Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150701Signposting Propositions: A Study of Interactive Metadiscourse Marking in the Composition of Research Articles Across Sciences5171126410.22055/rals.2015.11264ENRezaAbdiUniversity of Mohaghegh Ardabili0000-0001-6860-8651ParisaAhmadiPayam Noor University, Ardabil Branch, IranJournal Article20150731Writers ensure the expected (re)construction of concepts in the mind of the audience through effective signposting of the inevitably linear linguistic stream, which is a main aspect of metadiscourse called <em>interactive metadiscourse. </em>In this study, the use of interactive metadiscourse markers in research articles was investigated to examine any probable difference existing between different disciplines and also the two rhetorical sections of research articles. For this purpose, we examined a corpus of 120 research articles from four academic disciplines. The results obtained from the functional-contextual analysis of the corpus revealed no statistically significant difference in the use of these markers across disciplines, which suggested a parallel convention to be at work among academic writers in signposting the propositions. Of course, the sections of articles were different attributable to the difference in their cognitive genre. The findings could offer implications for the teaching and learning of academic writing.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401Investigating the Relationship Between Intrapersonal Intelligence of EFL Learners and Their Critical Thinking18251126510.22055/rals.2015.11265ENHajarAghaeiIslamic Azad University, FarashbandSeyedeh SaraJafariIslamic Azad University, safashahrMehranMemariFarhangiyan UniversityJournal Article20150731The purpose of this present study was to investigate the relationship between intrapersonal intelligence of EFL learners and their critical thinking. Multiple intelligences involve nine types and onc is intrapcrsonal intelligence. Intrapcrsonal intelligence refers to the ability to understand the concept of oneself and awareness of fears, attendance, and information about life decision making. In educational settings, the central aim of an education system is leaming to think. Critical thinking is an active, intellectual process where the individual will observe, analyze and reflect on new knowledge and integrate it into their current understanding. To fulfill this objective, the research was conducted with 50 female students studying in Grade Three at Hazrate Masome high school in Farashband. To evaluate the students' intrapersonal intelligence, a questionnaire consisting of lO-items from Smart Cubes Test was administered. A critical thinking questionnaire adapted from Naieni (2005) which was given to the participants based on Honey's (2004) critical thinking questionnaire was employed. The results showed no significant relationships between intrapersonal intelligence of students and their critical thinking.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401Which Learning Style Do You Prefer to Improve EFL Learning?26341126610.22055/rals.2015.11266ENNargesAhmadiIslamic Azad University, AhvazJournal Article20150731The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learningstyle assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly (pashler, McDaniel, Rohrer, and Bjork, 2009). There are several methods or theories that describe learning styles. Learning style can be divided into several broad categories and these affect how students leam. The V AK leaming styles model suggests that most people can be divided into one of three preferred styles of learning. The Visual, Auditory, and Kinesthetic Inventory (V AK) are tools to quickly identify what a person's learning style tendencies may be. The present study aims to discover the preferred learning styles of 120 EFL learning students (67 females and 53 males) for the year 2014; in order for the instructor to be aware of the learning styles in the classroom and how the instructor would need to adjust or balance the teaching methods to address all students learning styles. The sample of the study was randomly chosen to answer the V AK learning style questionnaire developed by Chislett and Chapman (2005). The data collected by the researcher were analyzed by using different techniques. Means, standard deviations, percentages, and Independent T -Test to show significant differences between variables were used. The results of T-Test revealed that there were significant differences at (u= 0.05) between auditory and kinesthetic learning styles in males and females. The aim is to have a balanced teaching style and to adapt activities to meet students' style and to involve teachers in tins type of research to assure the results found in this research study.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401The Effect of Using Keyword Method on EFL Learners' Learning and Retrieving English Verb Types35421126710.22055/rals.2015.11267ENMarjanAlibeigynejadIslamic Azad University, Bandar AbbasFarzinFahimniyaInstitute for Humanities and Cultural Studies, TehranJournal Article20150731This study used keyword method during encoding information in transferring information from short term memory to make the retrieval easier. For this purpose, 50 adult female elementary students were chosen to participate in this study. This study required two groups of learners (control and experimental groups). The experimental group enjoyed some special flashcards which each of them involved an English verb, a keyword of a similar sound to the English word and a Persian sentence. Control group received a list of verbs on a sheet of paper which contained the English verbs and their equivalents in Persian. At the end of the treatment, an immediate-past-test was used to measure the participants' short-term memory recall of the lexical items. Two weeks after the treatment, a delayed-past-test of vocabulary was administered to compare vocabulary achievement among the two groups. Analysis of immediate post-test and delayed post-test confirmed the hypothesis that the participants who used the keyword method could store and retrieve verbs in their long-term memory better than those who didn't use the method. The findings can be used in both materials development and teaching vocabulary in English foreign language classes.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401I'm No Longer a Child: A Closer Look at the Interaction Between Iranian EFL University Students' Identities and Their Academic Performance43521126810.22055/rals.2015.11268ENZahraAlimorad, Shiraz UniversityJournal Article20150731Although university EFL students represent a wide array of social and cultural identities, their multiple and diverse identities are not usually considered in foreign language classrooms. This qualitative case study attempted to examine identity conflicts experienced by Iranian EFL learners at the university context. To this end, two Shiraz University students' identities were investigated. Semi-structured interviews were the instruments utilized to collect the necessary data. Findings indicated that despite the close relationship existing between language learning and learners' multiple identities, practitioners made little or no attempt to address their students' identities. This negligence of their identities, in turn, led to their reluctance to engage in classroom activities and their lack of interest in what they learn. Implications of these findings for foreign language teaching pedagogy are also provided.