نشریه پژوهش های زبانشناختی در زبان های خارجی
سال یازدهم شماره 2 (تابستان 1400)

In the last ten years, the local/global debate about the role and value of English as a foreign language has become more acute. The models proposed by applied linguistic research (e.g., Byram 1997, Kramsch 2010) and mentioned by Kramsch (2013) in this journal for the development of intercultural or transcultural competence have served to improve the communicative ability of learners of English but have they improved their ability to understand Self and Other across cultural boundaries? Because “culture” has become more nebulous than ever in this increasingly global world, this paper explores the benefits of using an interdiscourse approach rather than an intercultural approach to teaching communicative competence in English. It discusses the possibility of teaching learners of English how to enter into dialogue with several discourse systems (Scollon et al 2012) while remaining faithful to one’s own cultural heritage. It discusses the possibility of teaching learners of English how to enter into dialogue with several discourse systems (Scollon et al 2012) while remaining faithful to one’s own cultural heritage. It discusses the possibility of teaching learners of English how to enter into dialogue with several discourse systems (Scollon et al 2012) while remaining faithful to one’s own cultural heritage.

This article argues that the field of intercultural language education should continue to question the traditional national paradigm (in which the dominant focus of sociocultural knowledge is on condi-tions within the borders of target-language countries) and orient itself still more clearly towards the diverse and interdependent world with a view of educating for global citizenship. The article notes that languages, not least those that are taught as foreign languages, are transnational and global phe-nomena, which entails that language teaching must be prepared to teach the target language as first, second and foreign language in many different places in the world. It proposes a range of dimen-sions of transnationality comprising not only language flows but also other kinds of transnational practices, processes and structures – dimensions that may be considered in the planning and analysis of language learning materials. It describes three transnational themes in greater length in order to demonstrate how transnational contextualization can transform existing themes in the direction of making the real interdependent world with its important issues visible for the students, although perhaps only in visuals and simple texts. The three transnational themes dealt with are: Scotland: The Scandinavian Connection (for English teaching); Senegal: The Great Green Wall for the Sahara and the Sahel (for French teaching); and The Thailand Cave Rescue (for English teaching

The aim of this article is to confirm the importance of ethical dimension in the fields concerning the teaching and learning of foreign languages. This ethical dimension might be intimately related in a complex way to several specific areas on the part of teachers and learners. In fact, it is legitimized to insist on the importance of the ethical components of foreign language education because of the ethical nature of human communication and natural language in general.To underline the ethical nature of language, the author refers to the profound thoughts of the French philosopher Emmanuel Levinas. In such way, this study pursues two joint objectives providing a humanistic overview of the reflection carried out on the question of ethics in the didactics of foreign languages in the first place, and formulating a few proposals for developing this reflection in the second place. Our historical analysis has allowed us to illustrate the fact that the question of ethics in the teaching and learning of foreign languages is traditionally based on a maximalist conception of morality, as well as a political project far removed from the actual practices of language teachers.removed from the actual practices of language teachers.removed from the actual practices of language teachers.

This paper focuses on the Persian speaking community as a case study in Japan which is a community that has received little attention so far. In fact, there is no field work based on field work about The Persian speaking community in Japan so far. This study examines how Persian native speakers, manage their distinctive ritualistic acts and linguistic acts in honorific contact situations when communicating in Japanese with Japanese native speakers. The focus is placed on where and how frequently their Persian native norms are used for language generation and language management when they participate in Japanese conversation and in situations where the language is used. As far as methodology is concerned, five conversations in natural ritual situations which involved both Japanese and Persian native speakers were analyzed from a third person point of view. Deviations from Persian native norm, particularly sociolinguistics norms, were extracted for analysis. As a result, it was found that during a ritual situation, deviations from Persian norms tend to occur in specific positions. This finding suggests that different base norms are emphasized according to the function of speech acts in ritual situations. It is expected that the result of this survey will be useful to Persian native speakers for learning Japanese language.

As a result of the political developments in Iran, the close contact of Persian with Arabic, Turkish, French and English languages ​​has introduced hundreds of words in this language, Urdu and Indian Persian have taken on a color of the local languages ​​of India. These words usually include specific names and words related to the special ceremonies, festivals, culture and civilization of India, which often had no spiritual or lexical connection with the Persian-Iranian language. Since Persian-Iranian language in the country India was the second homeland for more than eight hundred years, so Indian literature is subject to Iranian culture, but some of the Persian words used in this land, on the other hand, due to the influence of local languages ​​and culture. The specifics of each region and on the other hand due to the prevalence and spread of Indian style as a new school of thought has caused complex compositions, terms, allusions, interpretations and concepts that are from the Persian language at the spiritual and cultural level of words. It is very distant. On the other hand, sometimes knowingly or unknowingly, intrusion, seizures, transformation and corruption in the use of Persian allusions in the Urdu language and literature can be seen. The army will be paid.

