-focused tasks on proceduralization and transfer of linguistics knowledge in case of English modals. All participants of the study attended pretests, posttests and delayed posttests. The procedural comprehension and production knowledge were measured through the groups’ performance on a timed dual task test that resembled the context of practice. The transfer of knowledge was measured by evaluating the performance of participants on a timed dual task test in a context dissimilar from or reverse to the practice context. Three intact classes of intermediate EFL learners were randomly assigned to experimental and control groups. The output group (n= 27) received explicit grammar instruction and a combination of three output practice, while the input group (n=25) received explicit instruction and a combination of three input practice. Identical texts were exposed to the control group (n=25) through listening and reading tasks. The texts were followed by some questions irrelevant to English modals. On the procedural knowledge posttests, the experimental groups outperformed the control group. The participants were able to transfer the knowledge to dissimilar contexts. The results may help language teachers design more effective activities for the learners considering the institutional constraints.}, Keywords = {Declarative knowledge , Proceduralization , Input practice , Output Practice , Transfer of knowledge}, volume = {18}, Number = {1}, pages = {65-94}, publisher = {}, title_fa = {Proceduralization and Transfer of Linguistics Knowledge as a Result of Form-focused Output and Input Practice}, abstract_fa ={}, keywords_fa = {Declarative knowledge , Proceduralization , Input practice , Output Practice , Transfer of knowledge , }, doi = {10.18869/acadpub.ijal.18.1.65}, url = {http://ijal.khu.ac.ir/article-1-2491-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2491-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective}, abstract ={The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT). The participants were divided into two experimental groups. The learners in experimental group I (Systemic Theoretical Instruction- Explanation and Materialization (STI-EM), were exposed to materialized tools which consisted of presenting the target concept in charts accompanied by the examples and related strategies to extract the concept, while Group II students (Systemic Theoretical Instruction- Explanation, Materialization, and Verbalization (STI-EMV), enjoyed materialized tools as well as collaborative verbalization. The learners in both groups went through pre-test, intervention, and post-test. The collected data were analyzed through employing analysis of covariance (ANCOVA). The results indicated that the group which practiced collaborative verbalization in L1 outperformed the one which was just mediated by teacher's oral explanation and materialized objects.}, Keywords = {Concept formation , Materialization , Collaborative verbalization , Listening performance }, volume = {18}, Number = {1}, pages = {95-126}, publisher = {}, title_fa = {The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective}, abstract_fa ={}, keywords_fa = {Concept formation , Materialization , Collaborative verbalization , Listening performance , }, doi = {10.18869/acadpub.ijal.18.1.95}, url = {http://ijal.khu.ac.ir/article-1-2492-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2492-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {An Activity Theory Analysis of ELT Reform in Iranian Public Schools}, abstract ={The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. With the premise that human activity is artifact-mediated and goal-directed, activity theory makes it possible to demonstrate the complex and dynamic relationship between various institutional, social, and individual factors by revealing different contradictions that language teachers would experience as they attempt to implement CLT in their classroom contexts.  In addition to 23 language teachers who consisted the main participants of this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part. Document analysis, semi-structured interview, and classroom observation comprised the data collection instruments. The results indicated that despite their optimism about and keen interest in CLT-based reform, Iranian language teachers could not successfully implement CLT due to their inability to successfully resolve the contradictions that emerged in their activity system. These contradictions in turn stemmed from a number of difficulties that emanate from various sources including teachers themselves, students, their parents, school staff, educational system, and the new package. Based on the findings, a number of implications and suggestions are provided for the Iranian curriculum developers, language teachers, parents, and teacher directors.