International Journal of Foreign Language Teaching and Research
Volume:3 Issue: 9, Spring 2015

Rhetorical structure is helpful in improving how the writers maintain cohesion in their writings. This study examines how the Iraqi writers maintain cohesion in the text by analyzing the various rhetorical moves in Azzaman, an online Iraqi newspaper. To this purpose, twelve opinion articles from Azzaman Iraqi newspaper, published from January 2013 to June 2013 were analyzed. The findings revealed a common rhetorical pattern: the introduction section, the intermediate section, and the coda section (conclusion stage). All these were frequently used, but the use of intermediate section (solution stage) and coda section (moral stage) were less frequently-used in comparison with the introduction section. The findings of this study reflect the way Iraqis write opinion articles in English newspapers, and generally show that the use of similar patterns in the rhetorical structure mirrors the writing of second language writers’ writing to convey information to second language readers.

This study aimed to determine the relationship between L2 learner's autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participant's autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participant's degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learner's level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learner's level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed.

This study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of Iranian intermediate EFL learners. To this end, 45 intermediate students who were studying at Ideal Language Institute in Sari were selected based on their performance on the Nelson proficiency test, and then divided into three groups (two experimental and one control groups) randomly. As pretest, the participants were asked to write 150-200 words about the worst memory they had in their life. Then, they were exposed to 10 weeks of treatment. Each week, they received a topic to write. One of the experimental groups received post-text feedback and another one recast. Afterwards, the three groups sat for the posttest. The obtained results were compared using ANCOVA. The findings revealed that there was a significant difference between the post-test scores of the students in different groups. It was made clear that both treatments were effective on the reduction of students grammatical errors in writing, but post-text feedback was much more effective than recast.

This study aimed at investigating the relationship between Iranian EFL learners’ reading strategy use and Emotional Intelligence (EI) as well as exploring the most frequently-used reading strategies which can facilitate the process of reading comprehension. To this end, a group of 60 was selected out of 274 university learners majoring in TEFL and English Translation. Based on English Proficiency Test and Bar-On’s (1997) EI Test, they were divided into two groups (high and low EI). Then, the needed data were gathered by employing a Reading Strategy Questionnaire. The collected data were analyzed via SPSS software, version 22. The results of the study revealed that EI level was positively associated with Reading Strategy Use (r=0.623, p

The aim of intercultural translation is to communicate. Communication is acted via verbal as well as visual means. The interaction of verbal and visual means of communication makes a set of complex situations which demand special attention in translation. One context in which the interaction of visual and verbal elements gets vital importance is children’s picture books. Color is an integral part of children's books and a visual mode of communication. For the translator, to interpret symbolic colors, cultural knowledge of the source and the target cultures is required. To see how the cultural meaning of colors can be transferred and how the interrelationship of words and colors can be achieved, Nida and De Waard’s (1986) Adaptation Theory was utilized in this study. The theory was applied to eight children’s colored picture books aimed for school-aged children. Six of the books were originally written in English and translated into Persian and two of them were the other way round. The analysis of the data showed that the required features of the above-stated theory was rarely followed by translators and illustrators, and, except in one case, color symbolism was not considered by them. Findings of the study indicate that since visuals are inseparable elements of translating children's picture books, translators/illustrators should be dressed with enough information of visual-cultural aspects of translation in general, and of color symbolism in particular.

Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plans. The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teacher training course (TTC) at language institutes in Isfahan to see if teacher training program influence the enrolled teachers’ beliefs about different aspects of a learning situation. To this purpose, a modified version of Beliefs about Language Learning Inventory (BALLI) was administered to a total of 110 Iranian EFL teachers in Isfahan. The teachers came from different majors (TEFL, translation, English literature, and other non-English majors), and were further divided into two groups: those who had participated in at least a TTC, and those who had no experience of attending a TTC. The BALLI scores of the teachers were then classified and analyzed by a t test and an ANOVA. The results revealed that beliefs about language learning did not significantly change in the wake of attending a TTC, and that no significant difference was observed as far as the participants’ field of study was concerned.