It is essential for teachers, especially foreign language teachers, to understand the relationship between culture, language, and identity. These three interrelated categories construct both a teacher’s attitude and that of a student. This study aims to examine the relationship between cultural identity and attitude of high school students of Tehran toward learning English. This research also intended to examine the sense of cultural identity of high school student boys and girls. To do so, 180 secondary school students (88 girls and 92 boys) of four districts of Tehran (First, Fifth, Twelfth, Eighteenth) were chosen through random cluster sampling. Then, the data was gathered through Gardner’s short-form questionnaire of motivation and attitude toward English language learning, and cultural identity questionnaire. The questionnaires distributed online among the students. The results of the statistical analysis revealed that there was a weak negative correlation between the two variables of cultural identity and the attitude of students toward learning foreign language. It means that there was a weak negative relationship between increasing cultural knowledge of the Iranian adolescents (16–18-year-old) toward Iranian cultural identity and their attitude toward English language learning. The results also revealed that there was not any significant difference between the two groups of boys and girls in the sense of cultural identity. The findings of this study would be helpful to everybody in charge of teaching, especially English language teaching, the designers of learning materials, English teachers, and the instructors responsible for training English teachers.

To help students progress in today’s technology-aided competing universe, along with fostering knowledge acquisition in any particular field, educational systems are supposed to incorporate 21st century skills into teaching to fill the gap between students' knowledge of the field and the competencies required to use the acquired knowledge. This study sought to explore whether the incorporation of technology and project-based learning into the mainstream English teaching classrooms contributes to the development of linguistic competence as well as self-regulation, as one of the indices of 21st century learning. To accomplish such an objective, a quasi-experimental design was employed and two intact classes, including 68 Iranian leaners of English, were assigned to an experimental and a control group. Along with benefiting from a multi-skill textbook-oriented language instruction, the participants in the experimental group dealt with a variety of small- and large-scale technology-aided projects. The control group’s participants, on the other hand, received a multi-skill textbook-oriented language instruction in the absence of any technology-aided projects. All the participants were gauged in terms of English proficiency and self-regulation, before and after receiving the instruction. Based on the comparative results drawn from an analysis of covariance (ANCOVA), the technology-aided project-based instruction of the study improved the participants’ level of self-regulation and language proficiency.

Language is the main tool for learning and mastering the outside world. It also acts as the main means of communication between people. In this way, language makes it possible to know other cultures. In recent decades, the cultural perspective has found an important place in language teaching. In addition to language, learning culture is also necessary and has become an important goal in foreign language teaching. This article examines the views of well-known Russian linguists such as Bakhtin, Lotman, Ter-Minasova, Vershagin, Safanova, Varabiev, Furmanova, and others on the importance and role of culture in the process of teaching foreign languages. At present, the purpose of language teaching is not only limited to language and communication skills, but also intercultural competencies. Because international contacts are constantly expanding, language learners are increasingly meeting people from different cultures. The purpose of this article is to reveal the importance of culture in foreign language teaching, to determine the role of foreign language teachers and their professional competencies, and also to determine the role of textbooks in including cultural concepts and topics in the educational process to represent culture. The language teacher must not only teach the learner the ability to understand a foreign language, but also the ability to understand the culture of the language being taught.

International Student exchange programs and short time language courses are usually offered by foreign universities in all around the word, and they are often seen as useful opportunities for the development of learners' linguistic and socio-cultural skills. In this essay, we focus on the teaching program of one of these short time language courses which is held annually and every summer at one of the Italian universities. Usually in the old language and culture courses subjects such as the history of Italian cinema were taught with the aim of presenting some perspective of Italian culture and society, but problem was in nature of approach adopted towards the culture that had to be transmitted through that multimedia corpus. In current language courses, language teaching adopts an intercultural approach to be able to transmit at least some small cultural mosaics of the target society to language learners. In this essay, the case to be examined is language course at the university of Siena (Tuscany-Italy). By analyzing the data collected by interviewing two Iranian students who took part in these courses, and with reference to the long studies done so far on the topic of intercultural skills in language learning process, we tried to verify how useful really these courses have been in helping student to acquire intercultural communication skills.

The purpose of this study was to critically reflect on current BA curriculum of teaching English as a foreign language (TEFL) at Farhangian University regarding technological, pedagogical and content knowledge (TPACK) model. Accordingly, objectives, material, structure, assignments, resources and assessment activities set for 122 units of the curriculum were studied using content analysis. The results unveiled that the most recent curriculum of TEFL at Farhangiann University is mainly based on the old pedagogical content knowledge (PCK) model rather than TPACK. Considering the fact that the largest part of the curriculum (58 units) is dedicated to developing students teachers' content knowledge, the second largest part (37 units) is devoted to building up the candidates' pedagogical knowledge, and 24 units are allotted to raising PCK, only 3 units are dedicated to technological pedagogical (TP) knowledge. The more significant deficiency of the curriculum is that no room was considered for flourishing technological knowledge (TK) and technological content knowledge (TCK) and TPACK, in particular. The results revealed that in order to further improve the current curriculum for TEFL at Farhangian University, specified issued on TK, as one of the major qualifications, have to be embodied in theoretical and practical courses to cover both analog and digital technologies. In addition, it has to be in harmony with TC and TP to form a coherent whole. The last but not.