کتاب چکیده اولین کنفرانس بین المللی سالانه بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی1395

‫ﺳﺮﺷﻨﺎﺳﻪ‬:
‫ﻋﻨﻮان‬:
‫ﻣﺸﺨﺼﺎت‬‫ﻧﺸﺮ‬:
‫ﻣﺸﺨﺼﺎت‬‫ﻇﺎ‬‫ھ‬‫ري‬:
:‫ﺷﺎﺑﮏ‬
:‫ﺗﯿﺮاژ‬
‫ﻣﺮﮐﺰي‬ ‫ﺳﺎﺧﺘﻤﺎن‬ ‫ﻧﺸﺎﻧﯽ‬:
:‫ﭘﺴﺘﯽ‬ ‫ﮐﺪ‬
‫ﭼﺎپ‬ ‫ﻧﻮﺑﺖ‬:
‫ﭼﺎپ‬ ‫ﺗﺎرﯾﺦ‬:
‫ﭼﮑ‬‫ﯿ‬‫ﺪه‬‫ﺑ‬ ‫ﮐﻨﻔﺮاﻧﺲ‬ ‫ﻣﻘﺎﻻت‬‫ﯿ‬‫ﻦ‬‫اﻟﻤﻠﻠ‬‫ﯽ‬‫ﺑﺮرﺳ‬‫ﯽ‬‫ﻣﺴﺎﺋﻞ‬
‫ﺟﺎر‬‫ي‬‫ﮔﻮ‬ ،‫ﻫﺎ‬ ‫زﺑﺎن‬‫ﯾ‬‫ﺶ‬‫ﺷﻨﺎﺳ‬ ‫زﺑﺎن‬ ‫و‬ ‫ﻫﺎ‬‫ﯽ‬
‫ﮔﺮدآوري‬:‫ﺳ‬ ‫دﮐﺘﺮ‬‫ﯿ‬‫ﺪﺣﺴ‬‫ﯿ‬‫ﻦ‬‫ﻓﺎﺿﻠ‬‫ﯽ‬
:‫ﻧﺎﺷﺮ‬‫ﺗﺮﺧﻮن‬
:‫ﭼﺎپ‬ ‫ﻧﻮﺑﺖ‬‫اول‬-1396
:‫ﺗﯿﺮاژ‬1000‫ﺟﻠﺪ‬
: ‫ﻗﯿﻤﺖ‬150000‫رﯾﺎل‬
:‫ﺷﺎﺑﮏ‬978-600-8873-22-8
‫ﺳ‬ ‫دﮐﺘﺮ‬‫ﯿ‬‫ﺪﺣﺴ‬‫ﯿ‬‫ﻦ‬‫ﻓﺎﺿﻠ‬‫ﯽ‬
Dr.Seyed Hossein Fazeli
‫ﭼﮑ‬‫ﯿ‬‫ﺪه‬‫ﺑ‬ ‫ﮐﻨﻔﺮاﻧﺲ‬ ‫ﻣﻘﺎﻻت‬‫ﯿ‬‫ﻦ‬‫اﻟﻤﻠﻠ‬‫ﯽ‬‫ﺑﺮرﺳ‬‫ﯽ‬‫ﺟﺎر‬ ‫ﻣﺴﺎﺋﻞ‬‫ي‬‫ﮔﻮ‬ ،‫ﻫﺎ‬ ‫زﺑﺎن‬‫ﯾ‬‫ﺶ‬‫ﺷﻨﺎﺳ‬ ‫زﺑﺎن‬ ‫و‬ ‫ﻫﺎ‬‫ﯽ‬
‫ﻧﺸﺮ‬،‫ﺗﺮﺧﻮن‬1396‫ﺗﻬﺮان‬
89‫ص‬.:‫ﻣﺼﻮر‬.
978-600-8873-22-8
1000‫ﺟﻠﺪ‬
‫ﺗﻬﺮان‬–‫ﭘﺎﺳﺪاران‬ ‫ﺧﯿﺎﺑﺎن‬–‫ﺑﻬﺎرﺳﺘﺎن‬10–‫ﺧﯿﺎﺑﺎن‬‫ﻣﺮ‬‫ﯾ‬‫ﻢ‬–‫ﺳﺎﺧﺘﻤﺎن‬‫ﻣﺮﯾ‬‫ﻢ‬-‫ﭘﻼك‬7‫واﺣﺪ‬11
1958816165
‫اول‬
‫زﻣﺴﺘﺎن‬1396
،‫اﻓﺴﺖ‬ ‫ﭼﺎپ‬ ،‫ﻣﺠﺪد‬ ‫ﭼﺎپ‬ ،‫ﺣﺮوﻓﭽﯿﻨﯽ‬ ‫ﺻﻮرت‬ ‫ﺑﻪ‬ ‫اﺛﺮ‬ ‫اﯾﻦ‬ ‫از‬ ‫ﻗﺴﻤﺘﯽ‬ ‫ﯾﺎ‬ ‫ﺗﻤﺎﻣﯽ‬ ‫ﺗﮑﺜﯿﺮ‬ . ‫اﺳﺖ‬ ‫ﻣﺤﻔﻮظ‬ ‫ﻧﺎﺷﺮ‬ ‫ﺑﺮاي‬ ‫ﺷﺮﻋﯽ‬ ‫و‬ ‫ﻗﺎﻧﻮﻧﯽ‬ ‫ﺣﻘﻮق‬ ‫ﮐﻠﯿﻪ‬
‫ﭘﻠﯽ‬‫ﮐ‬‫ﺳﺎل‬ ‫ﻣﺼﻮب‬ ‫ﻫﻨﺮﻣﻨﺪان‬ ‫و‬ ‫ﻣﺼﻨﻔﺎن‬ ‫ﻣﻮﻟﻔﺎن‬ ‫ﺣﻤﺎﯾﺖ‬ ‫ﻗﺎﻧﻮن‬ ‫ﻣﺸﻤﻮل‬ ‫اﺛﺮ‬ ‫اﯾﻦ‬ .‫اﺳﺖ‬ ‫ﻣﻤﻨﻮع‬ ‫ﭼﺎپ‬ ‫دﯾﮕﺮ‬ ‫اﻧﻮاع‬ ‫و‬ ‫ﻓﺘﻮﮐﭙﯽ‬ ،‫ﭙﯽ‬1348‫اﺳﺖ.ﻫﺮ‬
‫اﯾﻦ‬ ‫از‬ ‫ﻗﺴﻤﺘﯽ‬ ‫ﯾﺎ‬ ‫ﺗﻤﺎﻣﯽ‬ ‫ﮐﺲ‬‫ﯾ‬ ‫ﭘﺨﺶ‬ ،‫ﻧﺎﺷﺮ،ﻧﺸﺮ‬ ‫اﺟﺎزه‬ ‫ﺑﺪون‬ ‫را‬ ‫اﺛﺮ‬‫ﺎ‬.‫ﮔﯿﺮد‬ ‫ﻣﯽ‬ ‫ﻗﺮار‬ ‫ﻗﺎﻧﻮﻧﯽ‬ ‫ﭘﯿﮕﺮد‬ ‫ﻣﻮرد‬ ،‫ﮐﻨﺪ‬ ‫ﻋﺮﺿﻪ‬

