@article { author = {Sadeghi, Karim}, title = {Editorial}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {-}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20324.html}, eprint = {https://ijltr.urmia.ac.ir/article_20324_4820a3b9398c8f9305fe2226c3c2b2bf.pdf} } @article { author = {Ellis, Rod}, title = {Corrective Feedback in Teacher Guides and SLA}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {1-18}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {The kind of technical knowledge found in teacher guides is fundamentally different from the kind of technical knowledge found in published research about language learning. I refer to the former as ‘pedagogic discourse’ and to the latter as ‘research-based discourse’. The purpose of this article is to examine how links can be made between these two types of technical discourse. I will discuss two different ways. The first involves familiarizing teachers with what researchers have found out about L2 learning and then applying the findings to language pedagogy (i.e. SLA research  Language pedagogy). The second way is to start with commonly held views about how to teach (as reflected in the teacher guides) and then consider these in the light of how learners learn (i.e. Language pedagogy  SLA research). I will present arguments in favour of the second approach and illustrate it through an examination of commonly held pedagogic views about corrective feedback and the extent to which these are supported or questioned by what is known about corrective feedback in SLA.}, keywords = {corrective feedback,teacher guides,SLA research,language pedagogy}, url = {https://ijltr.urmia.ac.ir/article_20430.html}, eprint = {https://ijltr.urmia.ac.ir/article_20430_038d05fd3419175e95d73017c075ac57.pdf} } @article { author = {Richards, Jack}, title = {Creativity in Language Teaching}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {19-43}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in learners – particularly those involving student- centred, interaction-based, and open-ended elements. Drawing on teacher narratives and conversations with teachers, the notion of creativity in language teaching is explored from three different perspectives: 1. the qualities creative teachers possess. 2. how teachers apply creativity in their teaching. 3. how creativity can be supported in the school. Examples illustrate how creative teachers’ conceptualize their approaches to teaching.}, keywords = {creativity,language teaching,teacher cognition,teacher expertise,teacher development,teacher training,teacher narratives}, url = {https://ijltr.urmia.ac.ir/article_20431.html}, eprint = {https://ijltr.urmia.ac.ir/article_20431_64df30b4b96c25e989b517df96132199.pdf} } @article { author = {Azabdaftari, Behrooz}, title = {An Explication of Concordance between Man’s Mental Structure and the Narrative Structure in the Light of Vygotsky’s SCT}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {45-51}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {This paper seeks to throw light on the concordance between man’s mental structure and the structure of narrative with regard to Vygotsky’s sociocultural theory. In so doing, the author first provides the backdrop of the literature on the topic by first explaining Vygotsky’s approach to the genesis of mind, and then gives a synoptic account of the views expressed by the men of letters regarding the structure and function of short stories. According to Vygotsky, man’s higher mental development is mediated by cultural inheritances – the process whereby man wins over his biological constraints, manages to control his internal processes as well as the external world, and accumulates his cultural assets throughout history. In literary studies, views regarding the effect of structure and function of story on shaping up the child’s mind are rampant. Almost all of the literary critics are committed to the belief that the formal structure of story (a) affects the child’s emergent mind, (b) helps him to store, organize, and recall events in the story, (c) aids him, as he grows up, to understand the working of social life, and (d) serves as a means for the child to record events and things in the fashion of narrative when receiving any data. All these points attest to the viable fact that man’s mind is genetically attuned to order and organization.}, keywords = {mental structure,narrative structure,sociocultural theory,phylogeny,ontogeny,genetic method,innatism,empiricism}, url = {https://ijltr.urmia.ac.ir/article_20432.html}, eprint = {https://ijltr.urmia.ac.ir/article_20432_b531ae41e744ef9dc8ed21fee337e0b5.pdf} } @article { author = {Byram, Michael}, title = {Foreign Language Teaching and Intercultural Citizenship}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {53-62}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {In the ‘cultural turn’ which has taken place in recent decades – in theory if not yet in practice – the crucial question is ‘What should a language teacher’s aims be?’ This will be the main focus of this paper. There are however other questions which are frequently raised in the new context, questions about the relationships among ‘language’, ‘identity’ and ‘culture’. If language learning influences identity or even creates new identities, should this be one of the aims of teaching? At the same time it is important to place foreign language teaching in the wider context of all language teaching: national languages, heritage languages, and minority languages. I will attempt to take these other factors into account while addressing the main issue of teaching aims. Teachers’ aims should be both functional and educational. Language teaching of all kinds – but my main concern will be foreign language teaching as practiced in general education – should develop competence for communication and interaction whilst stimulating critical thinking and action in the world. In order to illustrate this, I will turn to some recent work which realises new theory in practice and combines the aims of language education and education for citizenship in the concept of intercultural citizenship.