}, Keywords = {CLT-based curriculum , Activity theory , Contradictions , Grounded theory approach }, volume = {18}, Number = {1}, pages = {127-166}, publisher = {}, title_fa = {An Activity Theory Analysis of ELT Reform in Iranian Public Schools}, abstract_fa ={}, keywords_fa = {CLT-based curriculum , Activity theory , Contradictions , Grounded theory approach , }, doi = {10.18869/acadpub.ijal.18.1.127}, url = {http://ijal.khu.ac.ir/article-1-2493-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2493-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills}, abstract ={Reading comprehension (RC) and critical thinking (CT) are the two basic cognitive skills that should be developed through involving language learners in a carefully planned instruction. Multiple intelligences (MI) instruction may assist learners in developing RC and CT in L2 education. This study probed the effect of MI-based reading instruction on the Iranian EFL learners’ RC and CT skills. In so doing, it compared the effectiveness of an MI-based reading instruction with a traditional one. To this end, 4 intact classes from several English language institutes, comprising 56 Iranian intermediate-level EFL learners, were selected and randomly assigned to MI-based (experimental) and traditional (control) groups. A multiple- choice RC test, a reading summary test, and the Watson-Glaser Critical Thinking Appraisal test were used as the instrumentations to collect data on the participants’ RC and CT. Analysis of covariance revealed a significant effect for the MI-based reading instruction. Furthermore, the RC scores increased more significantly in the MI-based group in comparison to the traditional one. However, the CT scores did not significantly improve in both groups. There was also no statistically significant difference in the CT scores between the two groups after the treatments. Iranian EFL educators are, then, encouraged to develop MI-based lessons and activities for diverse students and take explicit instruction for the enhancement of CT skills in EFL reading courses.}, Keywords = {EFL Reading comprehension , Multiple intelligences , MI-based reading instruction , Critical thinking }, volume = {18}, Number = {1}, pages = {167-200}, publisher = {}, title_fa = {Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills}, abstract_fa ={}, keywords_fa = {EFL Reading comprehension , Multiple intelligences , MI-based reading instruction , Critical thinking , }, doi = {10.18869/acadpub.ijal.18.1.167}, url = {http://ijal.khu.ac.ir/article-1-2494-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2494-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis}, abstract ={Gender representation has long been studied in both verbal and visual modes of ELT textbooks. However, regarding the visual mode, research has mainly focused on superficial analyses of how often each gender appears in different roles rather than on how the two genders are represented. The tools proposed in Kress and van Leeuwen’s (2006) social semiotics framework, however, permit deep analysis of images taking into consideration how pictorial elements are shown both alone and in relation to other pictorial elements, on the one hand, and the viewers on the other. Following the above-mentioned framework, the present study applied the three dimensions of representational, compositional and interactive meaning presented to 16 photographs randomly selected from the Interchange (Third Edition) series (Richards, 2005) to explore gender portrayals and disclose ideologies in the visual mode of the series. Qualitative data analysis showed some ideologies and stereotypical portrayals, each of which appeared either in one or a few photographs. Taken together, the findings indicated gender bias in favor of men in the series.}, Keywords = {Gender representation, Ideology, Image analysis, Kress and van Leeuwen’s (2006) social semiotics, Interchange (Third Edition) series}, volume = {18}, Number = {2}, pages = {1-39}, publisher = {}, title_fa = {Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis}, abstract_fa ={}, keywords_fa = {Gender representation, Ideology, Image analysis, Kress and van Leeuwen’s (2006) social semiotics, Interchange (Third Edition) series}, doi = {10.18869/acadpub.ijal.18.2.1}, url = {http://ijal.khu.ac.ir/article-1-2552-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2552-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective}, abstract ={The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of  in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff’s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch’s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with their past experiences, gradually replaced their old everyday concepts such as grammatical accuracy, correct samples, and teacher interruption with new scientific concepts such as grammatical apprenticeship, guided grammatical participation, and grammatical appropriation through assisted participation. The results of present study can be illuminating for teacher educators and teacher education programs which have aimed at changing the classroom practice of in-service teachers.