‫ﭼ‬‫ﯿ‬‫ﺪه‬‫ﺲ‬‫ا‬ ‫ﺎﻻت‬‫ﻘ‬‫ﻦ‬‫ﻤ‬‫ا‬‫ﯽ‬‫ر‬‫ﯽ‬‫ﻞ‬‫ﺎ‬‫ﺴ‬
‫ﺎر‬‫ﺟ‬‫ی‬، ‫ﺎن‬‫ﺑ‬‫ز‬‫ﻮ‬‫ﺶ‬‫ﺎ‬‫ﻨ‬ ‫ﺎن‬‫ﺑ‬‫ز‬‫و‬‫ﯽ‬
‫ﮔﺮدآور‬‫ي‬‫ﺳ‬ ‫دﮐﺘﺮ‬ :‫ﯿ‬‫ﺪﺣﺴ‬‫ﯿ‬‫ﻦ‬‫ﻓﺎﺿﻠ‬‫ﯽ‬
‫ﺗﺮﺧﻮن‬ ‫ﻧﺸﺮ‬

1
The International Conference on Current
Issues of Languages, Dialects and Linguistics
2-3 February 2017, Iran-Ahwaz,
WWW.LLLD.IR , Book of Abstracts
The State-of-the-Art in Linguistics in 2017: An Iranian View
Dr. Mohammad Dabir-Moghaddam, AllamehTabataba'i University (& Academy of Persian
Language and Literature), Iran
In this talk, I intend to provide a state-of-the-art review of the basic tenets, assumptions, and
concerns of the four major approaches to the study of human language. These approaches are as
follows: The Generative Enterprise, Systemic Functional Grammar, Cognitive Linguistics, and
Linguistic Typology. I will then rely on my own research on Persian and other Iranian languages
of Iran to assess the major claims of the mentioned approaches to the study of language. This talk
will reveal my own theoretical concerns and assumptions about the architecture of language. In
my research on Ancient and Modern Iranian languages, I have arrived at the following results:
(A) Form and structure do play a crucial role in the architecture and design of these languages
and more generally and analogically in the architecture of human languages: The existence of the
syntactic domains; (B) Though I assume the modularity of language and mind, I am convinced
that the very existence of options, choices, and variations that are allowed by languages are due
to pragmatic, discoursal, and information structure factors: Mobile clitics; (C) The results
reported in (A) and (B) suggest that a modular and interface-based model of language which
allows the interdependence of form, meaning, and function, hence a formal-functional view of
language seems to be more compatible with the real, authentic, and corpus-based data; (D)
Synchrony may reveal decisive data and information on archaic patterns and structures and the
processes of language change and on the notion of endangerment; (E) How much do we benefit
from the theoretical developments and theoretical state-of-the-art in the field for applied purposes
and more specifically in language teaching?
The Complexity of Private and Public Documents and Their Role in Universalizing
Personal Narratives
Dr. Carolyn Kraus, University of Michigan-Dearborn, USA
In their early attempts at writing personal narrative, student writers frequently approach the genre
as if the story is already there, complete, inside their heads. In fact, since personal writing is
successful to the extent that the writer is able to connect the personal story to the wider story--to
the universal human experience--personal narrative calls for as much exploration outside the self
as searching within. This paper, delivered in English, explores the role of private and public
documents in creating nonfiction narrative that's personal but also concrete, exterior, and
“universal.” It draws on the presenter’s research and experience as both a writer and a teacher of
memoir and literary travel writing. In the process of researching her own personal narratives, she
accumulated a number of records: some personal, some public; some genuine, some fraudulent;
some corroborative, some contradictory —but all of them illuminating. This experience showed
her that records can speak through words and images, but they can also speak through silence,
deception and duplicity. This forced her to think more intently about the nature of documentary
evidence—how it can verify or contradict a story, but also how it can insist upon greater
complexity, demand a new viewpoint, connect a personal experience to a larger narrative, or
acknowledge a story's various perspectives, meanings, and truths.

2
Motivation and Multiglossia: Developing a Tool for Examining Arabic Learners’
Motivation and Engagement Profiles
Anna-Maria Ramezanzadeh, University of Oxford, UK
Motivation and engagement in language learning are two core mechanisms that facilitate the
successful development of proficiency. However, little theoretically-based research has been
conducted into either of these concepts in the field of Arabic as a Foreign Language. Given its
di/multiglossic nature (Hary, 1996), Arabic presents an interesting case when it comes to both of
these areas. Using a re-developed approach to the L2 Motivational Self-System (Dörnyei, 2005)
this longitudinal, mixed-methods study outlines an approach to measuring learners’ motivational
profiles, and the nature and intensity of their engagement with classroom tasks. This will
determine: a) why students are/ aren’t motivated to study Arabic, and the internal mechanisms
driving their motivation, b) what types of tasks learners’ are engaged in and why, c) the
relationship between learners’ motivational profiles, and their levels of task-based engagement.
Through the design and testing of Motivation and Engagement surveys and interviews, this study
aims to offer a tool for teachers of Arabic to identify and understand the reasons for students’
desire to learn the language, in order to tailor their pedagogical approaches to match students’
aims and goals, and employ strategies to boost levels of motivation and engagement where
necessary.
The Influence of the English Climbing Terms on the Social Dialect of Polish Climbers
Dr. Anna Niepytalska-Osiecka, Institute of the Polish Language Polish Academy of Sciences,
Poland
The social dialect of the Polish climbers is far from being homogenous. It consists of several
subvarietes which are related to the specific groups of climbers existing within the climbing
community. The present paper constitutes a continuation of the previous research on the social
dialect of Polish climbers which can be divided into several groups: high altitude climbers, cavers
(who explore caves) and rock climbers (climbing with a rope or – like boulderers – without it).
The result of this work was the monography Social dialect of Polish alpinists (2014), describing
the communication of all the aforementioned groups. This paper focuses on the lexical units
which have been borrowed from English climbing vocabulary in the last few years. The author
outlines the types, examples and the degree of adaptation of the most recent English borrowings
in the discussed specific language variety.The paper presents the reasons lying behind the
borrowing of lexical items from the vocabulary of English-speaking to Polish-speaking climbers.
The Application of Diminutives in the Translation of Texts : A Case Study of German
Semantics in Translation
Dr. Bisserka Veleva, Sofia University, Bulgaria
This research has the aim to round out andto specify the essentialcharacteristics of the semantic
category diminutionin sometextual productions andsummaries, necessary to conduct the
assessment of the diminutive nounsin contrastive pattern between the Bulgarian as Slavic
languageand the German as Germanic language. The study has the implications to the
phonological, word-structure and grammar features of the both languages. However, the focus
had been turned towards the functional use of deminutives in the texts and their further
generalization as a semantic category. The main purpose of this presentation is to underlie the
mainguidelines and tendencies, to highlight the general and diverse specifications and

