Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121101On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners22210389ENSeyyed AyatollahRazmjooShiraz University0000-0002-6542-9399Mohammad AliIzadpanahShiraz UniversityJournal Article20121124The present study investigated any probable relationship between the<br />identity processing styles and L2 literacy of advanced Persian EFL learners. The<br />participants included 160 (female = 109, male = 51) advanced EFL Iranian learners.<br />The instruments used included a simulation of the TOEFL iBT test, measuring the<br />participants’ L2 literacy-related proficiency, reading, and writing, and the identity<br />style inventory (ISI-4), measuring the learners’ identity styles. The results indicated<br />that identity processing style plays a role in L2 literacy-related proficiency. A small<br />positive relationship among the informational processing style and L2 literacy and<br />L2 writing was found, whereas normative style weakly and negatively correlated<br />with these components, and none seem to be able to significantly predict the success<br />or failure of an individual in terms of overall L2 literacy. With respect to these<br />results, this study proffers integration of identity survey to the EFL educational<br />systems in order to help educators and instructors teach L2 literacy-related<br />proficiency more effectively.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121101Qualitative and Quantitative Examination of Text Type Readabilities: A Comparative Analysis234810390ENEsmaeelAbdollahzadehIran University of Science and TechnologyFatemeZolfaghariIran University of Science and TechnologyJournal Article20120112This study compared 2 main approaches to readability assessment. The<br />quantitative approach applied idea density based on part of speech tagging and<br />compared 3 sets of text types (i.e., narrative, expository, and argumentative) with<br />respect to their ease of reading. The qualitative approach was done through<br />developing questionnaires measuring intermediate EFL learners’ perceptions on<br />content, motivation, quality of language, and format of the same text types. The<br />quantitative results indicated significant differences between narrative and<br />argumentative as well as between narrative and expository text types in terms of<br />idea density. In other words, argumentative and expository texts were more readable<br />than narrative ones. Significantly, higher perceived readability for argumentative<br />and lower perceived easiness of expository texts were reported by the participants.<br />It was found that the argumentative texts are more readable than their narrative<br />counterparts. This finding was supported by both qualitative and quantitative<br />approaches to readability assessment. The results indicate that there needs to be a<br />reconsideration of different readability approaches in the selection of texts for their<br />intended readers. Implications for writing instruction and research on readability<br />will be discussed.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121120Consciousness-Raising Through Written Corrective Feedback: The Case of Marked Third Person -s496610391ENJavadGholamiUrmia University0000-0002-4970-1110EhsanNarimaniUrmia UniversityJournal Article20121109This study examined and compared the effects of consciousness-raising<br />written corrective feedback in 2 newly-developed levels in terms of marked third<br />person -s acquisition. Nine elementary level intact classes, including 191 male<br />language learners within the age range of 11-14 at Iran Language Institute, were<br />taken as the participants. Relying on the participants’ placement test results,<br />previous term scores, and a pretest to measure their knowledge of marked third<br />person -s, 62 participants in 3 groups were selected to take part in this study. Then,<br />they were assigned into 2 experimental groups treated differently through (a) written<br />pronoun prompt and (b) visually enhanced reformulation for the first 20 min of 6<br />consecutive sessions over 1 month. No feedback was given to the control group.<br />Two parallel pretest and immediate posttest were used as the instruments. The<br />findings based on ANCOVA, and the t tests showed that the written- pronounprompt<br />group outperformed the visually enhanced reformulation one.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121001Investigating the Efficiency of Two Writing Strategies Among Iranian EFL Learners: Translated Writing vs. Reading to Write678110392ENBashirJamShahrekord UniversityLeylaShahinIsfahan University of Medical SciencesJournal Article20121124This study explored the effects of 2 different types of strategies—translated<br />writing vs. reading to write—in the writings of some of Iranian EFL learners in<br />Esfahan Payamenoor University. The results showed no significant differences in<br />the students’ writings (in the 2 experimental groups and 1 control group) for the<br />pretest topic. With respect to the posttest, the results, however, indicated that the<br />experimental groups who received treatment managed to write better in comparison<br />to the control group who did not receive any treatment. Moreover, it was found that<br />the experimental group who received treatment via the translated strategy managed<br />to write better than the group who received treatment via the reading to write<br />strategy. Also, the t test results for the components of students’ writings showed that<br />both structure and content in the writings of the translation group improved more<br />than the reading to write group. Moreover, the reading to write group showed better<br />performance in the organization of their writings.