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This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL learners and to compare the differences between learners with different listening abilities. After ten training sessions, an assessment was made to see whether or not well-learned strategies could provide students with ample opportunity to practice the comprehension and recall processes. The analyses of the data revealed the causes of ineffective low-level processing and provided insights to solve the problems of parsing. Moreover, the study reveals that explicit instruction of cognitive and metacognitive strategies is needed if a syllabus wishes to help learners improve their listening comprehension and become more-proficient at directing their own learning and development as L2 listeners.
In second language teaching teachers decide how to teach, or he/she brings method of teaching in the classroom, and even in some cases it is the teacher who should select material and content for teaching. Eichler and Erens (2015) believe that the teachers have their individual reasoning for their selection of content, method, evaluation system. The reasoning of teachers is reflected in the work of other scholars, such as, “exploring teachers’ beliefs and their development are important topics in themselves” Lerman (2015). Or ‘Factors related to pedagogical beliefs of teachers and technology integration’ Liu (2011). The field of teachers’ belief is a new area in Iran, and the investigation of beliefs of teachers might be a searching of software of teachers as the main factors of process of teaching and learning. Study the teachers’ belief is helpful to investigate and discover the process of conceptualization and decision making by teachers. There are some works on English teachers’ belief, but the study about Arabic teachers’ belief was not found. This study wants to explore Arabic teachers’ belief as second language teachers in Iran. In addition to exploring the teachers’ belief, the source of beliefs was questioned. The researchers argue that inspecting of teachers’ belief should be in context, and the culture of the society in one hand, and government as authorized factor on other hand should be in spotlight of work of researchers, educators and all experts in the field. These factors at least are messy factors in all of the works in the field of teachers’ belief in Iran. Thus, by identifying and changing the beliefs many of the problems can be eliminated or improved. Sixty Arabic teachers participated in the research, and the instrument was interview.
Abstract-Facebook (FB) is a social networking service with more than 1.23 billionmonthly active users all over the world. Millions of Iranians use this website and although it is possible for them to write in Persian, many of them prefer to write in English even when they communicate with their Iranian friends. Also, majority of them use the English interface of the FB rather than the Persian interface. This study investigates cultural and psychologicalmotives behind Persian speakers' preference of English over Persian. For this aim, 180 Iranian FB users answered to a questionnaire asking about different aspects of use of English in FB. Then, 12 of them participated in a semi-structured interview.After coding and analysis, findings of the interview were used to add to the findings of the survey. Results indicated that Iranian users are willing to post dialogues from famous movies and scientific content in English rather than Persian, but prefer to discuss their feelings in Persian. In addition, it was found that majority of Iranians believe that writing English in FB can be interpreted as an indication of higher social class, education, and prestige of the users.
This study investigates the cultural content and covert syllabus of one well-known widely printed English Language Teaching (ELT) course book: Passages 1. In order to analyse the content, two coding systems the Five Dimensions of Culture and the Categories of Culture by Chao (2011) were used. The findings indicate that Passages 1 has encouraged various aspects of culture with an emphasis on the presentation of products, persons and viewpoints of the West. The partiality for the Target Culture (countries with English as the native language) is clear throughout the course book in terms of the selection of reading texts, listening tracks, and the images. Findings indicate that there is a minimal focus on the introduction of local and the Middle Eastern cultures. The theme of 'universality across cultures', as a specific classification in this study, is mostly placed in the speaking practices which revolves around sharing personal experiences rather than engaging in intercultural thinking and awareness. Based on the findings, some recommendations are given to ensure some aspects of the target culture are adequately addressed in the writing of ELT course books.
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