3
peculiarities, which are required as a theoretical and methodological platform for the contrastive
analysis in the diminution, to suggest answers to the raised questions, to make necessary
conclusionsand generalizations regarding the conceptualcomponent of the categorydiminution in
the contrastive intra-linguistic aspect.
Promoting Learner Autonomy in EAP Courses for Arab Students
Dr. Filomachi Spathopoulou, American Univeristy of The Middle East, Kuwait
Learner autonomy has been a matter of interest among educators in a variety of teaching
contexts; however, providing autonomy in the context of EAP can be rather daunting especially
when it involves accommodating cultural particularities. This presentation will look into the
challenge of promoting learner autonomy on EAP courses for Arab students. It will analyze
learning habits, preconceived learner and instructor roles, as well as cultural and societal
limitations. It will also suggest the use of authentic/real life projects and explain how they can
help ensure learner autonomy while at the same time turning cultural limitations into useful
learning and teaching tools. The presentation will also focus on motivational patterns and will
highlight their correlation with learner confidence and ownership of learning. The presentation
will include a brief review of the existing literature but will mainly focus on the practical aspects.
An Investigation into Syntactic Ambiguity Resolution by English Monolinguals and Arabic-
English Bilinguals
Drew Milewski, Fatima College of Health Sciences, UAE
Research into syntactic ambiguity resolution provides insight into how languages are acquired,
stored, retrieved and processed (Harley, 2014). The present study developed existing
experimental techniques by modifying off-line questionnaires to include additional ambiguity
forms. Whilst past studies were limited to comparisons of same-script languages, the present one
compared syntactic ambiguity perception rates across different script languages. Recent findings
have indicated high attachment (HA) preferences for monolingual speakers of both English and
Arabic (Dussias, 2003). This applies for sentences of the form noun phrase 1 – noun phrase 2 –
prepositional phrase. It was predicted that monolingual English speakers and Arabic-English
bilinguals would demonstrate L1 parsing strategies as was found in prior studies. The findings
evidenced the following; L1 parsing strategies, a preference for high attachment for all
participants and an experience based model of language processing. In addition, a bilingual
advantage was identified when perceiving and resolving ambiguities; bilinguals were more
accurate and adept at identifying and resolving ambiguities than their monolingual counterparts.
The paper acknowledges other factors, in addition to L1 parsing strategies, which influenced
ambiguity resolution. These include bilinguals’ prior L2 exposure and their age of L2 acquisition.
Teaching Formulaic Sequences in the L2 Classroom
Dr. Sarvenaz Hatami, California State University, USA
In both L2 research and pedagogy, individualwords have been considered the basic lexical unit;
this is notsurprising, because individual words are convenient to identify,teach, and work with
(Schmitt, 2010). However, there is a growingawareness that language users do not always
process languageword by word, but also make use of formulaicsequences. In fact, it has been
estimated that formulaicsequences constitute more than 50% of spoken and written English
discourse (Erman& Warren, 2000) and that these sequencesare strongly associated with fluent,

4
communicative, native-likelanguage production (Schmitt, 2010).This means that in order to
appear proficient, EFL/ESL learners also need to gain mastery of thesesequences. However,
formulaic sequences are particularly difficultfor L2 learners to acquire (Scarcella, 1979; Yorio,
1989),which further emphasizes the need to focus on and teach thesesequences in the L2
classroom. This presentation, based on previousresearch findings on formulaic sequences in the
L2 literature, provides a series of steps and strategies for the teaching offormulaic sequences
through all four language skills in the L2classroom.
On The Etymology of the Names Astaraand Astarabad
Dr. Vugar Sultanzade, Eastern Mediterranean University, Cyprus
The article deals with the origin of the wordsAstara and Astarabad(now Gorgan), that are the
names of the towns located at the southwestern and southeastern corners of Caspian Sea,
respectively. The etymology of the toponymAstara is generally explained by the geographical
location of the city. Many researchers argues that Astara means ‘lowland’ because of the Old
Turkic word ast ‘low’. Some argue that the etymology of the name Astara relates to the tribe As.
According to the third opinion, Astara is a Talish name, etymologically consisting of the words
h(osto) ‘plain; smooth’ and ro ‘road’. As for the etymology of the name Astarabad, “one
tradition connects it with Yazīd and says that he founded it on the site of the village of Astarak
(other popular etymologies connect the town’s name with the Persian word setāra (star)
or astar(mule)” (Bosworth, Blair). All above-mentioned etymologies are disputable. To our
opinion, the etymology of these related toponyms of Caspian regionis connected with the goddess
known under names Ishtar (Babylonian mythology), Astarta/ Astarte (Greek), Astara (Persian)
and Astar, Ishdar, Istaru (other languages). In ancient times, the cult of this goddess was very
popular in the mentioned region. The paper explains the reasons why this etymology is
convincing.
English as a Language of Universal Understanding: An Analysis of the Epistemic Spaces
Sadia Tahira, Lahore College for Women University, Pakistan
This study deals with exploration of epistemic spaces in English (language and literature)
courses. Exploration of the concept of epistemic space has the ability to rescue present day
readers out of regional cul-de-sacs. The aim is to investigate English language as full of epistemic
spaces and linguistic gaps, which can be explored through complex symbols, images and lexical
items. Moreover, such epistemic space helps to deal with reality, with a better coping mechanism
by providing a point of orientation and expansion. According to Robert Young, “Tolerance”
deals with “no othering of ‘the other’.” The aim of this study is to analyze the English (language
and literature) courses as leading towards a gateway of universal understanding. The influence of
English courses over the readers results in universal understanding among humanity. In this
study, notable emphasis over philosophical basis of the English course work has helped in
deciphering the impact of textbooks over reader and reality, which textures a new approach for
the post-colonial world as well. Moreover, exploration of epistemic space provides answers to
present-day quandaries by bridging the “gap of differences”. The aim is to identify and analyze
epistemic space that can lead towards trans-cultural understanding and tolerance among
humanity.

