Applied Research on English Language

A Study of the Discursive Accomplishment of Stereotypes in Everyday Discourse A Case of Persian Speakers

Fatemeh Ghanavati Nasab; Moussa Ahmadian

Volume 12, Issue 1 , January 2023, , Pages 1-44

https://doi.org/10.22108/are.2022.130657.1780

Abstract

This study set out to examine how stereotypes as social psychological phenomena are enacted in everyday discourse. Besides discussing how ingroups and outgroups are formed in mundane ... Read More

Analysis of the Language Used in the Reports of Peer-Review Journals

Fadi Al-Khasawneh

Volume 11, Issue 3 , July 2022, , Pages 79-94

https://doi.org/10.22108/are.2022.130458.1774

Abstract

: Peer review plays a vital and major role to determine the fate of manuscripts submitted to international academic journals. The present study analyzed the discourse structure and ... Read More

Making Accreditation with English in Daily Conversations

Reza Pishghadam; Shima Ebrahimi; Saba Hasanzadeh; Haniyeh Jajarmi

Volume 11, Issue 3 , July 2022, , Pages 95-120

https://doi.org/10.22108/are.2022.132847.1869

Abstract

Since language is an integral part of a culture, inspecting linguistic expressions can unveil the hidden cultural memes of a society, conceptualized as cultuling (culture in language) ... Read More

A Multimodal Analysis of Iranian EFL Learners Willingness to Participate in Collaborative Tasks: A Conversation Analysis Approach

Katayoon Afzali; Hadis Astaraki

Volume 10, Issue 4 , November 2021, , Pages 167-190

https://doi.org/10.22108/are.2021.127378.1687

Abstract

Despite the fact that classroom interaction is an indispensable aspect of language learning, many EFL students do not show any willingness to participate (WTP) in classroom activities. ... Read More

A Corpus-Based Investigation of Euphemistic Expressions in Iranian and American Journalistic Materials (2014-2019): A Political Correctness Perspective

Reza Bagheri Nevisi; Reyhaneh Sadat Mousakazemi

Volume 9, Issue 4 , November 2020, , Pages 429-448

https://doi.org/10.22108/are.2020.121013.1524

Abstract

To date, a number of studies have investigated the use of euphemism in media to classify and analyze the euphemisms of different categories. However, these studies were mostly based ... Read More

Inaugural Addresses of American Presidents: A CDA-oriented Analysis of Party Affiliation

Vali Mohammadi; Reza Abdi; Hadi Eisazadeh

Volume 9, Issue 4 , November 2020, , Pages 539-560

https://doi.org/10.22108/are.2020.122738.1570

Abstract

The United States with its presidents stepping into power from either the Democratic or Republican parties influences global affairs in one way or another. These two main political ... Read More

Constructing Stories in a Foreign Language: Analysis of Iranian EFL Learners’ Lived Narratives Structure

Mohsen Ramazanian; Hamid Allami

Volume 8, Issue 3 , July 2019, , Pages 449-472

https://doi.org/10.22108/are.2019.115370.1426

Abstract

Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present ... Read More

Visual Representation of Social Actors in ELT Nursery Rhymes

Mahmood Reza Atai; Esmat Babaii; Ebrahim Isavi

Volume 7, Issue 4 , November 2018, , Pages 541-568

https://doi.org/10.22108/are.2018.106533.1177

Abstract

With the advent of globalization, especially in its third phase (see Robertson, 2003), global relations of domination have undermined abuse of power at national and local levels (Fairclough, ... Read More

A genre Analysis of the Scholarly Electronic Mail: Implications for ‎Pedagogy

Bancy Malandi; Geoffrey Maroko

Volume 7, Issue 3 , July 2018, , Pages 345-360

https://doi.org/10.22108/are.2018.105372.1157

Abstract

Scholarly mails apparently display stable conventional principles as an emerging genre. Thus, contributors should structure their electronic mails appropriately when writing for purposes ... Read More

