IntroductionFrom all language skills, teaching writing seems to be different when it was not view... more IntroductionFrom all language skills, teaching writing seems to be different when it was not viewed as language skill to be taught to learners. L2 writing, even as late as 1970s, was not viewed as language skill. Instead, it was used as support skill in language, for example, practice hand writing, write answer to grammar and reading exercise. As the theory and practice of L2 composition gradually developed, the goals set out by language curriculum indicates a major paradigm shift in teaching writing. More than any other issue in the field of composition studies, the shift from product to process has evoked strong passions. The process movement began more than three decades ago. This idea originated in the L1 classroom, where it was developed in reaction traditional types of writing (ibid). According to the proponents of 'process approach' (Raimes, 1985; Zamel, 1987; Kroll, 1990; Montague, 1995) the previous approaches tended to be model-based and formulaic. Moreover, studen...
1. IntroductionIn the 21st century, Critical Pedagogy (CP) which empowers the voice of learners a... more 1. IntroductionIn the 21st century, Critical Pedagogy (CP) which empowers the voice of learners and inspire critical consciousness (Cho, 2006) by guiding learners to discover problem, critically think and take actions on these problems (Wink, 2000) is regarded as one of the most crucial attributes of success. In higher education, also, critical pedagogy has gained momentum. In fact, a new perspective towards education has been inaugurated in the postmodern era. Postmodern educators all over the world have been concerned with a kind of education which can equip the learners with tools for a better life. The aim of education has been shifted towards developing lifelong learners who are not mere recipients of knowledge but who think critically, are curious about norms and facts, try to question the social relations and feel the instability, contingency and diversity in the world (Eagleton, 1996). Good education must be targeted towards justice, liberation, and political transformation....
Textbook analysis is an important process in selecting a textbook for language learners. This stu... more Textbook analysis is an important process in selecting a textbook for language learners. This study attempted to examine teachers‟ perceptions in evaluating English textbook 3 taught in Iranian high school. For doing this, twelve EFL female English teachers participated in this study. They were randomly chosen in six different high schools in Amol, Mazandaran. The teachers were both males and females (n = 4 males) and (n = 8 females). The instrument of this study was the textbook evaluation checklist developed by Litz (2005). This checklist was based on three criteria (that is subject and content: items 1-5, activities: items 6-12, and skills: items 13-17). The checklist was spread out among selected teachers. The results showed that “English Textbook 3” does not have a high quality in the specified items.
IntroductionWriting pedagogy has been considered as an important skill in the EFL/ESL setting. Du... more IntroductionWriting pedagogy has been considered as an important skill in the EFL/ESL setting. During the last decade many new trends have been encroached in the the educational context with the hope to make writing interesting to learners. A number of studies have indicated that language should provide learners with an opportunity to express their thoughts and to understand a variety of different ideas. Within EFL/ESL educational system, there have been abundant researches on writing pedagogy, emphasizing the paradigm shift of product to process oriented approach in writing. This process oriented toward writing has paved the way for a constructive maneuver of teachers who intervene at various stages of producing a piece of writing to orient learners toward more fluent writing. This paradigm shift was in line with the theoretical ties and practicalities that move from traditional method to the post method era. Each method underscored one aspect of language learning due to its theore...
Journal of Applied Linguistics and Language Research, 2018
There are many English books to teach in many different institutes in Iran, American English file... more There are many English books to teach in many different institutes in Iran, American English file books are widely used in very famous and high quality of teaching English institutes in Iran. We are going to pack the ideas of at least 120 EFL teachers, advanced learners, theorists, psychologists, practitioners, and course designer in this field by giving them a checklist and a Likert scale of advantages or disadvantages from the strongest points of view toward the weakest of this book and we gather all their information then analyze their points in Likert scale to discuss the positive and negative points of all series of American English file book. We also compare the content of this book which is mostly used in Iranian language institutes with national Iranian schools that are equally used English language national books in Iran.