5
Geocriticism: Reading Literature in Space
Dr. Manfred Malzahn, United Arab Emirates University, UAE
Among recent currents in the field of literary studies, geocriticism has emerged asbeing probably
the most promising, arguably the most accommodating, and—paradoxically—the most
traditional of innovations. This paper will seek to illuminate the nature and the potential of a
critical approach that continues previous and that challenges contemporary critical theories and
practices. The argument will be supported by examples drawn largely, if not exclusively from
Scottish literature and culture, used in an attempt to illustrate the praticularinterrelatedness
between natural environment, built environment, and community that has shaped and is shaping
the multiple selves of Scotland and its people.
A Needs Analysis Study on Academic English Needs of Students in EMI Programs
Sezgin Doruk, Yeditepe University, Turkey
The purpose of the study was to find out the academic English needs of the students in order to
assist language preparation programs in designing a more effective curriculum and providing
students with the academic English they need in English medium instruction universities. This
study attempted to determine the needs of the students who studied in undergraduate programs by
administering a needs analysis survey to both students and lecturers. The participants were 151
freshmen students and 12 lecturers in five English Medium Instructed programs in Yeditepe
University in 2016. The results revealed that most of the students’ needs were not met regarding
academic English, and there is a significant difference between the opinions of the lecturers and
those of students on the academic English needs of the students. In addition to data collected
through the questionnaire, data was also collected from the lecturers through a semi-structured
interview. The instructors who delivered the courses in English were interviewed. Finally, based
on the findings obtained from comparing the information from interviews and questionnaires,
some suggestions were made that would hopefully help language preparation programs to offer a
more effective instruction.
Dislocation and Writing: A Process of Remaking Identity
Hasti Abbasi, Griffith University, Australia
Creative writers have long followed the tradition of romantic exile, looking inward in an attempt
to construct new viewpoints through the power of imagination. For a writer, certain satisfaction
can be achieved through producing a creative art away from the anxiety of the sense of
dislocation. Dislocation, whether enforced or self-inflicted, could in many ways be a disaster but
it could also cultivate a greater creative capacity and be a source of creative expression. Brodsky
(1990, p.109) suggest that, “given an opportunity, in the great causal chain of things, we may as
well stop being just its rattling effects and try to play at causes. The condition we call exile gives
exactly that kind of opportunity.” This paper will investigate the idea of the creative writer as
exiled self through reflections on the relationship between dislocation and writing.

6
Non-verbal Signals in Qura'nic Discourse
Dr. Muayyad Omran Chiad, University of Kerbala, Iraq
Non-verbal Signals refer to the movements when human beings use to communicate with each
other without speech or writing. They are important in communication as face-to-face
conversation if not take the limelight from it. However, more research is necessary to confirm
this point. This paper is an attempt to discusses the non-verbal signals by analysing,
characterizing them and then exploring how it manifests itself in the Holy Qura'n.The paper
shows that the Quranic discourse is abundant with verbal Signals which are useful to understand
the speaker's inclination to a great degree. They are considered important in the Qura'nic
discourse ,therefore Almighty God enriches the verbal message to make it more persuasive and
understandable for the addressees.
Reversed gender roles and code choice in an Egyptian novel
Rania Refaat, Pharos University, Egypy
This study explores the interaction between gender relations and code choice in the novel
“Professor Hanaa“2009 by Reem Bassiouney. The novel is written in standard Arabic and
Egyptian colloquial Arabic. The novel revolves around a female professor who harasses her
graduate student in a conservative Egyptian community. The study utilizes Androutsopoulos
2012 approach to code switching and code choice in which three components are essential to
better understand the motivations behind code choice. These three levels of sociolinguistics
analysis are: repertoire, characters and scene. While this framework was adopted for visual
media, it can also be aptly adopted for novels. Repertoire refers to the linguistic code used by
each protagonist. Character refers to personal characteristics of each character including, for the
purpose of this study, gender construction. Scene, or context and situations described by the
author in more than one code and events are reflected by character in more than one code (see
also Hudsin 2014). The study argues that code switching is used by the author to reflect reversed
gender stereotypes.
The Main Semantic Peculiarities of Idioms in the American Youth Sociolect
Alina Lymareva Valerevna, Cherepovets State University, Russia
Youth sociolect characterizes young people's speech who want to stand apart from the dominant
culture. Nomination has always been one of the most important ways and conditions of enriching
and functioning of the language. In this study the researcher aims to examine the main semantic
peculiarities of the idioms that can be found in the youth sociolect of the USA. This article is the
first one concerning specifically the semantic peculiarities of the idioms in the American youth
sociolect. Before there were only general studies on the sociolect of the USA. The data for the
study are represented by the 203 idioms extracted from the two fundamental dictionaries
«Dictionary of American Slang» written by H. Wentworth and B.S. Flexner and «Historical
dictionary of American slang» written by J.E. Lighter.