Author Engagement in the Literature Review of Research Articles Published in International and Iranian Local Journals: Some Insights from Appraisal Theory

Mohammad Naghizadeh; Katayoon Afzali

Volume 7, Issue 1 , January 2018, , Pages 111-142

https://doi.org/10.22108/are.2019.113133.1369

Abstract

Despite the importance of author engagement in the literature review of academic articles, many writers fail to publish their academic articles due to being incompetent in using conventional ... Read More

Interface between Linguistic Noticing and Fossilization of Grammatical, Lexical, and Cohesive Features among Advanced EFL Learners

Zia Tajeddin; Maryam Sadat Tabatabaeian

Volume 6, Issue 1 , January 2017, , Pages 23-42

https://doi.org/10.22108/are.2017.21324

Abstract

Fossilization has become the focus of many L2 studies since its introduction in 1972 as many learners fail to achieve native-speaker competence. Researchers have tried to unravel the ... Read More Fossilization has become the focus of many L2 studies since its introduction in 1972 as many learners fail to achieve native-speaker competence. Researchers have tried to unravel the causes of fossilization, among which noticing has been claimed to be of great importance. This study aimed to explore the effect of noticing on fossilization. To achieve this aim, a mixed-methods approach was utilized. Sixty advanced L1 Persian learners of English studying in Iran were chosen to perform two written and three spoken tasks twice. Qualitative data included the content analysis of the participants’ performance on the written and spoken tasks while the quantitative data included percentages of noticed errors and recurrent erroneous forms. The errors observed in both performances were counted and classified. Three main categories named Grammatical Errors, Lexical Errors, and Cohesive Errors were identified. The observed errors were further classified into 36 subcategories. When learners’ ability in noticing their errors was investigated, it was found that they could notice 37.4% of the 3,796 fossilized forms they had produced. Most of the errors observed were categorized in the category of grammatical errors. Noticing affected the number of errors produced. It can be concluded that becoming aware of ones fossilized forms, one will produce fewer fossilized forms. The results of the current study have implications for English language teachers and learners. By being informed of the errors learners make while learning a language and how their noticing affects fossilization, teachers can improve their teaching practice which in turn enhances learning. ارتباط بین توجه زبانی و فسیلشدگی جنبه های دستوری، واژگانی، و پیوستگی زبانی در زبان آموزان انگلیسی سطح پیشرفته از سال 1972 که فسیلشدگی معرفی شد، مطالعات بسیاری در حیطه یادگیری زبان دوم به این مقوله پرداخته شد تا علل ناکامی زبان آموزان در یادگیری کامل زبان را مورد بررسی قراردهند. محققان به دنبال دلایل فسیلشدگی بودهاند. توجه یکی مهمترین از دلایل عنوان شده برای فسیل شدگی است.هدف این مطالعه بررسی تاثیر توجه بر فسیلشدگی بود. برای دستیابی به این هدف، از روش مختلط استفاده شده است. 60 زبان آموز ایرانی سطح پیشرفته، که زبان مادری آنها فارسی بود و انگلیسی را در موسسههای زبان میآموختند، انتخاب شدند تا دو متن را نوشته و سه تمرین گفتاری را انجام دهند. این امر دو بار تکرار شد. دادههای کیفی از تحلیل محتوای عملکرد شرکت کنندگان در این فعالیتها به دست آمد و دادههای کمی مطالعه شامل درصد توجه به ساختارهای غلط دستوری بود که در نوشتار و گفتار زبان آموزان تکرار می شد. اشتباهاتی که در هر دو عملکرد مشاهده شد،برشمرده و دسته بندی شد. سه دسته اصلی از خطاها شناسایی شد: خطاهای دستوری، خطاهای واژگانی، و خطاهای پیوستگی متن. این خطاها سپس در 61 زیردسته طبقه بندی شد. زمانی که توانایی توجه زبان آموزان سنجیده شد، مشخص شد آنها قادر به تشخیص %37.4 از مجموع 3796 فرم خطا بودند. بیشترین تعداد خطا دستوری بود. توجه بر روی تعداد خطاهای تولید شده تاثیر داشت. میتوان نتیجه گرفت که آگاهی از ساختارهای فسیلشده باعث تولید ساختارهای فسیلشده کمتری میشود. نتایج مطالعه حاضر میتواند مورد استفاده معلمان و دانش آموزان زبان انگلیسی قرارگیرد. آگاهی از خطاهای تولید شده توسط زبانآموزان و تاثیر توجه روی فسیل شدگی می تواند تدریس معلمان را بهبود بخشد که خود باعث یادگیری بهتر میشود. کلیدواژهها: خطاهای دستوری، خطاهای واژگانی، خطاهای پیوستگی متن، فسیلشدگی، توجه

Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers

Minoo Alemi; Neda Khanlarzadeh

Volume 6, Issue 1 , January 2017, , Pages 67-84

https://doi.org/10.22108/are.2017.21326

Abstract

Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) ... Read More Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) have been explored in many studies. However, among various studies, the area of interlanguage pragmatic (ILP) assessment is quite novel issue and many features of it have remained unnoticed. As ILP assessment has received more attention recently, the necessity of investigation on the EFL teachers‟ rating criteria for rating various speech acts has become important. In this respect, the present study aimed to investigate the native and non-native EFL teachers‟ rating scores and criteria regarding the speech act of request. To this end, 50 American ESL teachers and 50 Iranian EFL teachers participated to rate the EFL learners‟ responses to video-prompted Discourse Completion Tests (DCTs) regarding the speech act of request. Raters were supposed to rate the EFL learners‟ responses and mention their criteria for assessment. The results of the content analysis of raters‟ comments revealed nine criteria that they considered in their assessment. Moreover, the result of the t-test and chi-square analyses of raters‟ rating scores and criteria proved that there are significant differences between native and non-native EFL teachers‟ rating pattern. The results of this study also shed light on importance of sociopragmatic and pragmalinguistic features in native and non-native teachers‟ pragmatic rating, which can have several implications for L2 teachers, learners, and material developers. معیارهای معلمان زبان بومی و غیربومی در نمره دهی کنش کلامی درخواست : مورد معلمان انگلیسی زبان آمریکایی و ایرانی چکیده: طی چند دهه اخیر، جنبه های متفاوتی از دانش منظور شناختی و تاثیر آن بر آموزش و فراگیری زبان دوم در تحقیقات متعدد مورد بررسی قرار گرفته است. با این حال، در میان تحقیقات مختلف، ارزیابی منظور شناختی بینازبانی تقریبا یک موضوع جدید محسوب می شود و بسیاری از جنبه های آن مورد بررسی قرار نگرفته است. به دلیل اهمیت زیادی که اخیرا ارزیابی منظور شناختی بینازبانی پیدا کرده است، ضرورت بررسی معیارهای سنجش معلمان انگلیسیِ بومی و غیربومی در نمره دهی کنش های کلامی آشکار گشته است. در این زمینه، تحقیق حاضر با هدف بررسی معیارها و نمره های داده شده توسط معلمان انگلیسیِ بومی و غیربومی در ارزیابی کنش کلامی درخواست صورت پذیرفته است. بدین منظور، 50 معلم انگلیسی زبان آمریکایی و 50 معلم انگلیسی زبان ایرانی برای ارزیابی مجموعه موقعیت آزمون تکمیل گفتمان زبان آموزان ایرانی مشارکت کردند. معلمان می بایست پاسخ های داده شده توسط زبان آموزان را نمره داده و معیار هایی که برای ارزیابی در نظر گرفته بودند، ذکر می کردند. در نتیجه ی تحلیل محتوای نظرات معلمان،9 معیار که معلمان در ارزیابی زبان آموزان در نظر گرفته بودند مشخص شد. علاوه بر این، نتیجه ی آزمون تی و مربع خی نمرات داده شده و معیارهای ذکر شده معلمان نشان داد که تفاوت معناداری بین روش های نمره دهی معلمان بومی و غیر بومی وجود دارد. همچنین نتایج به دست آمده از این مطالعه اهمیت ویژگی هایمنظور-جامعه شناختی و زبان-منظورشناختی را در ارزیابی منظور شناختی معلمان بومی و غیربومی مشخص کرده می تواند کاربرد گوناگونی برای معلمان زبان دوم، دانش آموزان، و طراحان کتاب های درسی داشته باشد. کلید واژه ها: نمره دهی منظور شناختی بین زبانی، ملاک نمره دهی، در خواست، آزمون موقعیت تکمیل گفتمان