}, Keywords = {Awareness-raising, Critical reflection, Sociocultural teacher education, Mediation, Conceptual development}, volume = {18}, Number = {2}, pages = {41-75}, publisher = {}, title_fa = {The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective}, abstract_fa ={T}, keywords_fa = {Awareness-raising, Critical reflection, Sociocultural teacher education, Mediation, Conceptual development}, doi = {10.18869/acadpub.ijal.18.2.41}, url = {http://ijal.khu.ac.ir/article-1-2553-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2553-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model}, abstract ={In this study, the researcher used the many-facet Rasch measurement model (MFRM) to detect two pervasive rater errors among peer-assessors rating EFL essays. The researcher also compared the ratings of peer-assessors to those of teacher assessors to gain a clearer understanding of the ratings of peer-assessors. To that end, the researcher used a fully crossed design in which all peer-assessors rated all the essays MA students enrolled in two Advanced Writing classes in two private universities in Iran wrote. The peer-assessors used a 6-point analytic rating scale to evaluate the essays on 15 assessment criteria. The results of Facets analyses showed that, as a group, peer-assessors did not show central tendency effect and halo effect; however, individual peer-assessors showed varying degrees of central tendency effect and halo effect. Further, the ratings of peer-assessors and those of teacher assessors were not statistically significantly different.}, Keywords = {Peer-assessment, Rater effects, Rating, Many-facet Rasch measurement model}, volume = {18}, Number = {2}, pages = {77-107}, publisher = {}, title_fa = {Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model}, abstract_fa ={}, keywords_fa = {Peer-assessment, Rater effects, Rating, Many-facet Rasch measurement model}, doi = {10.18869/acadpub.ijal.18.2.77}, url = {http://ijal.khu.ac.ir/article-1-2554-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2554-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production}, abstract ={Despite the general findings that address the positive contribution of teaching pragmatic features to interlanguage pragmatic development, the question as to the most effective method is far from being resolved. Moreover, the potential of literature as a means of introducing learners into the social practices and norms of the target culture, which underlie the pragmatic competence, has not been fully explored. This study, then, set out to investigate the possible contribution of plays, as a medium of instruction, to the pragmatic development through either explicit or implicit mode of instruction. To this end, 80 English-major university students were assigned to four experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal and the other (Explicit Play) received the same treatment in addition to the metapragmatic instruction on the acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). Analyses of the four groups’ performance on a Written Discourse Completion Test (WDCT) before and after the treatment did not show any advantage for the literary medium, i.e., there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most, where explicit groups outperformed their implicit counterparts. These findings indicate that even though implicit teaching, that is, exposure to enhanced input followed by some awareness-raising tasks, is effective in pragmatic development, it cannot contribute so much to learning as can the explicit instruction.}, Keywords = {Play, Explicit, Implicit, Apology, Request, Refusal,WDCT}, volume = {18}, Number = {2}, pages = {109-140}, publisher = {}, title_fa = {The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production}, abstract_fa ={}, keywords_fa = {Play, Explicit, Implicit, Apology, Request, Refusal,WDCT}, doi = {10.18869/acadpub.ijal.18.2.109}, url = {http://ijal.khu.ac.ir/article-1-2555-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2555-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction}, abstract ={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.}, Keywords = {rewriting discussions, Collaborative activities, Writing skills, Identity, Collective identity, Individualistic identity, Authoritative identity }, volume = {18}, Number = {2}, pages = {141-164}, publisher = {}, title_fa = {The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction}, abstract_fa ={}, keywords_fa = {Prewriting discussions, Collaborative activities, Writing skills, Identity, Collective identity, Individualistic identity, Authoritative identity }, doi = {10.18869/acadpub.ijal.18.2.141}, url = {http://ijal.khu.ac.ir/article-1-2556-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2556-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} } @article{ author = {}, title = {External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence}, abstract ={Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran.}, Keywords = {Attitudes to L2 learning, Criterion measure, Family influence, L2 motivation, Instrumentality promotion,Teacher burnout, SEM }, volume = {18}, Number = {2}, pages = {165-187}, publisher = {}, title_fa = {External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence}, abstract_fa ={}, keywords_fa = {Attitudes to L2 learning, Criterion measure, Family influence, L2 motivation, Instrumentality promotion,Teacher burnout, SEM }, doi = {10.18869/acadpub.ijal.18.2.165}, url = {http://ijal.khu.ac.ir/article-1-2557-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2557-en.pdf}, journal = {}, issn = {}, eissn = {}, year = {2015} }