Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Orientalism Beyond Belief: Critiquing the Problematics of V. S. Naipaul’s Islamic Excursion3211261010.22055/rals.2017.12610ENSeyed MohammadMarandiUniversity of TehranHosseinNazariUniversity of Canterbury0000-0001-6429-3779Journal Article20170212This study aims to offer a critical analysis of V. S. Naipaul’s second Islamic travelogue<em> Beyond Belief: Islamic Excursions Among the Converted Peoples </em>(1998), which chronicles the author’s excursions to the 4 non-Arab Muslim countries of Indonesia, Iran, Pakistan, and Malaysia. This critique is presented, firstly, through problematizing the author’s theorization on the theme of Muslim conversion— which, according to Naipaul, has bred nothing but neurosis and nihilism in Muslim societies—and then through analyzing representations of the post-Revolutionary Iran of the late 90s. We argue that Naipaul’s representations fall within an Orientalist frame of reference in which Iran and its people are portrayed through various tropes of Othering in a narrative fraught with disinformation, exaggerations, and reductive treatment of complex sociopolitical phenomena. Finally, Naipaul’s reasoning in formulating conversion coupled with his myopic approach undermine the authenticity of his representations, resulting in what Said (1998) has dubbed “an intellectual catastrophe of the first order” (p. 42).https://rals.scu.ac.ir/article_12610_e1955aa64d7a3ac45ed1c32b36df811f.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Impact of Mediation Types on Iranian EFL Learners’ Reading Comprehension Strategies22451261110.22055/rals.2017.12611ENParisaDaftarifardIslamic Azad University, Tehran Branch, IranParvizBirjandiIslamic Azad University, Tehran Branch, IranJournal Article20170212The sociocultural theory holds the idea that knowledge to be acquired should be mediated. It underscores the presence of mediation as a crucial factor in internalization of abilities. Given this, the present research was an attempt to examine the effect of mediation on learners’ reading comprehension strategy in light of 2 approaches of response-based (RB) mediation (Vygotsky) and task-based (TB) mediation (Bruner) to intervention. To this end, the Reading section of the <em>First Certificate in English</em> (2010) and 1 cognitive and metacognitive questionnaire (Phakiti, 2003) were administered to 104 Iranian lower-intermediate EFL learners who were selected by convenience sampling. The questionnaire was given to the participants before and after the mediation session. MANOVA results revealed that not only had the learners’ monitoring metacognitive strategies changed by interventions, but also the participants in the TB mediation group outperformed those in the RB mediation group. https://rals.scu.ac.ir/article_12611_ed76e39ccd309c38ab178da1d4fa51be.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201A Comparative Study of Rhetorical Moves Adopted in Research Questions and Method Sections of Applied Linguistics Research Articles46711261210.22055/rals.2017.12612ENHassanSoodmand AfsharBu-Ali Sina University0000-0003-1070-0249AzamRanjbarBu-Ali Sina UniversityJournal Article20170212The study investigated whether there was any significant generic difference between the Research Questions (RQs) and Method sections of applied linguistics research articles (RAs) published in international and local Iranian journals. Two hundred applied linguistics RAs (100 from each group) were selected from 5 SSCI-indexed international journals and 5 Iranian Scientific-Research (Elmi-Pazhouheshi) ISC-indexed journals. Having analyzed the Introduction and Method sections based on Swales’ (2004) CARS model and Lim’s (2006) model, respectively, we found there were no significant differences in the frequency of occurrence of RQs in the Introduction sections, on the one hand, and between the Method sections of both groups of RAs, on the other. However, significant differences were found in the frequency of occurrence of certain moves and steps in both sections. Moreover, the findings of an expert-viewed validated questionnaire indicated that the RQs were of paramount importance to the authors of both groups of RAs.https://rals.scu.ac.ir/article_12612_42d46c55eacf9389ac642bdca934a52c.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Turn-Taking, Preference, and Face in Criticism Responses72881261310.22055/rals.2017.12613ENAhmadIzadiIslamic Azad University, Abadan, Iran0000-0003-2986-5027Journal Article20170212Vivas have multiple functions in academia, but their main goal is completing thesis evaluation. At the heart of this evaluation is a series of criticisms and their responsive turns by which participants talk vivas as institution into being (Heritage, 1997). Turn-taking is one of the many ways vivas are talked into being. This study drew upon conversation analysis to look into the turn allocation mechanism of criticism-response exchanges and their relationship with the notion of preference and dispreference in the context of Iranian English-medium vivas. It further investigated the relationship between turn-taking, preference structure, and the notion of face understood, following Arundale (2010) as the relational connection and separation. Findings and observations suggest a combination of turn preallocation, conciliatory turn negotiation, and adversarial turn competition of dispreference and preference as well as of the interactional achievement of slight connection and considerable separation in the discourse.https://rals.scu.ac.ir/article_12613_a3b9b66ed8023a2880a03b4cc6db9af4.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Iranian EFL Learners’ Awareness of (Im)politeness Strategies in English891081261410.22055/rals.2017.12614ENHamidAllamiYazd UniversityNasimBoustaniYazd UniversityJournal Article20170212The present study examined the different levels of (im)politeness strategies in expressing request, apology, and refusal speech acts across intermediate and advanced Iranian EFL learners to identify their attitudinal ratings of their produced structures in terms of pragmatic success and (im)politeness mannerism. A discourse completion test including 2 Likert scales on attitudinal appropriateness and an(im)politeness mannerism test for every item was distributed among 110 participants (10 native and 100 nonnative English speakers), engaging them in addressing the speech acts to interlocutors of lower, equal, and higher social statuses with intimate or strange distance. Results indicated that despite having a high command of English, the learners showed deficiencies in the use of (im)politenessstrategies that may call for the inclusion of such strategies in EFL instruction programs.https://rals.scu.ac.ir/article_12614_ce3e0937124b2c8fdb670236db04f333.