فهرست مطالب aramreza sadeghi

The most effective means of directing attention to an article in the academic community is to publish it in credential journals, however, writing in English can be challenging for novice writers especially non-native speakers (NNS) of English. Thus, despite the ample research in some fields, there is a great need for studies comparing the rhetorical features together with move structure of sections of Research Articles (RA) written by native scholars with non-native (NN) scholars’ RAs to provide NN writers with academic writing patterns beside procedures needed for publishing in the field of Business Management. To this end, Hyland’s (2000) five-move model was employed for identifying rhetorical moves along with a “bottom-up” approach for realizing linguistic signals in the Abstract, Introduction and Conclusion sections of thirty articles from international and national journals. The study revealed correspondence of most international articles to Hyland’s move model, a tendency for writing informative Abstracts was apparent with the presence of all the moves in Introduction and Conclusion sections. Analysis of linguistic aspects of articles illustrated a striking difference in the use of language features between native and NN scholars. The findings of this study have some implications for people involved in genre analysis as well as teaching academic writing and material design.

The purpose of the present study is to analyze the content of the 10th grade English textbook based on educational goals and to compare it with the similar basic English textbook in Germany. The study is an applied one and its research method is descriptive and content analysis. The results show that 10th grade English books in Iran are mostly based on learning through the analysis of language components such as grammar, vocabulary, and reading skills, and the authors of the book have paid less attention to practical aspects such as conversation and practice. By analytical comparison of the Iranian book with the German book it was found that the culture of the target language should be addressed, texts and exercises should be more varied, and more attention should be paid to economize on the of paper. The findings of this study can assist policy makers as well as material developers in providing appropriate content in language teaching textbooks.

This study compares the attitudes of Social and Human Sciences professors through some challenging cultural concepts (considered as “indecent”) in English learning books (ELT). In order to do that, with referring to widespread ELT, consultation with professors of English and Sociology and analysis of the public opinion, a 20-item list representing the aforementioned concepts has been prepared, set in form of a questionnaire with both explanatory and objective (scalebased) sections and was handed to the participant professors to answer. For comparison purposes, the statistical population was deliberately limited. This population has included professors in Persian Literature, English Literature, Linguistics, Arabic Literature, Theology and Islamic Law at Semnan University, Iran. The findings showed more neutrality of the concepts for the Persian Literature, English Literature and Linguistics professors and in fact their tolerance and leniency concerning the topics. In contrast, the answers of Theology, Islamic Law and Arabic Literature professors implied that they had less intellectual proximity with those concepts and considered more indecency for them. According to the researchers, having language-related educational experience -and hence; more familiarity with western literature and culture- in the first group, and having educational experience in the realm of Religion and stronger value-oriented religious beliefs in the second one due to mastery of Islamic and fiqh (juridical) resources are among the possible reasons.

Sitting in the classroom for rather a long time، listening to the teacher and other students، and having occasional responses are what typically happen in the English teaching classrooms around the world. ETS، a big hall with at least three sites as language learning zones، brings about a dynamic method which environmentally simulates communicative occasions to provide the learners with an exciting and intensive practice on the current conversations through role-playing. In this study، the efficiency of ETS was evaluated in an experimental research design. To do so، 34 students of English Language and Literature at Semnan University were taken as subjects in two conversation classes. Upon the completion of the course for 10 sessions، a T-test was applied to see if the method makes any significant improvement. The result showed that ETS was significantly better than the traditional method. To see the students’ opinions about the method، a questionnaire was also conducted with the results revealing students’ positive feedback toward the method.