This study examines the metaphorical representation of the Arab uprisings in a number of Arab countries that came to be known as the Arab Spring in the editorials of two newspapers, one Persian and the other in English, namely “Keyhan” and “The Washington Post”. Sixty editorials from the two newspapers were examined for the metaphorical representation of the Arab uprisings during 2011 and the possible ideologies those representations reflect. A cognitive-pragmatic approach was adopted in the analysis of the editorials to uncover any ideology embedded in the fabrics of the text. The results indicated that the newspapers cast the same events in completely different frames. It is shown that these events were mainly portrayed as a religious conflict in “Keyhan”, presenting the dictators and their supporters as unbelievers and the greatest evil and the demonstrators as believers and God’s soldiers. However, the same events were described by “The Washington Post” via a range of different source domains, the main ones being a journey toward democracy, a natural phenomenon and a game between political powers.
Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.
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