Realization of Verbal Appropriacy/ Inappropriacy in Persian: A Variational Pragmatics approach

Reza Khany; Mahdi Najar

Volume 6, Issue 1 , January 2017, , Pages 117-140

https://doi.org/10.22108/are.2017.21327

Abstract

Abstract: Avoiding the current terminology debates in the literature on politeness research and following a variational pragmatics approach, this ... Read More Abstract: Avoiding the current terminology debates in the literature on politeness research and following a variational pragmatics approach, this study attempted to illuminate how appropriacy/ inappropriacy is realized in Persian language in light of five speech acts of introduction, apology, refusal, congratulation, and condolence. Additionally, it was aimed to see to what extent appropriacy/ inappropriacy is a function of variables such as age, gender, job, and level of education. In order to achieve this aim, 300 participants (m=150, f=150) completed an Open-ended Production Test (OPT) consisting of twenty situations. Analyzed within a two-component part variational pragmatics framework; namely pragmatic level and social factors, the data revealed that the variables in the study in quite different forms guide the expectations, perception, and performance of the participants in the study. Giving an appropriacy (Marked/unmarked) taxonomy of the study speech acts in Persian, it is illustrated how in most cases, the norms of appropriate verbal behavior seem to be subject to the variables of the study. It was further shown that talk and acts between speakers at a social situation are governed by converging and diverging norms in different communities of practice in Persian. Thereupon, the study can highlight the significance of including variational perspective on conventions of language use for language teaching. فهم کلام مناسب / غیرمناسب در زبان فارسی: با رویکرد واقع گرایی متغیر چکیده این پژوهش تلاش می کند با اجتناب از بحث های موجود در ارتباط با اصطلاحات در زمینه تحقیقات ادب، با اتخاذ رویکرد واقع گراییمتغیر، نشان دهد که کلام مناسب / غیرمناسب در زبان فارسی با درنظرگرفتن پنج کنش گفتاری یعنی معرفی کردن، معذرت خواهی کردن، رد کردن، تبریک گفتن، و تسلیت گفتن چگونه درک می شود. به علاوه، این مطالعه میزان تابعیت کلام مناسب / غیرمناسباز متغیرهای سن، جنسیت، شغل و سطح سواد را نیز بررسی نموده است. برای این منظور، 300 شرکت کننده (150 مرد و 150 زن) به یک آزمون بازشامل 20 موقعیت، پاسخ دادند. تجزیه و تحلیل داده ها در چارچوب دوبخشی واقع گرایی متغیر، یعنی، سطح کاربردی و عوامل اجتماعی، نشان داد که متغیرهای این پژوهش، انتظارات، ادراک و عملکرد شرکت کننده ها را در صورت های کاملا متفاوتی هدایت می کنند. با توجه به طبقه بندی کلام مناسب (متداول/ غیرمتداول) در کنش های گفتاری در زبان فارسیبه دست آمده از این مطالعه، روشن می گردد که چگونه هنجارهایرفتارکلامیمناسب در بیشتر مواردتابعی ازمتغیرهایبررسی شده می باشند. همچنین، نتایج نشان داد که گفتار و رفتار بین افراد در یک موقعیت اجتماعی به وسیله ی هنجارهای همگرا و واگرا در جوامع مختلف در زبان فارسی در عمل کنترل می شوند.از این رو، این مطالعه بر روی داشتن دید گوناگون نسبت به عرف های زبانی در آموزش زبان تاکید می کند. واژه های کلیدی: واقع گرایی متغیر، زبان فارسی، گفتار و رفتار، آزمون باز، کنش گفتاری

