Critical pedagogy (CP) is implemented in ELT programs aiming to empower both teachers and learners to unmask underlying cultural values and ideologies of educational setting and society, and subsequently to make them agents of transformation in their society. However, despite the increase in the number of publications in the field of critical L2 pedagogy, remarkably little has been done on materials development in CP. Considering materials as the core resources in language-learning programs (Richards, 2010), the present paper attemptsed to offer a model for ELT materials development based on the major tenets of critical pedagogy. The principles of the model were organized according to the main factors involved in materials development, i.e. program, teacher, learner, content, and pedagogical factors. This model is sensitive to the particularities of the local context and to the learner's problems and concerns. It offers ways to help the learners to improve their second language skills while developing a sense of critical consciousness of issues of social structures in the world around them. It could be helpful for local materials writers and language teachers in developing and critically evaluating ELT materials. Subsequently, the model might contribute to students to be more critical consumers of information.

The objective of the present study is to explore the effect of gender on the patterns of classroom interactions between teachers and students in Iranian EFL classrooms. Twenty four classes were observed, recorded and the transcripts were produced. Frequency and percentage of discourse acts produced by male and female teachers on one hand, and male and female students on the other hand, were computed and compared with each other. Chi-square tests were run to diagnose the significant differences. According to the results of the study, although males and females shared some features, the patterns of teacher-student interactions were gender related. Female teachers were more interactive, supportive and patient with their students than male teachers. They asked more referential questions, gave more compliments and used less directive forms. On the other hand, the patterns of Student-Teacher Talk were also affected by the gender of students. While male students initiated more exchanges with their teachers, female students preferred to be addressed by their teachers. Male students also made more humor and gave more feedback to their teachers.

Abstract-ThisAssociates Test (1998) were administered. Each was run twice, once before the treatment (IR/ER) as a pretest and once after the treatment as a post-test to check the effects of the two treatments on vocabulary size and depth of the participants. Two-way ANOVA was used to analyze the data. The results of the study showed that both IR and ER have an impact on learners' vocabulary size and depth significantly and that the students' vocabulary knowledge in terms of size and depth had increased. Moreover, the students at the intermediate level took more advantage of IR than ER, but in the advanced group the students benefited more from ER than IR. Finally the study demonstrated that reading both intensively and extensively can lead to vocabulary development in a way that the number of vocabulary which each learner knows in terms of each word's synonym, antonym and collocation will be improved significantly. Index Terms-intensive/extensive reading, vocabulary size/depth

No abstract

No abstract