This paper reports on a study that was carried out to describe and compare the apology strategies utilized by Iranian EFL and Malaysian ESL learners in confronting identical apology situations. For this purpose, data were elicited from 15 Iranian and 15 Malaysian students through a Discourse completion tasks questionnaire. The participants were of the same language proficiency. Results of the study showed certain similarities and differences in terms of frequency and typology of strategies used by Iranian and Malaysian students. The findings of this study might be of pedagogical help and significance to teachers, students and those interested in pragmatics in general and apology speech act in particular.
According to the theory of multiple intelligences (MI) propounded by Gardner (1983Gardner ( , 1999aGardner ( , 1999b, each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students' talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie's (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies.
Abstract-This paper examined how the homogeneous dyads--two EFL (i.e. Iranian) dyads and two ES L (i.e., Malaysian) dyads--consciously reflected on their language in the course of performing collaborative writing tasks. To this end, the dyads were asked to do fifteen writing tasks collaboratively. The pair talk was audiorecorded and transcribed for each dyad. It was revealed that EFL/ES L dyads had different orientations towards metatalk; EFL dyads tended to focus considerably more on meta-linguistic features of language than ES L dyads. The findings are discussed with a reference to the different status of the English language in the two contexts of Iran and Malaysia (i.e., EFL vs. ES L) as well as the effect of previous educational experiences of the learners. The findings of the study could be of pedagogical help and significance to educationists and practitioners.
This paper is part of a larger study which was concerned with the comparison and description of Iranian and Malaysian students' classroom behaviors in general and their collaborative tendencies in particular. In this paper the core findings of interviews with five teachers who had the experience of teaching both in the contexts of Iran and Malaysia are reported. They all shared the view that the collectivist orientation is tangibly stronger among Malaysian participants than among their Iranian counterparts. The findings are discussed with regard to the macro-cultural dichotomy of world cultures (collectivist/ individualist). The possible pedagogical implications of the study are touched upon as well.
The present paper is part of a larger study which comparatively examined the collaborative discourse of two Iranian and two Malaysian dyads. The members of the dyads were all female and of the same English language proficiency. Core findings of the study on the typology and the frequency of the pronouns used by the participants in the course of eleven sessions of collaborative writing are reported. The content analysis of their pair talk for pronouns indicated that Iranian participants tended to use "I" and "you" considerably more than their Malaysian counterparts, whereas Malaysian participants were found to have a stronger tendency to use "we" more often. The findings are discussed with regard to the macro-cultural dichotomy of world cultures (collectivist/ individualist).
Abstract-The present study attempted to investigate the effect of typology of syllabus (structure-based vs. task-based) on the listening comprehension ability of two homogeneous classes (50 participants) during a whole academic semester. The homogeneity was attained through administration of a pre-test taken from Barron's TOEFL (Sharpe, 1996). The selected students were assigned to a structure-based and a task-based group. The subjects in the structure-based group were instructed through American
The Mongol invasion caused great devastation and significant social change in the eastern parts of the Islamic world, where scientific organizations did consequently suffer irreparable damage. Using ahistorical-comparative method, the present paper purported to study the model of reconstruction of scientific organizations in post-Mongol invasion era in Iran with emphasis on Rabe Rashidi University of Tabriz. Given that the institution of 'science' for flourishing and sustaining the continuum of progress requires the constant presence of a conducive social and political context as well as economic foundations and institutionalized knowledge-oriented values in society, after the Mongol invasion and positioning of Tabriz as a political center and capital city, Rashid al-Din Fazlullah Hamadani in the capacity of Ilkhanid chancellor expended a great deal of effort to contribute to the development and management of each of the afore-mentioned elements. He aptly combined and augmented the efficacy of the then available 'raw materials' via molding them into an educational organization and reframed the dispersed and informal endowments into a formal academic organization to be utilized by the educational departments and all those involved in Rabe Rashidi. Preparing a conducive educational environment, delineating organizational goals, organizing the space and time of the training groups, developing educational curricula, planning for the methods and quality of teaching, managing classes, and assigning students into cohorts according to their talents and interests were some of the management skills of Rashid al-Din, just to name some. The accomplishments of Rabe Rashidi University in acquiring Chinese and Mongolian sciences and integrating them into the legacy of Islamic sciences besides its special relationship with Byzantium had made Rabe Rashidi one of the channels for the transfer of Islamic knowledge to Europe.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.