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121101Evaluating Passages 1 and First Certificate Textbooks: A Discourse Perspective8210610393ENAliRoohaniShahrekord UniversityNooshinTanbakooeiShahrekord UniversityJournal Article20120218Adopting the critical discourse analysis framework, in general, and<br />Fairclough’s (1989) critical text analysis, in particular, the current study aims at<br />examining 3 aspects of meaning, namely social relations, subject positions, and<br />contents in the conversation as well as vocabulary and grammar parts of Passages 1<br />(an American textbook) and First Certificate (a British textbook) to find out whether<br />there would be any discernable differences between these 2 instructional textbooks.<br />To evaluate the textbooks, content analysis was employed. The results revealed that<br />the primary emphasis of both ELT textbooks was on the cooperative learning.<br />Additionally, in both textbooks, social relations were mostly equal, and<br />conversations often took place between a male and a female with equal social status<br />and power. Regarding subject positions, the data analysis showed that Passages 1<br />favored friends social relation, whereas TV reporting was the dominant social<br />relation in First Certificate. Besides, Passages 1 mostly focused on uncontroversial<br />issues, whereas First Certificate concentrated on controversial and market-oriented<br />topics more than Passages 1. After all, both these textbooks tended to represent the<br />discourse and culture of Western countries, which can exert specific ideologies on<br />language learners.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121201Language Learning Strategy Use and Instruction for the Iranian Junior High School EFL Learners: A Mixed Methods Approach10713410394ENAlirezaAhmadiShiraz UniversitySabaMahmoodiShiraz UniversityJournal Article20120110In order to confirm the effectiveness of language learning strategies in the<br />Iranian context in junior high schools, this study was designed to examine the<br />patterns of strategy use, the effects of strategy instruction on the students’ strategy<br />use, and the relationship between the participants’ strategy use and their English<br />achievement. To achieve this objective, 57 junior high school participants studying<br />in 2 intact classes of the same school took part in the study. Each class was<br />randomly assigned to either the control or experimental groups. The experimental<br />group received instruction on using strategies which were related to vocabulary and<br />grammar and were considered to be appropriate for their level. Due to practicality<br />reasons only 6 strategies were selected form Oxford’s taxonomy (1990). Gunning’s<br />Children’s SILL (1997, adapted from Oxford, 1990) was applied before and after<br />strategy instruction. An EFL teacher-made achievement test was also conducted<br />after the treatment. The results revealed that affective category was the most used<br />category by the learners, followed by metacognitive, compensatory, memory, and<br />social categories. Also, the cognitive category was the least used category. The<br />difference between the control and experimental groups in terms of strategy use<br />appeared to be significant, indicating the effectiveness of strategy instruction. The<br />results also showed a significant positive relationship between the participants’<br />strategy use and achievement.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33033220121101Janus-Faced Madness in Bessie Head’s A Question of Power13515010395ENSayyed RahimMoosaviniaShahid Chamran University of AhvazSeyyede MaryamHosseiniShahid Chamran University of AhvazJournal Article20120212This paper is an attempt to discuss the concept of madness and its different<br />causes and functions in Bessie Head’s semiautobiographical novel A Question of<br />Power. It aims to explore the multifaceted insanity of Elizabeth the exiled colored<br />protagonist in terms of different theories. We will see how once a devastating<br />trauma turns out to be a habilitating schizophrenia. Head challenges the readers’<br />normalized responses with this controversial concept (i.e. madness) and throws a<br />new light on the capability of apparently silenced and insane people. Withstanding<br />the long preserved devastating epistemology of the institutionalizing power, she<br />clarifies that one can avoid being inside a power archive through insanity like<br />Shakespearean fool.