There is no doubt concerning the interdependence of educational progress with human
development, socio-economic growth, greater opportunities, welfare, and political stability. Hence,for further development and growth of education,transformations and reforms in curriculum are required to reflect the latest changes in theories and praxis of the modern world (Fterniati, 2006). In Iran, due to the inadequacy of the preceding ELT education policies in developing students’ communicative skills and capabilities, a reform occurred in the ELT program as new communicative based textbooks entitled as “English for School Series” and CLT pedagogywere introduced into the context of public schools. However, implementation of the innovative curriculum was associated with different feedback from English teachers. This qualitative study is, indeed, an attempt to explore concerns, problems, and constraints that EFL teachers experienced through the revolutionary reform of the ELT education. Thus, based on stratified purposive sampling, the researchers selected 35male and female teachers of English at grades one and two of junior high schools from both urban and rural regions of Tehran, Shiraz, and Yazd, Iran.The researchers usedtranscription and codification of data gathered through semi-structured interview to find the emergent themes concerning teachers’ challenges and problems in Iran. The findings also indicated that if the new English language reform and policy turn out to be successful at the national level, the government is necessarily required to take actions towards elimination of the potential impediments which block the materialization of the new curriculum.
This study intended to find out the relationship between Iranian college students' language proficiency and their academic achievement. To achieve this goal, 151 female and male college students majoring in English Literature at Shiraz University participated in the study. The analysis of the data obtained from the sample revealed that there is a significant positive relationship between language proficiency and academic achievement. Moreover, the results of the independent t-test indicated that male and female participants did not differ significantly with regard to their language proficiency and academic achievement. In addition, one-way ANOVA which was run to determine the impact of academic level on each of the variables understudy revealed that seniors outperformed the other levels on their language proficiency. Besides, the findings indicated that juniors significantly differ from the other three groups in terms of their academic achievement
The present research aimed at spotting any possible biased coverage a typical Western newspaper such as The Economist gives to the issue of Iran's nuclear power program at large and specifically to the way in which the main actors involved in the controversy are portrayed and the actions thereof -most notably, the act of delegitimating Iran's nuclear program -are represented. To this end, a critical discourse analytic approach centered around Wodak's 'discursive strategies' and Van Leeuwen's representational resources was applied to 23 argumentative articles of The Economist, all dealing exclusively with Iran's nuclear contention. The results showed that the differential treatment the Western paper gave to the issue at hand, in terms of scope and complexity, was in line with the advocated policy of the aforementioned paper, that is imposing more sanctions on the country.
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