7
The Effects of Planning Time Condition and Task Type on Metacognitive Processes and
Quantity of Iranian EFL Learners’ Task-Based Writing
Dr. Seyyed Mohammad Alavi (Tehran University, Iran) & Maryam Salarifar (Alborz University,
Iran)
This paper investigates the effect of planning time condition (i.e., careful online planning,
pressured online planning, and pre-task planning) and task type (i.e., information-exchange, and
decision-making task) on temporal frequency of metacognitive processes (i.e., generating new
ideas, elaborating new ideas, organizing new ideas, thinking of the writing structure, and thinking
of language aspects of the task) and quantity of language production of EFL learners’ writing.
Sixty MA students in Alborz University in Qazvin carried out two writing tasks. They were
randomly assigned to three planning time conditions. While the participants in careful and
pressured online planning condition had no time for planning, a limited amount of planning time
was dedicated for pre-task planning group. The frequency of metacognitive processes was
calculated based on the items selected on the retrospective questionnaire and quantity of
production was based on the total number of words produced in the allocated time. Results
indicated that planning time condition and task type significantly affect “generating new ideas”.
Performing the information-exchange task, participants generated more new ideas in careful
online planning condition. Concerning quantity, it was indicated that, although not considerably,
more language was produced while the participants were writing in pre-task planning condition.
The results imply that generation of new ideas as a cognitive process that leads to good writing,
Ong (2013), is highly under the influence of planning time condition and task type, so the study
suggests a closer examination of other factors (e.g. individual differences) concerning
metacognitive processes in task-based writing.
Modern Technology in ESL Teaching
DR. L. Draaghtel, Chong-qin University, USA
The aim of the presentation is to demonstrate use of modern technology (movies, DVDs, video
clips, etc.) in three types of ESL classes: Linguistics for English majors, Academic Writing 2 for
English majors and university-wide (intermediate level) students as well as university-wide
Conversation English 3 classes. Used as a part of the required teaching materials for writing and
speaking courses both for major and non-major students, technological materials prove to
enhance students’ interest in English learning, help instructors to introduce new topics,
facilitating students’ comprehension; to review the studied material, giving a hint for
remembrance; to discuss issues of the lesson, enhancing students’ speaking skills through
developed tasks and activities and make students use their creativity in task-based classes and
home work. Depending on the chosen topics, modern technology helps to raise students’
awareness of the English-speaking countries’ cultures and traditions as well as students’ own
place in the multilingual world. The presented discussion also briefly examines the results of the
materials’ implementation, based on students’ feedback via the questionnaires.

8
The Effect of English Shadowing on EFL Adult Language Learners’ Supra-Segmental
Acquisition
Jen-Yu Pai & Dr. Teng-lung Peng, National Yunlin University of Science & Technology, Taiwan
While the relationship between the shadowing practice and listening acquisition in the field of
second language learning has been widely probed, the effects of the shadowing practice on
language learners’ supra-segmental acquisition is seldom paid attention in Taiwan. Therefore, the
purpose of this study was to explore the effects of the shadowing practice on EFL adult language
learners’ supra-segmental acquisition through experimenting with a group of 39 adult
participants, who were pursuing their bachelor’s or master’s degree in a technological university
in central Taiwan. The data collected include the perception questionnaire, the pre- and post-
tests, and in-depth individual interviews. Based on the quantitative data (questionnaire and pre-
/post-tests) analyzed, the research findings suggest that after the shadowing practice, the
participants indeed became more aware of their English speaking ability and proficiency,
especially in terms of sentence stress and sentence linking. In conclusion, the participants made
improvement in four evaluated aspects -- word stress, sentence stress, word linking, and sentence
linking. In addition, based on the researcher’s in-depth interviews with 10 participants, the
researcher offered some suggestions for both teachers and language learners who might be
interested in the instruction and learning of the shadowing practice in the future.
Teacher’s Types of Questions in Inclusive Classroom: The Case of Mute Children with
Autism Spectrum Disorder
Najme Pourjafarian, Seyyed Ali Hosseini & Dr. Seed Mehrpour, Shiraz University, Iran
The aim of this study is to investigate the types of questions adults asked to children with autism
spectrum disorder in inclusive classrooms and whether child’s characteristics (e.g. age) have any
effects on the types of questions that adults asked during center-time. Voice recording of non-
verbal children which ranged between 4 to 11 with autism spectrum disorder were coded based
on the question categories adapted from the work of Massey et al.: management, low cognitive
challenging, or cognitively challenging. Results indicated that management questions were asked
more than less cognitively challenging questions. Cognitively challenging questions were
completely missed from the teachers’ speeches in all the classrooms. Children with lower age had
a greater likelihood of receiving less cognitively questions than higher age. The findings present a
first step in identifying the questions directed at primary schoolers with autism spectrum disorder
in inclusive classrooms.
Revisiting the Swedish Wordlist: How Long Should It Be?
Dr. Feda Negesse, Addis Ababa University, Ethiopia
The Swadesh wordlist has been used for more than half a century for collecting data in
quantitative and descriptive linguistics. This research compares the classification results of the
100 Swadesh wordlist with those of its subsets to determine if reducing the size of the wordlist
impacts its effectiveness. In the comparison, the 100, 50 and 40 wordlists were used to compute
lexical distances of 29 Cushitic and Semitic languages spoken in Ethiopia and neighbouring
countries. Gabmap, a based application, was employed to compute the lexical distances and to
divide the languages into related clusters. The study shows that the subsets are not as effective as
the 100 wordlists in clustering languages into smaller subgroups but they are equally effective in
dividing languages into bigger groups such as subfamilies. It is noted that the subsets may lead to

9
an erroneous classification whereby unrelated languages by chance form a cluster which is not
attested by a comparative study. The chance to get a wrong result is higher when the subsets are
used to classify languages which are not closely related. Though a further study is still needed to
settle the issues around the size of the Swadesh wordlist, this study indicates that the 50 and 40
wordlists cannot be recommended as reliable substitutes for the 100 wordlist under all
circumstances.
Proposing an Alternative to Sonority: The Case of English Phonotactics
Dr. Paula Orzechowska, Adam Mickiewicz University, Poland
This talk provides an analysis of initial and final consonant clusters in English. On the basis of
empirically observed tendencies of distribution and co-occurrence of distinctive features in
segments forming clusters, we propose a set of new phonotactic preferences which govern the
word structure in English. These preferences are expressed by a set of parameters that pertain to
the following dimensions: complexity, place of articulation, manner of articulation and voice.
With help of statistical methods of Principal Component Analysis and Cluster Analysis, the
proposed parameters are assigned weight, which allows to illustrate that different features play a
different role in initial and final clusters in English. This paper advocates the view that
phonological features rather than segments as such determine phonotactics in a given language,
while statistical methods allow us to determine the ranking of preferences. The analysis reveals
the following set of phonotactic preferences established for initial clusters: sonorant C cluster-
finally > 1 obstruent C in CC > voiced C cluster-finally > increasing sonority (where '>' means
'stronger than'). For the word-final context, we show that apart from the manner of articulation
and voicing features, also the feature of place (coronal C cluster-initially) is relevant.
Persian-Albanian-Balkan Contact Areas:Some Linguistic / Cultural Aspects of the
‘Complementarity Hypothesis’
Dr. Mirushe Hoxha, University “Ss. Cyril and Methodius”, Macedonia
This paper aims to set forth an hypothesis of the complementarity between grammatical forms
and cultural schemas of apparently different cultural and linguistic contexts in understanding the
phenomena. For this purpose, the research brings together the optative mood of the Albanian
language formed by the suffix–fsh, and the symbolism of Darafsh Kaviani. Further comparative
analysis of the semanticsof Persian and Albanian words containing the phoneme group fsh, the
Kaveh’s Flag, the optative mood itself, and its grammatical form inthe Albanian language (-fsh)
entails the core evidence of the hypothesis offered in this paper: namely, that the phoneme group
fsh tends to appear as a meaningful pre-Indo-European substrate conserved both literally and
metaphorically in the Persian and Albanian culture and/or language. The paper sets the general
context of this complementarity by assessing a corpus of Persian words not only in Albanian but
also in the Macedonian, Bulgarian, Bosnian, Serbian and Croatian languages, and their phonetic,
morphological and semantic modifications comparing to the source, i.e. Persian. The latter
comparative analysis is also promotionally offered by this paper, while the rationale of the
‘complementarity hypothesis’ is corroborated by Gregory Bateson’s thesis on the fundamental
analogies between different contexts and their ‘relata’.

