Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
20
E-politeness in Iranian English Electronic Requests to the Faculty
3
24
EN
Gholam Reza
Zarei
English Language Center, Isfahan University of Technology
grzarei@cc.iut.ac.ir
Masoomeh
Mohammadi
Department of English, Islamic Azad University, Najaf Abad Branch, Isfahan, Iran
This paper reports the findings of a study designed to investigate English e-requests<br />of Iranian EFL postgraduate students (i.e., nonnative speakers of English) made to<br />their professors during their education at Islamic Azad University, Najaf Abad<br />Branch, Isfahan, Iran, to find out types of politeness features employed in the students’<br />e-mails and the extent to which these features might influence the degree of politeness<br />of the students’ e-mails to the faculty. To that end, both quantitative and qualitative<br />approaches were employed to investigate 60 English e-mails composed by the<br />participants. The findings revealed that the Iranian students’ English e-mails were not<br />overly adorned with politeness features. The results also indicated that such direct and<br />unmodified e-mails failed to create e-polite messages to the faculty and, therefore,<br />were capable of causing pragmatic failure.
E-mail,Requests,Politeness,Pragmatic failure,Directness,Modification
https://rals.scu.ac.ir/article_10368.html
https://rals.scu.ac.ir/article_10368_eb08c1bd6711792278df92a7ee85a10d.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
Relationship Between Iranian L2 Learners’ Multiple Intelligences and Language Learning Strategies
25
43
EN
Mahmood
Hashemian
0000-0003-3631-8662
Shahrekord University
m72h@hotmail.com
Maryam
Adibpour
Shahrekord University
L2 learners’ multiple intelligences (MI) profile plays a central role in their<br />performance on different aspects of language learning, one of which is the use of<br />language learning strategies (LLSs). Gaining insights into the relationship between<br />MI and LLSs makes L2 teachers better understand their learners’ strengths and<br />weaknesses in the use of such strategies and lets them guide the learners better in this<br />regard. This study was an attempt to explore the (possible) relationship between<br />Iranian L2 learners’ MI profile and their use of LLSs. The participants were 30 female<br />learners, aged 13-25, studying in a language institute in Iran. To measure their MI<br />scores, McKenzie’s MI Inventory (1999) was used, and their learning strategy use<br />was examined through the Strategy Inventory for Language Learning (SILL). To find<br />the (possible) relationship between the participants’ overall MI scores and their use of<br />strategies as well as the (possible) relation between individual intelligences and<br />strategy use, Pearson product-moment correlation was conducted. The results<br />revealed a strong positive relation between the participants’ MI scores and their use<br />of LLSs. Also, strong positive correlations were found between verbal intelligence<br />and memory and cognitive learning strategies, intrapersonal intelligence and memory<br />learning strategies, and visual intelligence and cognitive learning strategies. The<br />findings have implications for L2 pedagogy. Identifying L2 learners’ dominant<br />intelligences and, accordingly, their strengths and weaknesses in using LLSs as well<br />as raising their awareness, L2 teachers can increase L2 learners’ strengths and<br />minimize their weaknesses in using LLSs and improve the efficacy of teaching and<br />learning LLSs.
Individual Differences,Language learning,Multiple Intelligences (MI),Language Learning Strategies (LLSs)
https://rals.scu.ac.ir/article_10369.html
https://rals.scu.ac.ir/article_10369_ed9219a512dc19be9144899545b3f6d2.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
Exploring the Relationship Between Modality and Readability Across Different Text Types
44
61
EN
Esmaeel
Abdollahzadeh
Iran University of Science and Technology
Fatemeh
Zolfaghari-Erdechi
Iran University of Science and Technology
With regard to the relationship between the use of modality and readability levels of<br />texts, 2 opposing views have been raised. The first view endorses direct positive<br />relationship between modality and readability in the sense that the use of modality<br />increases textual understandability. The second view is that the use of modality leads<br />to an increase in the number of words, resulting in readability reduction of the texts.<br />Hence, the present study tries to first compare argumentative, expository, and<br />narrative text types in terms of the use of modalities; then, it explores the possible<br />interplay between metadiscourse use and readability indices of the texts. To this end,<br />33 representative texts from different discourse modes were analyzed in terms of the<br />degrees of idea density and the frequencies of metadiscourse signals. The results of<br />Spearman rank correlation coefficients did not show any statistically significant gotogetherness<br />between metadiscourse use and readability. Moreover, the focused text<br />types were not significantly different in terms of the use of metadiscourse modalities,<br />except for shift topic and hedging markers. Targeting intelligibility indices and<br />stylistic devices as dimensions of textual quality, the present study offers implications<br />for writing research and materials design purposes.
