Abstract-The aim of the present study was to investigate the relationship between social identity and the taboo words men and women use in order to express their anger. Moreover, this study went further and investigated the relationship between using taboo words in male and female participants who had a university degree and those who did not. In order to do the research, 20 female and 20 male adults, whose professions were similar in pairs, were randomly selected. The researcher recorded their voices when they were in an angry mood. After recording data, the researcher made a transcription of the first fifty words uttered by each participant. Then, the taboo words-words which were considered offensive or shocking and that were discouraged in public places -were calculated. Finally, the percentage of taboo words used by each participant was calculated and compared to that of the others. The findings of the study confirmed that the percentage of using taboo language by male characters, in different social identities, was much more than that of female characters. On the other hand, by dividing the participants into two groups of those who had a university degree, and those with no university degree, the researcher came to the conclusion that both male and female participants with a university degree used less taboo words than those without a university degree.
Abstract-This paper is intended to develop some micro-strategies for macro-strategies proposed by Kumaravadivelu's post-method framework. In his framework, he suggested ten macro-strategies, for each of which he suggested one or two micro-strategies. Some of those micro-strategies cannot be used or applied in Iranian context. The researchers decided to select 24 language teachers randomly to participate in the study. First, the macro-strategies proposed by Kumaravadivelu were taught along with the micro-strategies for each macro-strategy. However, the micro-strategies did not match the Iranian EFL context. Therefore, the researchers requested the participants to reflect and come up with some applicable micro-strategies for each macro-strategy. Then the micro-strategies suggested by the participants were trimmed and modified for better feasibility.
Abstract-This paper intends to use analogy to describe first language acquisition. Larsen-Freeman (1997) asserted that "analogies are only helpful if by knowing something about one member of the pair, we can advance our understanding of the other" (p.157). It is difficult to tell if the analogy between chaos/complexity theory and first language acquisition can be beneficial for the researchers to have better understanding of first language acquisition. This study can be considered as unique in its own place. Few articles have been devoted to this type of analogy. Most researchers have preferred to deal with the issue of second language acquisition and chaos/complexity theory. The researcher hopes to have shed some light on the issue and expects to attract the attention of the other researcher to this analogy. The purpose of science is better understanding of the world and the phenomena inside it. Therefore, it is expected to better understand the most complex phenomenon which is nothing more than first language acquisition.
Teacher agency as an influential factor in teacher professionalism has recently gained global inquiry in the EFL context. However, no valid instrument has ever been designed to evaluate EFL teachers’ ecological agency. This gap prompted the researchers of the current study to develop and validate a questionnaire to assess EFL teachers’ ecological agency. In the first phase, a comprehensive review of the literature and semi-structured interviews were conducted to determine the underlying components of the teacher ecological (TEA) questionnaire based on Priestley et al.’s (Flip the System 134–148, 2015) ecological agency model. In the second phase, the newly developed TEA questionnaire including 40 items was subjected to reliability and validity issues. Therefore, it was piloted with 222 Iranian EFL teachers selected through non-probability convenience sampling. The Cronbach alpha results confirmed an acceptable reliability index (.858). The results of factor analysis revealed that the number of items was reduced to 37 and indicated that the data on teacher ecological agency loaded on 3 components: iterational (9 items), practical-evaluative (14 items), and projective (10 items). In addition, the structural equation modeling (SEM) results confirmed that the model enjoyed sound psychometric properties. The upshots of the current study have undoubtedly significant implications for teacher educators and teaching practitioners.
Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled "English for schools") has the characteristics of a CLT syllabus based on teachers' points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.
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