10
The Effect of Metadiscourse Instruction on the Writing Performance of Iranian EFL
Learners
Dr. Mahboubeh Taghizadeh & Shadi Heidarpour, Iran University of Science and Technology,
Iran
This study aimed at investigating the impact of metadiscourse instruction, based on the
classification proposed by Hyland (2000), on the writing performance of three groups of EFL
learners (i.e., pre-intermediate, intermediate, and upper-intermediate). The participants (N=90)
were female learners studying English at the Kish English language institute. In this study, two
instruments were used. To investigate if the learners had knowledge about the correct application
of metadicourse markers in their writing, a pretest of essay writing was administered. The second
instrument, the posttest, was also a writing task administered at the end of the four week
instruction in order to find if metadiscourse instruction had any impact on the learners' posttest of
writing. In order to operationalize the treatment, a handout of writing including instruction on the
different categories of metadiscourse elements along with a number of essay samples and cloze
tests were offered to the learners. The results of paired samples t-tests revealed that instruction on
metadiscourse markers was effective in enhancing the writing score of the experimental groups at
the pre-intermediate, intermediate, and upper-intermediate levels. The interaction effect between
group and levels of language proficiency was statistically significant. There was a significant
main effect for the levels of language proficiency but no significant main effect for the group.
The findings revealed that there was a difference in the writing scores of learners at the different
proficiency level after receiving instruction on the metadiscourse markers, but the experimental
and control groups did not significantly differ in their writing scores.
Writing Innovation in EAP Classes
Dr. Faranak Abbaszad Tehrani, Ufuk University, Turkey
Considering the problems in writing classes, the aim of this study was to investigate a training
procedure through which EAP learners can develop self-confidence, be motivated, improve the
quality of essays, acquire communicative competence through writing and following innovations
and in this way the researcher tries to determine suitable ways for teaching and learning academic
writing. While evaluation can be seen as one of the integral parts of education, this study made
use of it in improving students'writing skills. To make the students learn how to collaborate and
how to overcome the limitations of working alone, net-folios have been focused. For this purpose
an attitude questionare was provided regarding Net-folios-a network of students e-portfolios-
asan opportunity for students to reflect, to revise, and to develop their writings in EAP classes.
English Animation Dubbing Based Techniques and Iranian Intermediate EFL learners’
Nativelike Pronunciation Development
Pooneh karimzadeh & Maryam Rezaei Ghahroudi, Payamnoor University & Research Branch,
Islamic Azad University, Iran
This research was an attempt to investigate the remarkable dubbing techniques that can improve
communicative competence to achieve appropriate level of speaking abilities. The growth of
technology increases the need for learning an international language. Because of this learners
tend to improve their speaking abilities specifically the suprasegmental features that can shed
light on the quality of their interaction and communication. Since EFL learners’ muscles need to
be well developed to produce the new words of the target language, pronunciation becomes so

11
difficult. The main focus of this study was the investigation of a great deal of variety in the
dubbing techniques that lead to more rehearsal, high motivation, self-confident and more
successful English speakers. In order to investigate the relationship between dubbing and
improved suprasegmental features, 24 homogeneous intermediate 10-15 year old learners were
chosen from 40 randomly by an oral test that was divided to two sub groups, i.e,12 in
experimental who received treatment and 12 in control group without that. Students took posttest
orally and their performances were recorded and investigated. The result of data analysis
indicated that dubbing based strategies have a significant influence onnative like pronunciation
development.
On the Positive Perfectionism of EFL and Non-EFL Learners
Mahdieh Noori & Dr. Elaheh Sotoudehnama, Alzahra University, Iran
Perfectionism as a multidimensional personality construct is still not a deeply explored land since
accumulated evidence has mainly focused on the neurotic, unhealthy, and negative perfectionists,
which are vulnerable to depression, procrastination, anxiety, neuroticism, and lower academic
success. On the other hand, very few studies have been conducted worldwide on the normal,
healthy, and positive perfectionists, which are characterized by realistic and reasonable self-
expectations. To contribute to fill this gap in the Iranian context as a typical EFL context, the
present study aimed at investigating the general level of positive perfectionism of EFL learners
and non-EFL learners to see which group benefits more from the positive consequences of
perfectionism and whether it relates to their academic fields of study in particular. To these aims,
a total number of 73 M.A. students (47 TEFL students and 26 students of the Islamic Philosophy
of Teaching and Learning) from two Iranian state universities completed the 20-item positive
perfectionism questionnaire (Terry-short et al., 1995). The results of the independent samples t-
test revealed a non-significant difference between the high positive perfectionism of the EFL
learner’s group and their non-EFL learner counterparts. As an implication of the current study,
the results may strengthen the findings of the literature that positive perfectionism is strengthened
during the Iranian early childhood bearing practices and the household child-parent interactions
through the emphasis on orderliness, organization, and positive striving. However, they lend
credence to the fact that the later-coming variables of academic major or EFL learning act have
no considerable consequence on the perfectionism of the students.
Perception and Practices at the Advanced Level of Learning Arabic Language
Dr. May George, Smith College, USA
The way we perceive things is one of the contributing factors in the language fluency at the
advanced level of learning a foreign language. It is believed that having the desire in learning and
reaching at the superior level in any language can help the student staying at the fluency level in
language even with one or two hours of practice a week. This study involves learning strategies
and instructions given to an advanced level student studying Arabic and how these contribute to
student performance. If there is no relation between the ways we perceive things and practices, it
will be difficult for the students to reach to the next level in learning languages. One of the main
issues at the advanced level in learning Arabic is how keep communication in the language at the
higher level and how not loss the language acquired after studying for example three years of
Arabic and not taking any classes at the fourth year or after graduations.

