English teaching
AliReza Jalilifar
Abstract
This study aimed to account for metadiscourse variations in the discussion sections of articles written in Persian and English and published in Iranian as well as international scholarly journals in English Language Teaching and Psychiatry. For this purpose, 90 research article discussions were ...
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This study aimed to account for metadiscourse variations in the discussion sections of articles written in Persian and English and published in Iranian as well as international scholarly journals in English Language Teaching and Psychiatry. For this purpose, 90 research article discussions were selected, and then hedges and boosters were identified based on the taxonomies of metadiscourse markers. The results of the quantitative and qualitative analyses revealed significant differences in frequency, type, and functions of these devices in the texts. These differences might be attributed to lack of awareness of the conventional rules of English rhetoric, limited and fragile knowledge of academic English by Persian writers, and lack of explicit instruction and exposure to pragmatic and sociolinguistic rules of English by Persian researchers. Further research in other disciplines will help to make more accurate generalizations about the role of metadiscourse markers in research articles.
English teaching
M. Rahimi; Z. Nabilou
Abstract
This study investigated the relationship between globalization and the necessity for EFL curriculum reform in Iran. It also analyzed challenges and opportunities created for curriculum and syllabus designers in this process. The qualitative analysis of the Perspective of Islamic Republic of Iran in 1404, ...
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This study investigated the relationship between globalization and the necessity for EFL curriculum reform in Iran. It also analyzed challenges and opportunities created for curriculum and syllabus designers in this process. The qualitative analysis of the Perspective of Islamic Republic of Iran in 1404, and Development Plans 4 and 5 was done in order to find out the country’s policy toward globalization. The status of EFL program in Iran was described by carrying out two further analyses: (1) a comparative study of Iranian and Middle Eastern examinees’ TOEFL scores from 2002 to 2007, and (2) a review study of problems of teaching and learning English in Iranian high schools. The results of the analyses showed that: (1) Iran has taken an active role in facing globalization by appreciating its Iranian-Islamic values; (2) EFL program in Iran has serious problems, and (3) EFL curriculum reform in Iran is essential and inevitable in the process of globalization