Oral Presentation vs. Free Discussion: Iranian Intermediate EFL Learners’ Speaking Proficiency and Perception

Elaheh Sotoudehnama; Maryam Hashamdar

Volume 5, Issue 2 , July 2016, , Pages 211-236

https://doi.org/10.22108/are.2016.20427

Abstract

Speaking is a significant skill that many foreign language learners are trying to master. In this study, the effectiveness of two different speaking activities, i.e. oral presentation ... Read More Speaking is a significant skill that many foreign language learners are trying to master. In this study, the effectiveness of two different speaking activities, i.e. oral presentation vs. free discussion, was investigated from quantitative and qualitative points of view. To achieve this purpose, 44 intermediate learners from a language institute in Tehran participated in the study. Half of the participants experienced oral presentation while the other half (22 in two other classes) experienced free discussion for eight sessions. The two activities were exchanged between the two groups after the end of the quantitative phase of the study for eight more sessions. The results of an independent samples t-test performed on the scores ofthe speaking section of a sample Preliminary English Test (PET, 2012 ) after the first phase of the study (the first 8 sessions) indicated that the learners who experienced oral presentation significantly outperformed the learners who experienced free discussion though both activities proved to be significantly useful. Furthermore, the results of the interview with 10 participants from each activity through purposeful sampling, after the second phase of the study (the second 8 sessions) through thematic analysis indicated that both free discussion and oral presentation activities had some merits and demerits. Based on the results it can be advisable to include the two activities as complementary. چکیده: مهارت گفتاری مهارتی مهم به شمار میرود که زبانآموزان تلاش بر فراگیری آن دارند. پژوهش حاضر به بررسی کمی وکیفی کارآمدی دو نوع فعالیت گفتاریِ ارائه شفاهی و بحث آزاد در مهارت گفتاری زبانآموزان پرداخته است. به این منظور چهل و چهار نفر از زبانآموزان سطح متوسط در یکی از موسسات زبان تهران مورد مطالعه قرارگرفتند. در طول هشت جلسه، نیمی از زبانآموزان ارائه شفاهی داشتند در حالی که نیمی دیگر (22 نفر در دو کلاس دیگر) به بحث آزاد پرداختند. در پایان تحقیق کمی هر گروه برای هشت جلسه دیگر فعالیت دیگر را تجربه کرد. نتایج آزمون تی مستقل از بخش مهارت گفتاری نمونه آزمون PET(2012) پس از مرحله اول تحقیق (8 جلسه اول) حاکی از آن بود که زبان آموزانی که ارائه شفاهی داشتند در مقایسه با گروهی که به بحث آزاد پرداخته بودند، در مهارت گفتاری به میزان معنا داری پیشی گرفتند. به علاوه نتایج مصاحبه ی حاصل از تحلیل تم ها پس از مرحله دوم تحقیق (8 جلسه دوم) با 10 نفر از افراد هرفعالیت که به طور هدفمند انتخاب شدند ، حاکی از آن بود که هردو فعالیت دارای مزایا و معایبی هستند. بر اساس نتایج پیشنهاد می شود هر دو فعالیت به صورت مکمل با هم مورد استفاده قرار گیرند. کلمات کلیدی: بحث آزاد، ارائه شفاهی ،نظر زبان آموزان، مهارت گفتاری

Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence

Ali Akbar Ansarin; Mostafa Morady Moghaddam

Volume 5, Issue 1 , January 2016, , Pages 51-76

https://doi.org/10.22108/are.2016.20396

Abstract

The study of compliment speech act has been under investigation on many occasions in recent years. In this study, an attempt is made to explore appraisals performed by native English ... Read More

A comparative sociopragmatic analysis of wedding invitations in American and Iranian societies and teaching implications

Samaneh Mehdipour; Zohreh Eslami; Hamid Allami

Volume 4, Issue 2 , August 2015, , Pages 62-77

https://doi.org/10.22108/are.2015.15503

Abstract

Wedding invitations (WIs), as a uniquely socially and culturally constructed genre, provide a distinct opportunity to compare the sociocultural values of different ... Read More

Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD

Zia Tajeddin; Farhad Tayebipour

Volume 4, Issue 1 , February 2015, , Pages 31-44

https://doi.org/10.22108/are.2015.15495

Abstract

One of the theories accounting for pragmatic development of L2 learners is Vygotsky’s (1978) sociocultural theory. This study investigated the ... Read More

A cross-cultural study of request speech act: Iraqi and Malay students

Hiba Qusay Abdul Sattar; Maryam Farnia

Volume 3, Issue 2 , August 2014, , Pages 35-54

https://doi.org/10.22108/are.2014.15486

Abstract

Several studies have indicated that the range and linguistics expressions of external modifiers available ... Read More

Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence

Zohre R Eslami; Soo Jin Ahn

Volume 3, Issue 1 , January 2014, , Pages 9-28

https://doi.org/10.22108/are.2014.15482

Abstract

This study examined how motivation for learning English, the amount of contact with English, and length of residence in the target language area ... Read More

Pragmatic comprehension of apology, request and refusal: An investigation on the effect of consciousness-raising video-driven prompts

Parviz Birjandi; Ali Derakhshan

Volume 3, Issue 1 , January 2014, , Pages 67-86

https://doi.org/10.22108/are.2014.15479

Abstract

Recent research in interlanguage pragmatics (ILP) has substantiated that some aspects of pragmatics are amenable to ... Read More

Investigating disagreements through a context-specific approach: A case of Iranian L2 speakers

Reza Ghafar Samar; Fatemeh Pourmohamadi; Afsaneh Abaszadeh

Volume 3, Issue 1 , January 2014, , Pages 87-100

https://doi.org/10.22108/are.2014.15480

Abstract

The current study investigated the expression of disagreement by Iranian advanced English learners. The ... Read More

Individual differences and development of speech act production

Naoko Taguchi

Volume 2, Issue 2 , July 2013, , Pages 1-16

https://doi.org/10.22108/are.2013.15467

Abstract

This study examined the effects of individual difference (ID) factors on changing pragmatic abilities among ... Read More

Genre analysis of literature research article abstracts: A cross-linguistic, cross-cultural study

Hamideh Marefat; Shirin Mohammadzadeh

Volume 2, Issue 2 , July 2013, , Pages 37-50

https://doi.org/10.22108/are.2013.15469

Abstract

Following Swales’s (1981) works on genre analysis, studies on different sections of Research Articles (RAs) ... Read More

Pragmatic expressions in cross-linguistic perspective

Maryann Overstreet

Volume 1, Issue 2 , September 2012, , Pages 1-14

https://doi.org/10.22108/are.2012.15451

Abstract

This paper focuses on some pragmatic expressions that are characteristic of informal spoken English, their possible ... Read More

The importance of studying metadiscourse

William J. Vande Kopple

Volume 1, Issue 2 , September 2012, , Pages 37-44

https://doi.org/10.22108/are.2012.15453

Abstract

This essay focuses on metadiscourse, a name for elements of texts that convey meanings other than those that are primarily referential. ... Read More

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Main Subjects = Discourse

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