12
Practical Creativity in the Work of Communication-Mediators
Dr. Hammouda Salhi, University of Tunis El Manar, Tunisa
In this new age of sophisticated communication and cutting-edge subjects, practitioners have not
only developed their own market-driven tactics of target text production but also created their
own spaces of free choice and creative decisions. These tactics and spaces are, however, not often
in line with, or simply not allowed, by the more restrictive pedagogical norms. It is argued that
practitioners and their practicaland creative engagement with issues such as impact factors, text
effects and client satisfactionhave a lot to offer to university programs. Drawing on examples of
translated texts and testimonies from real interpreted events involving Arabic, this presentation
discusses the creativity level in the products that practitioners sell to their clients.
Antarah Ibn Shaddad as a Precursor of Negritude Writers
Dr. Amuni Olayinka Qudus, Lagos State University, Nigeria
Negritude refers to the literary and ideological movement of French speaking black intellectuals,
which started around the 1930s. It is characterized by a powerful drive to restore to the Black
race a sense of self pride and dignity. The term was invented by AimeCesaire-co founder with
Leopold seughor of “L’Etudinant Noir” in Paris. The Negritude movement inherited and
developed the features of we Negro renaissance started by black intellectuals in the United States,
where the reaction against racial discrimination began to find expression in the political and
social ideas of men like W. E.B. Du Bois and Marcus Garvey. Essentially, the Negritude
movement and the Negro renaissance seek to establish a tradition of protest writing, which
expressed the psychological tension and social aspiration of black people. This type of writing is
not limited to black intellectuals in the United States or French speaking countries, but it could be
back dated to black Africans in the Arab world. This paper attempts to bring into focus the
composition of ‘Antarah b. shaddad which perfectly position him as a precursor to the Negritude
writers. The poem of ‘Antarah would find resonance with the Negritude writers. ‘Antarah has no
other souvenir of his black ancestry save his black skin. He is far removed from the black milieu
but rather found himself in an Arab environment which he considers as his home but which
rejects him because of his pedigree as a son of a black slave woman. In protest, he praises his
colour, his mother and boast of his feat in battle and his dexterous use of the sword and the lance.
It can be seen that the African man reacted the same way to the problem of racism either in the
United States, Europe, or Arabia. There is unity of purpose: to fight for blackness and restore the
position of the Africans to a place of honour.
Hassan OU-HSSATA, Abdeljalil Tounsi & Noureddine BOURIMA
Sultan Moulay Slimane University, Morocco
Despite the varied research made about translation, little is known about the relationship between
translation studies and postcolonial discourse. The first impressions highlight that the two
disciplines are too distinct, but in fact they are not. Accordingly, this study is a descriptive inter-
disciplinary work that brings together the interconnections that exist between the fields of post-
colonialism and translation studies. The prime objective of this research is to investigate the
translation of culture from the postcolonial viewpoint, especially by describing the strategies used
in the translation of culture-bound elements in “Season of Migration to the North”, by providing
an interpretation of the cultural value of choosing a translation strategy rather than another, and
by determining the significance of that choice. Within the same line of thoughts, the study

13
introduces Venuti’s concepts of domestication and foreignization global translation strategies.
Practically, a mixed method (quantitative and qualitative) is used in the investigation. Results
from the study signify that the novel is foreignized, and maintain that translation is influenced by
some nonlinguistic factors. It claims that translation can be used as a form of decolonization,
promotion of the visibility of the marginalized cultures and inversion of the power hierarchy
between the colonizer and the colonized.
Strategy Application in Translation of Qur’anic Proper Names: An Analysis within
chesterman’s (1997) Model
Dr. Mohammad Reza Falahati Qadimi Fumani(Chairman, Department of Computational
Linguistics, Regional Information Center for Science and Technology, Shiraz, Iran) & Khadijeh
Izadpanah(Department of Foreign Language, Marvdasht Branch, Islamic Azad University,
Marvdasht, Iran)
The main purpose of this study was to study the differences among six translators in their
application of strategies while translating proper names in the Holy Qur’an from Arabic into
English. Using Chesterman’s (1997) model, proper names in the Holy Qur’an as translated by
Yusef Ali, Pickthall, Saffarzadeh, Arberry, Qarai and Shakir were analyzed. In all, 100 proper
names were extracted and analysed. The results illustrated ‘loan translation’ had been used most
by all the six translators; ‘paraphrase’ was used the least by all translators expect Saffarzade and
Shakir. Shakir used both ‘paraphrase’ and ‘synonymy’ minimally; whereas, Saffarzade used
‘synonymy’ minimally. Another finding was that all the six translators had used only three of the
whole list of strategies that had been introduced by Chesterman (1997). Further, it was observed
that the six translators were statistically different in their application of each single strategy.
Finally, each translator had used the three strategies from Chesterman’s (1997) model
significantly differently. The results of this study could be used by students and instructors of
translation studies particularly those working on translation of religious texts.
Postcolonialism, Culture, Translation Studies, Domestication, Foreignization Investigating
the Use of the Adaptation Strategy in Children’s Literature Translation into Arabic
Chouit Abderraouf, Mentouri Bros University, Algeria
The present study aims at investigating the use of the adaptation strategy in the translation of
children’s literature, namely the translation of Alice’s Adventures in Wonderland from English
into Arabic. The translation of such kind of literature is problematic, since it poses countless
problems for translators, as they need to adjust both the linguistic and the cultural aspects of the
source text with what suits the target readers’ reading abilities and culture. The research question
sought to explore the dominant adaptation strategy in the direct translation of the story from
English into Arabic. To that end, a product-oriented descriptive translation research was
conducted on a bilingual English-Arabic version of the story, so as to analyze and explore which
adaptation strategy was prevalent. According to the obtained results, although both linguistic and
cultural adaption strategies were used by the translator, it is shown that the former (mainly the
explanation strategy) was the most frequently used by the translator.

