The purpose of this ethnographic study is to challenge the challenges of non-native teachers in schools with indigenous subcultures. The qualitative method of ethnographic and community type includes all primary schools and indigenous communities of Marzi Line city. After analyzing the findings using the thematic content analysis method, the findings are in 9 components, including the disabilities of non-native teachers in indigenous environments, indigenous fears of weakening indigenous culture, inability of non-native teachers to control students in multilingual areas, lack of Non-native teachers have indigenous information for better education and performance of students, Indigenous community welcomes indigenous teachers to learn and motivate students, Non-native teachers' communication problems with the indigenous community, Indigenous people's lack of trust in outsiders, Model concern Indigenous perceptions of non-native culture, lack of indigenous environment characteristics were identified in non-native teachers, and the conceptual model of non-native teachers' challenges was identified. Since Iran has a variety of indigenous and ethnic subcultures, in order to pay attention to the principle of educational justice, it is suggested that a curriculum of cultural accountability be developed and presented in accordance with the systems of indigenous communities. Keywords: Teachers, Indigenous areas, Challenges Teachers, non-native areas, challenges, ethnography

Abstract: The purpose of the current paper was to evaluate the relationship between job satisfaction and separation - individuation in is native and non- native managers in Gilan province. The sample consisted of 277 native and non-native organizations Gilan managers who were selected by Morphy and Myors table for sample size according to effect size. To assess the study's variables, job satisfaction Instruments Jaj and Bono and the scale separation - individuation were used. Results indicate that the job satisfaction of local executives over non-native managers, and became clear that native and non- native managers in the variable separation - individuation show significant differences. Between job satisfaction and separation-individuation in this relationship managers and relationship managers are non-native than native managers. The non-native administrators can choose according to their performance on a scale of separation - individuation occurs, the non-native people who are appointed to managerial positions below their jobs, are unhappy. Further, the researchers also suggested certain careers that the structural relationship of attachment to their job satisfaction that this study can be completed.

In view of native/nonnative language teacher dichotomy, different characteristics have been assigned to these 2 groups. The dichotomy has been the source of different actions and measures to clarify the positive and negative points of being (non)native teachers. In recent years, many researchers have revisited this dichotomy. The challenge to the dichotomy can be a source of motivation to explore if (non)native language teachers’ cognitions or belief systems are different. To this end, this study compared the (non)native language teachers’ perceptions of their cognition in view of their gender and teaching experience. A cognition questionnaire was administered to 66 nonnative and 46 native language teachers, and then an interview was conducted electronically. A total of 12 nonnative and 8 native teachers responded to the interview questions. Results showed a significant convergence between the (non)native language teachers’ cognitions. Findings also revealed that the (non)native teachers held different beliefs about the nature of language learning and the role of materials in language learning/teaching. As to the teachers’ gender and teaching experience, it was found that the male (non)native teachers and the low-experienced (non)native teachers showed no significant differences, whereas the female (non)native teachers and the high-experienced (non)native participants differed regarding their perceptions of their cognition. Accordingly, (non)native language teachers’ dichotomy might need to be revisited in many respects.

As one of the most prominent components of native-like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non-native and native academic reports. To that end, 100 sample reports of non-native and native writers taken from the Michigan Corpus of Upper-level Student Papers (MICUSP) were selected and analyzed to find non-native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non-native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research-oriented bundles, followed by text-oriented and participant-oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction.

Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.

The current study aimed at examining the relationship between English language teachers’ assessment literacy and their teaching experience. In other words, it intended to inspect the relationship between native and non-native English language teachers’ assessment literacy and their teaching experience. To achieve such goals, 100 native and non-native English teachers from ESL and EFL contexts were picked out on the basis of a combination of availability sampling and snowball sampling procedures. They were asked to take part in the study by filling out Classroom Assessment Literacy Inventory developed by Cynthia Campbell and Craig Mertler (2004). The results revealed that there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience. Besides, 32 percent of shared variances between native teachers’ perspectives regarding assessment literacy and their experiences. However, there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.
Keywords: Assessment Literacy, Native Teachers, Non- Native Teachers, Teaching Experience

This study investigated two major types of metadiscourse markers as used in typical sales contracts, written by English natives and Iranian non-natives. In so doing, 60 sales contracts were selected, 30 written by native English and 30 by Iranian non-natives. Based on Hyland and Tse’s taxonomy, the contracts were codified and classified in terms of the frequency and percentage of the interactive and interactional metadiscourse markers found. The results revealed that Iranian non-natives used more interactive metadiscourse markers while natives used more interactional metadiscourse markers. The latter also used more hedges in their sales contracts compared to non-natives.