Modality,Metadiscourse,Readability,Idea Density,Text Type
https://rals.scu.ac.ir/article_10371.html
https://rals.scu.ac.ir/article_10371_29ccd9c6a1b08a17a76fb53a0578e33c.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
Appraising Iranian L2 Classroom Discourse Contents From the Critical Pedagogy Perspective
62
80
EN
Masoud
Rahimi Domakani
Shahrekord University
Azizullah
Mirzaei
0000-0002-8436-0390
Shahrekord University
mirzaei-a@lit.sku.ac.ir
Maryam
Ranjbar
Iran Language Institute
Critical pedagogy (CP) empowers L2 learners to have a voice in the classroom and in <br />the society. This study was an attempt to investigate whether the current classroom <br />discourse in Iran can endow the L2 learners with a critical awareness to actively <br />transform their learning processes and creatively engage in collaborative dialogues to <br />construct new knowledge. To this end, the discourse contents of 10 L2 classrooms in <br />Shahrekord, Iran, were randomly observed, recorded, and examined to explore <br />whether the turn-taking architecture was designed in a dialogical way to empower the <br />L2 learners with critical awareness to transform their roles of passive learners into <br />critical thinkers and coparticipants. Chi-squares were, then, run on the transcribed and <br />coded data related to the occurrence and distribution of the initiation, elicitation, and <br />follow-up moves, and a complementary interpretive approach was adopted to the <br />analysis of classroom interactional episodes. The results indicated that the teachers <br />were the initiators of most exchanges in the classrooms, and their initiations were <br />mostly in the form of display (i.e., product) questions. The teachers predetermined the <br />contents of the L2 learners turns, leaving no space for the L2 learners to have their <br />own voices. Therefore, the L2 learners roles were restricted to giving preselected, <br />short answers. The teachers did not use their follow-up moves to encourage critical <br />talk, dialogue, or collaboration among the L2 learners in class. It is finally argued that <br />a critical, transformative approach to L2 pedagogy and classroom discourse de-<br />silences the L2 learners and empowers them to constantly reflect upon their <br />knowledge-construction and learning experiences.
Critical pedagogy,Classroom discourse,Dialogical method,Turn content
https://rals.scu.ac.ir/article_10372.html
https://rals.scu.ac.ir/article_10372_ab4653f0e2b1005d7feabaf2f546380a.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
Evaluative Strategies in Iranian and International Research Article Introductions: Assessment of Academic Writing
81
109
EN
Alireza
Jalilifar
0000000281236757
Shahid Chamran University of Ahvaz
ar.jalilifar@gmail.com
A. Majid
Hayati
Shahid Chamran University of Ahvaz
majid_hayati@yahoo.com
Amir
Mashhadi
Shahid Chamran University of Ahvaz
amir_e81@yahoo.com
Despite a spate of interest in the study of the Introductions of scholarly articles, the<br />focal genre of knowledge construction, research is yet to reach conclusive answers on<br />the nature of this genre. Thus, the present study analyzed research article<br />Introductions, aiming to explore how the process of knowledge construction is<br />achieved by Iranian and international writers of English research articles. The research<br />investigated the ways by which Iranian writers apply evaluative stance as they<br />construct an argument for their own research. To this end, the researchers, initially,<br />analyzed 80 research article Introductions to find the instances of explicit Attitude and<br />then to spot the Graduation resources that grade explicit Attitude. The results<br />conspicuously revealed that the international writers, compared to the Iranian writers,<br />tended to apply a greater proportion of explicit Attitude and Graduation resources.<br />Lack of variety to grade explicit Attitude in the process of constructing an argument<br />within the Introduction section of the Iranian English articles might indicate that, at<br />least, some of these articles did not completely conform to the conventions of<br />discourse community.
Systemic Functional Linguistics,Appraisal theory,Prosodies,attitude,Graduation,Academic writing
https://rals.scu.ac.ir/article_10373.html
https://rals.scu.ac.ir/article_10373_c7044e2e0c682bc71c38d326081a6faa.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
A Sociopragmatic Study of the Offer Speech Act in Persian
110
129
EN
Hamid
Allami
Yazd University
hamid_allami@yahoo.com
The present study aimed to identify strategies used to realize the speech act of offer<br />in Persian. To do so, 195 male and female native Persian speakers were selected from<br />diverse age ranges, educational backgrounds, and social classes, and were assigned a<br />36-item Discourse Completion Task (DCT) to elicit the speech act of offer. Thirty<br />field workers also recorded naturally occurring interactions containing the speech act<br />of offer. The responses were coded using 12 categories to determine the strategies<br />used. Factors of age, gender, offer type, social distance, and relative power did not<br />prove to be significantly effective in the choice of the offer strategies. It could be<br />concluded that Persian speakers tend to be more indirect and Locution Derivable,<br />Query Preparatory, and Hedged Imperative are favorite strategies among them.
Speech Act,offer,Discourse Completion Task (DCT),Field observation
https://rals.scu.ac.ir/article_10374.html
https://rals.scu.ac.ir/article_10374_78035447666ba34f963c89b704f3ea99.pdf
Shahid Chamran University of Ahvaz
Journal of Research in Applied Linguistics
2345-3303
2588-3887
3
1
2012
04
01
Nader and Simin—A Separation: A Deconstructive Reading
130
141
EN
Kareem
Lowaymi Mutlaq
Shahid Chamran University of Ahvaz
klmutlaq@scu.ac.ir
Behrooz
Hematian
Shahid Chamran University of Ahvaz
Nader and Simin—A Separation is the first Iranian movie which won many<br />international awards as well as admiration from critics and the public. Many reviews<br />by critics, however, have revolved around problems in spousal relationships of<br />couples in different social classes of Iran. Through highlighting the self-evident<br />dismantling elements and unreliable readings in the acting, directing, and even the<br />scenario of Nader and Simin—A Separation, this article argues that besides the<br />couples’ disagreement, the central concern of the story is the multi-interpretations of<br />dialogues by the characters throughout the story. These multi-interpretations have<br />their roots in the reversal of social codes which itself can be the result of the transition<br />of a traditional Iranian society to a modern one. Applying a deconstructive approach<br />for the analysis of Nader and Simin—A Separation is not an imposed critical practice;<br />indeed, it is suggested by the movie itself, owing to the presence of a host of binary<br />oppositions, misspoken, and slipperiness of meaning. By drawing on these elements,<br />various components of the movie are examined through a deconstructive approach<br />including the title, class privileges, audience response, suspending techniques, and<br />unreliable language to reveal the disguised values in a transitory period.
https://rals.scu.ac.ir/article_10375.html
https://rals.scu.ac.ir/article_10375_13251dc27248376be9f11e47d035fb6f.pdf