IntroductionFrom all language skills, teaching writing seems to be different when it was not view... more IntroductionFrom all language skills, teaching writing seems to be different when it was not viewed as language skill to be taught to learners. L2 writing, even as late as 1970s, was not viewed as language skill. Instead, it was used as support skill in language, for example, practice hand writing, write answer to grammar and reading exercise. As the theory and practice of L2 composition gradually developed, the goals set out by language curriculum indicates a major paradigm shift in teaching writing. More than any other issue in the field of composition studies, the shift from product to process has evoked strong passions. The process movement began more than three decades ago. This idea originated in the L1 classroom, where it was developed in reaction traditional types of writing (ibid). According to the proponents of 'process approach' (Raimes, 1985; Zamel, 1987; Kroll, 1990; Montague, 1995) the previous approaches tended to be model-based and formulaic. Moreover, studen...
1. IntroductionIn the 21st century, Critical Pedagogy (CP) which empowers the voice of learners a... more 1. IntroductionIn the 21st century, Critical Pedagogy (CP) which empowers the voice of learners and inspire critical consciousness (Cho, 2006) by guiding learners to discover problem, critically think and take actions on these problems (Wink, 2000) is regarded as one of the most crucial attributes of success. In higher education, also, critical pedagogy has gained momentum. In fact, a new perspective towards education has been inaugurated in the postmodern era. Postmodern educators all over the world have been concerned with a kind of education which can equip the learners with tools for a better life. The aim of education has been shifted towards developing lifelong learners who are not mere recipients of knowledge but who think critically, are curious about norms and facts, try to question the social relations and feel the instability, contingency and diversity in the world (Eagleton, 1996). Good education must be targeted towards justice, liberation, and political transformation....
Textbook analysis is an important process in selecting a textbook for language learners. This stu... more Textbook analysis is an important process in selecting a textbook for language learners. This study attempted to examine teachers‟ perceptions in evaluating English textbook 3 taught in Iranian high school. For doing this, twelve EFL female English teachers participated in this study. They were randomly chosen in six different high schools in Amol, Mazandaran. The teachers were both males and females (n = 4 males) and (n = 8 females). The instrument of this study was the textbook evaluation checklist developed by Litz (2005). This checklist was based on three criteria (that is subject and content: items 1-5, activities: items 6-12, and skills: items 13-17). The checklist was spread out among selected teachers. The results showed that “English Textbook 3” does not have a high quality in the specified items.
IntroductionWriting pedagogy has been considered as an important skill in the EFL/ESL setting. Du... more IntroductionWriting pedagogy has been considered as an important skill in the EFL/ESL setting. During the last decade many new trends have been encroached in the the educational context with the hope to make writing interesting to learners. A number of studies have indicated that language should provide learners with an opportunity to express their thoughts and to understand a variety of different ideas. Within EFL/ESL educational system, there have been abundant researches on writing pedagogy, emphasizing the paradigm shift of product to process oriented approach in writing. This process oriented toward writing has paved the way for a constructive maneuver of teachers who intervene at various stages of producing a piece of writing to orient learners toward more fluent writing. This paradigm shift was in line with the theoretical ties and practicalities that move from traditional method to the post method era. Each method underscored one aspect of language learning due to its theore...
Journal of Applied Linguistics and Language Research, 2018
There are many English books to teach in many different institutes in Iran, American English file... more There are many English books to teach in many different institutes in Iran, American English file books are widely used in very famous and high quality of teaching English institutes in Iran. We are going to pack the ideas of at least 120 EFL teachers, advanced learners, theorists, psychologists, practitioners, and course designer in this field by giving them a checklist and a Likert scale of advantages or disadvantages from the strongest points of view toward the weakest of this book and we gather all their information then analyze their points in Likert scale to discuss the positive and negative points of all series of American English file book. We also compare the content of this book which is mostly used in Iranian language institutes with national Iranian schools that are equally used English language national books in Iran.
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