The present study investigated the characteristics of personality, anger control and ethnic prejudice of native and non-native people of Yasuj city in 2021. Also, this research was a type of comparative causal research, and 300 people (native and non-native groups) were included in the research through a simple cluster sampling method. Spielberger's Anger Scale (STAXI-2) (1998), Prejudice Questionnaire (Behrman, 2013), Personality and Personality Questionnaire (Koninger, 1987) were used to collect research data. The research findings were analyzed using SPSS-24 statistical software and multivariate and univariate analysis of variance. The results of the ANOVA analysis showed that there was a significant difference in the amount of "newness" between non-natives and natives among the temperament components and no significant difference was found in the other temperament components. On the other hand, the results showed that there was a significant difference between the average scores of prejudice (racial, gender, religious, ethnocentrism and ethnic) in the groups of native and non-native people. Also,  results showed that there was no significant difference between the average component of the state of anger, and the trait of anger and anger control in the groups of non-native and native people. This research showed that there was no difference in the amount of anger control between the group members, but the ethnic prejudice of the natives were more prominant, and also the amount of aggressive behavior of the non-natives was higher. No other significant difference was found in other variables.

This paper aims at documenting likely differences in the use of terms like think in electronic language. To be more specific, this paper is the result of a research, conducted to shed more light on the differences between native and non-natives’ use of hedging and its different realizations in the language of email groups. The language of email groups and, more generally, the email language have been of concern to a number of linguists and psychologists for the period since the genesis of virtual space (Nazaryan & Gridchin, 2006). Besides the common linguistic features between the two languages, certain linguistic features can be said to dominate the language of e-mail groups. For instance, I can refer you to the use of certain linguistic devices such as think, feel, know and expressions such as it seem to me to reveal personal opinion (Crystal, 2006). The use of such linguistic devices which are called hedging in applied linguistics, has been one of the frequently discussed topics in written corpus, mainly in dissertations and research articles (Lewin, 2005). However, questions such as how they are used in electronic language, in general, and in the language of e-mail groups, in particular, have been neglected in the literature to be addressed. To deal with this issue, this paper analyzes the use of different hedging devices like modal verbs, epistemic verbs, epistemic nouns, adverbial phrases, adjectival phrases, and indefinite articles/ numerals/general determiners in electronic messages in one of the TEFL email groups.The corpus was built from 103 messages (totalled over 20541 words) posted on 5 of the most recent and challenging topics discussed in the group. Seventy two contributors were native speakers of English mostly from England, USA and Australia; the remaining 31 non-native speakers of English were from Korea, China, Japan and Indonesia. The data collected from the participants was subjected to both qualitative and quantitative analytical approaches. Given the highly contextual nature of hedging and the fact that a particular form can serve either a propositional or metadiscoursal function, items were coded manually rather than by computer. Quantitative approach served to identify frequency of occurrences and to produce comparable data.The quantification of hedges showed a significant difference in the overall distribution of hedges throughout the native and non-native messages. More specifically, the density of hedges per total in native corpus was found to be 29 (i.e., one hedge in 29 words), as opposed to 61 in the non-native corpus.Some of the findings indicate that the native writers are much more tentative in putting forward claims and in rejecting or confirming other's opinion, thus avoiding the so-called 'Face-Threatening Act's (Brown and Levinson, 1987). In other words, the degree of detachment from one's claims and ideas appears to be considerably higher with the native writers than with the non-native ones.The comparisons additionally indicate the differences in the frequency of certain types of hedging devices and their different realization. As to the modal verb, though it was found to be the most frequent sub-category in both sections of the corpus, differences were observed in its different realizations. Predominantly, native and non-native corpus employed modals such as can, will, may and may, can, will respectively. The modals could and might were absent in non-native messages with few occurrences in native corpus. Unlike modal verbs, the differences in the use of epistemic verbs, adjectival phrases, epistemic nouns and indefinite articles/ numerals/general determiners were rather striking. The frequency counts indicated the importance of epistemic verbs and indefinite articles/ numerals/general determiners to non-natives as they employed roughly twice as many of them as used in the native corpus. On the other hand, English participants favoured adjectival phrases and epistemic nouns. As to the percentage of the adverbial phrases, there was not a significant difference between the native and non-native corpus, though the native speakers used a wider range of them. The variations observed indicate that native and non-native participants have different orientations as to the distribution of different hedging devices throughout their postings. Different rhetorical and educational traditions or a view to preserving cultural identity when using English for international communication might explain such different orientation.Compared with other genres, notwithstanding the observation that the same linguistic devices were found to be used in the language of e-mail groups as well as other written languages, as reported in the literature, it was found that email language uses hedging devices which have been recognized to be more of an informal type. This is a further proof on the observation that the language of email groups lacks the formality of other written corpus.

Citation is an essential prevalent feature of all academic writings in various fields of knowledge. It is employed by authors and researchers across disciplines for diverse reasons. This study was aimed at comparing types and functions of citations in medical research articles in discussion sections between Iranian medical faculty members and their native counterparts.
To this end, discussion sections of 48 native and non-native written Research Articles (RAs) from credible ISI-indexed journals with good impact factor (about 0.5-1.5) from each group were analyzed in terms of citation types and functions.
The results revealed that non-integral citations were found to be the most frequent citation type both among RAs written by non-native and native researchers. Also, Vancouver referencing style in non-native articles was used more while in native articles APA referencing style was the dominant style. Concerning citation functions, referencing was the most common one in native articles. However, referencing and comparisons were the most two frequent functions among non-native articles. As the results revealed, there were striking differences in citation practices of native and non-native researchers in medical sciences.
This study calls for reevaluation of citation practices among Iranian authors and systematic treatment of types and functions of citations in ESM and EAP writing courses.