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401A Comparative Study of English and Persian Advertising Slogans: Linguistic Means through the Sands of Time53651126910.22055/rals.2015.11269ENMohammadAlipourIslamic Azad University, AhvazNedaKiaeifarIslamic Azad University, AhvazJournal Article20150731This study was a contrastive analysis of the evolution of English and Persian advertising slogans to investigate their similarities/differences in using rhetorical figures, and the evolution in the use of these figures in the slogans of each language. Thus, 800 Persian and English slogans from the last four decades were collected. Lapsanka's framework (2006) including different aspects with some sub-variables was adopted. The frequencies of sub-variables were calculated and compared via Chi-square to determine the significance of the differences between the use of these figures in the slogans of each language and the two languages in the successive decades. Results revealed that Persian slogans changed phonologically, and lexically, but not syntactically and semantically. Also, English slogans changed phonologically, but not lexically or semantically. This study can have implications for teaching translation, journalistic English and Persian, and enhancing learners' cultural awareness.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401Cultural Exophoric References in English Textbooks Used at Four Common English Textbooks Used at Iranian English Language Institutes: A Comparative Discursive Study of the Degree of Referential Burden66751127010.22055/rals.2015.11270ENMehdiAzadsarvImam Khomeini University of Naval Sciences, NowshahrMohammadTaghvaeeImam Khomeini University of Naval Sciences, NowshahrSedigheZamaniPayam-E-Noor University (PNU), TehranJournal Article20150731The present study is an attempt to find out cultural exophoric references in four common English textbooks, namely Touch Stone, American File, Top Notch, and Total English series used at Iranian English language institutes and to compare the frequency of occurrence of such references in these coursebooks. In order to compare cultural exophoric references used in these coursebooks, the researcher extracted all the cultural exophoric references used in these course books and found out their frequency rates. Since the number of books in each series was not equal, the mean for each book of the series was computed. The textbooks were also evaluated by both students and teachers based on administering cultural section of the Shatery and Azargoon's (2012) nativized checklist. To this aim, 366 students and 76 teachers participated in this study. They were selected from various language institutes of Gilan and Mazandaran in which the coursebooks under investigation were taught. Data analysis indicated that American File series used more cultural exophoric references (M = 62.4) than the other coursebooks under investigation. In addition, teachers and students had the same idea and believed that American File series is culturally biased and is a vehicle to advertise the Anglo-American culture. The researcher does not propose that one coursebook should replace another but that teachers should be well aware of cultural sensitivities of the coursebook they teach.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401Hollywood Post-9/11 Alien Films: Recontextualization of George. W. Bush's Discourse75871127110.22055/rals.2015.11271ENHadiAzimiShahid Beheshti University of Medical Sciences, TehranJournal Article20150731The widely shocking attacks on the World Trade Center and the Pentagon on September 11 was interpreted differently by various institutions worldwide, ranging from America's legitimate motive to begin a 'war on terror' to defend her 'very freedom', to a pretext for Bush administration to pursue G. H. W. Bush's temptation for 'a new world order'. Various institutions, therefore, made use of their potentials to support a parallel ideology, including Hollywood as a most powerful center for producing, conveying, and supporting such an ideology worldwide. This study intends to reveal Hollywood film making companies' recontextualization of G. W. Bush's discourse used in his first speech broadcast on CNN after the attacks. A close examination of Bush's speech discloses a narrative sequence of five steps which were accordingly incorporated in alien films produced during the decade following 9111. Recontextualization of Bush's five-section speech could psychologically remind and legitimize the war.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035Special Issue20150401Investigating the Relationship Between Emotional Intelligence and Different Dimensions of Classroom Management Approaches of College Teachers1841921206810.22055/rals.2015.12068ENSeyedeh SaraJafariIslamic Azad University, safashahrHajarAghaeiIslamic Azad
University, farashbandMehranMemariFarhangiyan University, AhvazJournal Article20150611ge-newline"> <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">This study investigated the relationship between teachers’ emotional intelligence and<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">different dimensions of classroom management approaches (instructional<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">management, Behavior management) among college teachers to understand whether<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">there is a significant relationship between them or not. The sample of the study was<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">332 college teachers working at Azad university of Fars province. The data were<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">collected by administering two types of questionnaires, such as “The Emotional<br /><span style="font-family: Times New Roman; font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Intelligence Scale”, and the “Behavior and Instructional Management Scale”. Pearson<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Correlation model was used in this study. The results show that there is a significant<br /><span style="font-family: Times New Roman; font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">relationship between the college teachers’ EI levels and their classroom management<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">approaches. In other words, a positive and significant relationship was observed<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">between EI and two types of classroom management. However, the relationship<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">between EI and Behavior management appeared to be more significant. High EI<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">entails better classroom management and better instructional classroom management.</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;" /></span>