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Washback Effect of General English Test of Ph.D. Entrance Exam on Science and Humanities Students: Perceptions and Practices1091321261510.22055/rals.2017.12615ENFatemehAbbasian BoroojeniUniversity of IsfahanMansoorTavakoliUniversity of IsfahanHosseinVahid DastjerdiUniversity of Isfahan0000-0001-8105-0138Journal Article20170212Testing holds an important place in the Iranian test-oriented context where the entrance examinations have serious educational and occupational outcomes. This study aimed to explore the potential washback effects of the General English Language Test of the Ph.D. (GELTP) as part of the Ph.D. University Entrance Examination (PUEE) on the humanities and science students’ perceptions and practices. The study also examined the students’ language learning needs to examine the correspondence between the test-taker’s language needs as well as the GELTP requirement and content. To this end, the data were collected through conducting interviews with 16 Ph.D. students and the administration of a questionnaire to 560 students. Results revealed minor differences in the GELTP washback effects across the science and humanities perceptions and practices. Moreover, the findings showed some mismatch between the test-takers’ language needs and the test content that affected negatively the test washback effects. Findings can have implications for raising the education and assessment authorities’ awareness to employ the students’ feedbacks in designing and modifying high-stakes tests.https://rals.scu.ac.ir/article_12615_4ff6693f5355043c4ed9b1245bdba6d1.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Poring Over Metadiscourse Use in Discussion and Conclusion Sections of Academic Articles Written by Iranian ESP Students1331451384610.22055/rals.2017.13846ENAbdullahSaraniUniversity of Sistan and BaluchestanHooshangKhoshsimaChabahar Maritime University, Chabahar,Iran.MehriIzadiEnglish Language Department, Chabahar Maritime UniversityJournal Article20181027<span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">This study investigated the employment of interactional metadisocurse in English <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">academic articles written by Iranian ESP students. Data consisted of a total of 66 <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">academic articles written in English by nonhumanities and humanities writers. <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Discussion and Conclusion sections were extracted, and Hyland’s (2005) taxonomy <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">was borrowed for analysis. The use of hedges, boosters, and attitude markers was <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">compared in the articles. Total number of each metadiscourse marker was counted, <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">and the differences were checked running Mann-Whitney <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>U </em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">test. Analysis revealed <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">that there were disciplinary differences in the use of markers by nonhumanities and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">humanities. Hedges and attitude markers were more frequent in the humanities’ <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">articles, rather than the nonhumanities’ articles. Also, the use of hedges and boosters <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">was statistically significant. Pedagogical implications are discussed in light of the <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">empirical data.</span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span></span></span>https://rals.scu.ac.ir/article_13846_5674e2fe2b275cb0f90354dd16f2eaef.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Long-Term Effects of Collaborative Task Planning vs. Individual Task Planning on Persian-Speaking EFL Learners’ Writing Performance1461641261710.22055/rals.2017.12617ENAhmadAmeri-GolestanIslamic Azad UniversityMarziehNezakat-AlhossainiUniversity of IsfahanJournal Article20170212This study was aimed to compare long-term effects of collaborative and individual task planning on Persian-speaking EFL learners’ writing performance, using Brown and Bailey’s (1985) rating scale. Therefore, a group of 90 upper-intermediate EFL learners in collaborative task planning, individual task planning, and control groups took part in the study. In the experimental groups, the participants were required to do task planning before attempting the main task. All the participants took a pretest, posttest, and delayed posttest. ANOVA results indicated task planning produced better writing performance in the experimental groups on the posttest and delayed posttest. Furthermore, repeated measures analyses showed both time and group played a part in the efficacy of the treatment. In fact, the participants of the experimental groups continued to retain the effects of task planning. Results provide further support for the sociocultural theories of L2 development, according to which learning can be strengthened interpersonally.https://rals.scu.ac.ir/article_12617_4ec7ac2d01ce3560273e46a4f32dd657.pdfShahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33038120170201Textuality in EAP Research Articles: A Genre Analysis1651891261810.22055/rals.2017.12618ENRezaKhanyUniversity of IlamJournal Article20170212<span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">One of the main concerns of scholars working in the field of EAP over the last 2<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">decades has been raising the awareness of EAP students and publishers of genre<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">conventions in academic journals. In line with the above concern, many studies have<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">aimed at exploring the general characteristics of research articles (RAs) in the field.<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Among these features, it seems that the generic moves and textuality have drawn the<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">attention of researchers. Therefore, the purpose of this study was twofold: (1) to<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">compare and contrast the Iranian local ESP journals with their international<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">counterparts in terms of the given features by drawing upon existing research, and<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">(2) to develop a more inclusive model for the analysis of moves and lexical cohesion<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">patterns (LCPs) in the Discussion sections of ESP RAs. Results showed that the<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Discussion sections in the international ESP RAs tended to have a more cyclical<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">evaluative move mechanism compared with their Iranian local counterparts.<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Findings also revealed that the organizational patterning and use of the LCPs in<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">consolidating the Results sections of the RAs have a dual intrinsic relationship.<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Translation of such findings provides a better chance for nonnative EAP writers to<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">publish in international journals.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /><br class="Apple-interchange-newline" /></span>https://rals.scu.ac.ir/article_12618_fa471146571d63334e655954b9c12bee.pdf