}, keywords = {cultural turn,language teaching aims,education,citizenship}, url = {https://ijltr.urmia.ac.ir/article_20433.html}, eprint = {https://ijltr.urmia.ac.ir/article_20433_9c13ce1ef90c5d10379615f9bad592b3.pdf} } @article { author = {Swan, Anne}, title = {Putting the Learner in the Spotlight – Future directions for English Teachers}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {63-77}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {This paper asserts that English teachers’ understanding of their professionalism enables them to ‘put the learner in the spotlight’ through their highly-developed awareness of local contexts of English use. Changing attitudes to English language teacher identity include a revaluation of the’ native-non-native speaker’ dichotomy which is fast becoming irrelevant as teachers assert new identities based on factors such as professional beliefs about their teaching, understanding their students’ needs and understanding the role of English in their contexts. In a globalising world, these aspects no longer require ‘so-called’ native speaker skills, such as pronunciation and knowledge of ‘English’ culture. In fact, dwelling at length on the issues surrounding native and non-native speaker teacher identity tends to cloud understanding of what qualities English teachers need. Interviews with multilingual teachers of English, working in a variety of countries, have revealed an understanding of the diminishing importance of the ‘native speaker’ and the concomitant growth in the confidence of the multilingual teacher. This confidence has been acquired through depth of linguistic knowledge, through observance of other cultures, and through resistance to the encroachment of English by finding a place for the language which satisfies the needs of multilingual users without requiring subservience. In discovering these strengths of multilingual teachers, I show how stepping outside the boundaries of one’s own limited environment allows English language teachers, wherever they come from, to develop a truly enlightened international professionalism which puts learners firmly in the spotlight. }, keywords = {native speaker,non-native speaker,context,multilingual teacher}, url = {https://ijltr.urmia.ac.ir/article_20434.html}, eprint = {https://ijltr.urmia.ac.ir/article_20434_323b4e9c95c6047f438bbcca49141d68.pdf} } @article { author = {Vasilopoulos, Gene}, title = {The Multiple Roles and Functions of English in South Korea}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {79-94}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {In the field of language and identity, the subcategory of gender has been an area of growing interest (Pavlenko, 2001; Norton & Pavlenko, 2004; Menard-Warwick, 2008; and Higgins, 2010). Adopting the view of gender as “a system of social relationships and discursive practices” (Norton & Pavlenko, 2004, p. 504), social context is fundamental in understanding how gender relates to foreign language learning. This qualitative study focused on the extent to which gender impacts English language learning and English language use in the context of teaching English as a foreign language in South Korea. More specifically, it investigates how gender shapes self and social identity, and how these identities relate to English language learning and English language use, at present and/or in the future, in both real and/or imagined communities. Four male and four female participants were selected using purposive homogenous sampling techniques based on the criteria of having lived abroad in an English speaking community for over 5 years—a criterion which assumes the formation of self and social identity in addition to their native Korean L1. Data was collected through multiple methods including open-ended questionnaires, in-depth interviews, and focus group discussions. Interview and questionnaire data reveals gender differences in the symbolic meaning of English language, the relevance of English in self and social positioning, and the role of English in shaping future professional trajectories with males situating themselves in international contexts and females in the local. }, keywords = {EFL,identity,language,gender,Korea}, url = {https://ijltr.urmia.ac.ir/article_20435.html}, eprint = {https://ijltr.urmia.ac.ir/article_20435_51bcd8e888df5f2a1ad546b1ad3042be.pdf} } @article { author = {Sadeghi, Karim and Modirkhameneh, Sima}, title = {The Key for Holding a Successful ELT Conference: Some Nuts and Bolts}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {95-110}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {Conferences are gatherings that attract attendants from various places and serve both academic and social purposes. Organizing an international conference is, accordingly, a very challenging, demanding and time-consuming task. In order for the conference organizers to hold a successful conference, there is a need for a comprehensive guide to use as a departure and reference point. No academic paper seems to have attended to do's and don'ts of organizing a successful conference in ELT/Applied linguistics. Drawing on the very positive evaluation of a recent international ELT conference held in Urmia, Iran, in May 2013, the authors (as the academic and executive organizers of this conference) share, in this paper, their experiences in holding what was viewed as a 'mammoth success' and a 'magnificent conference' by the attendants (http://www.urmia.ac.ir/elt2013/doclib/testimonials.aspx). The paper discusses conference organizing tasks in terms of two major categories: academic and executive, each with different phases and sub-activities. The paper is hoped to provide a resourceful piece of first-hand information to conference, especially first-time, organizers in the field of ELT and related disciplines. }, keywords = {ELT,organizing a conference,conference guidelines}, url = {https://ijltr.urmia.ac.ir/article_20436.html}, eprint = {https://ijltr.urmia.ac.ir/article_20436_1fdfa3482ce4dabccff60d7a3841addb.pdf} } @article { author = {Akbarian, Is’haaq}, title = {BOOK REVIEW: Vocabulary: Applied Linguistic Perspectives (2nd ed.)}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {111-114}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20437.html}, eprint = {https://ijltr.urmia.ac.ir/article_20437_6db36098bf32a96119d5d9e5c53d31eb.pdf} } @article { author = {Alavinia, Parviz}, title = {BOOK REVIEW: Learner-centered Education in International Perspective: Whose Pedagogy for Whose Development?}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {115-119}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20438.html}, eprint = {https://ijltr.urmia.ac.ir/article_20438_296fd1c950b438cbfbcdc362b0149392.pdf} } @article { author = {}, title = {Abstracts in Persian}, journal = {Iranian Journal of Language Teaching Research}, volume = {1}, number = {Issue 3 (Special Issue)}, pages = {126-130}, year = {2013}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20439.html}, eprint = {https://ijltr.urmia.ac.ir/article_20439_79d303d69c64b0816ad220f9ae266785.pdf} }