14
Alternatives to Gender Segregation in Saudi Classrooms
Adela Rahmati & Dr. Tamrika Khvtisiashvili, Alfaisal University, Saudi Arabia
Higher Education in the Kingdom of Saudi Arabia remains significantly gender-segregated. The
integration of genders is a complex undertaking that is still in its emergent phases. The authors
argue that modernization of education, which is necessary for ultimate higher quality of
instruction, requires an eventual integration of the sexes, even when the initial stages are less than
perfect. The question examined in this study is the perception of current students in a mixed
learning environment who receive lectures in two story, balcony-style classrooms, with male
students and a male instructor on the ground floor, and females on the floor above, separated by a
sheet of mirrored, frosted glass. 280 male and female studentsof a STEM University in Saudi
Arabia were asked a series of questions on a Likert Scale (1-6) to determine their attitudes
regarding learning, instruction, comfort, practicality, and motivation. The results of the survey
indicated that while this classroom setup remains limited and imperfect, students prefer this
structure as a step towards modernization and advancement of education in the KSA, and that the
benefits gained from studying within a mixed environment outweigh the current, less-than-
perfect set-up.
On the Significance of “Fun Hot-Seat” Program on Reducing Sense of Failure and
Enhancing Interaction of Iranian Low-Intermediate EFL Learners
Dr. Mehri Hadad Narafshan & Said Rahimi, Kerman Branch, Islamic Azad University, Iran
The ever-increasing numbers of EFL learners in Iran adds greater urgency to the need to
prioritize the most effective means by which language learning can be enhanced. One of the
difficult parts of learning for Iranian English language learners is the sense of failure and lack of
interaction. Using educational fun games for learning English has been very popular for several
decades. To this end, the present study investigates improving language learning of Iranian EFL
learners in relation to the following criteria: eliminating sense of failure; increasing interaction
and motivation through applying fun hot-seat programas a new learning tool. The major findings
reveal that students evidenced significant improvements in their learning motivation and
interaction, and their sense of failure were reduced when learning included fun hot-seat program.
The various implications for pedagogical application of gaming in regards to enhancing low-
intermediate EFL learners’ performance are also suggested.
A Linguistic Atlas for Iran’s Languages
Dr. Erik Anonby & Dr. Mortaza Taheri-Ardali, Carleton University, Universität Bamberg &
Shahr-e Kord University, Canada & Iran
There have been a number of important efforts to map out the languages of Iran, but until now no
language atlas, or even a comprehensive and detailed country-level language map, has been
produced. One of the recent projects which aims to fill this gap in the literature is the Atlas of the
Languages of Iran (http://iranatlas.net/), an international collaborative effort involving partners in
Iran and internationally. As outlined in earlier work (Anonby 2015), the Atlas has been designed
with the following key features: use of the open-source, open-access Nunaliit Atlas Framework
(http://nunaliit.org/); developed by an international team of volunteer scholars and students;
includes each of Iran’s some 60,000 cities and villages; capable of remote contributions and
moderation of input by Atlas editors; brings together existing publications and new data;
development and implementation of questionnaires for sociolinguistic, lexical, phonological and

15
morphosyntactic research; references sources for all data, whether published work, collaborator
field notes or user contributions; and allows for comparison of language identification maps with
language data maps. The eventual and ultimate goal of our research is to enable production of a
comprehensive, detailed and reliable online Atlas showing the distribution of languages and
linguistic structures for all of Iran.
Rudoni: A Transitional Bandari Dialect of Inland Hormozgan
Dr. Erik Anonby & Hassan Mohebbi Bahmani, Carleton University, Universität Bamberg &
Islamic Azad University, Minab Branch, Canada & Iran
The Rudoni dialect is spoken in the Rudān District (shahrestān) of Hormozgān Province,
southern Iran, in the area to the north of Mināb District and a hundred kilometres west of the
provincial capital, Bandar Abbas. Rudoni is not well-known, but it is mentioned by Pelevin
(2002), who lists it as one of a number of Southwestern Iranian dialects encircling the Bandari
dialect of Bandar Abbas: those of Menujān, Mināb, Rudān, HājiĀbād, Bandar Lengeh, and the
islands of Kish, Qeshm and Hormoz. Pelevin views all of these dialects as closely related and
states that together with Bandari, they constitute a distinct subgroup of the dialects of Hormozgān
Province. This paper presents results from an initial dialectological study of Rudoni, conducted in
the town of Berentinin the south portion of Rudān District. The data, which are primarily lexical
and phonological, show that Rudoni does indeed share many traits with other Iranian languages
of south-west Iran, and other dialects of the Bandari Group in particular. However, our findings
also suggest that Rudoni is transitional to language varieties to the north, east and south –
Kahnuji, Balochi andBashkardi– and that it exhibits some distinctive structures of its own.
SH : A Focus Associated Clitic in Kurdish
Sharare Soleimani, University of Kurdistan, Iran
This article has argued the contribution of the clitic SH to interpretation and association of an
informational structure and its role in discourse structure of Kurdish. The main concept of article
concerning how SH clitic behaves like a focalization implement. This clitic, generally described a
multi-function particle fulfilling the role of morphological implement lexically carries an
existential presupposition and takes its scope at least over one of the constituent that has chosen
as a host.in Kurdish SH clitic is associated with different structural positions. The clitic SH
syntactically assigns focus to constrain one of the variables and according Halpern (1995, 15) its
placement is after the left edge of the first phrase of clause which is called 2D placement. The
interaction of the semantics of SH has been divided into 3 categories. We will explain clitic SH
compositionally encode the exhaustive identification. We identify the syntactic and semantic
properties of clitic SH on the basis of Kurdish material and argue its role in information structure
and scope of focus.
Language Distribution in Chahar Mahal va Bakhtiari Province
Dr. Mortaza Taheri-Ardali & Dr. Erik Anonby, Shahrekord University, Carleton University &
Universität Bamberg, Iran
Chahar Mahal va Bakhtiari Province, with nearly 900,000 inhabitants, is located on the eastern
edge of the Zagros Mountains. This province is bounded by Khuzestan, Lorestan, Esfahan
Province, and Kohgiluyieh va Boyer Ahmad. Our work on Chahar Mahal va Bakhtiari Province
was carried out as part of the research programme, the Atlas of the Languages of Iran

16
(www.iranatlas.net). The first step in our work was a survey of language distribution in each of
the 876 populated places (districts, cities and villages) of the province. The results of our research
showed Bakhtiari as a dominant language spoken in the western, northern and southern parts of
the province, and as the largest language in the capital city, Shahr-e Kord. The Turkic language
community is found in about 40 villages, mainly in the north-eastern part of the Province. Urban
Chaharmahali dialects are spoken in the major urban centers of Shahr-e Kord, Borujen, Farrokh
Shahr and Hafshejan. Rural Chaharmahali dialects, which differ from their urban counterparts,
include a number of villages in the north-east. Among these, areas such as Kiar and Gandoman
have previously been treated in the literature – ethnically and then linguistically – as Charmahali.
However, they share important linguistic features in common with Bakhtiari.
Applying Innovative Methods in Improving the Significance of Modern Technologies in
Foreign Language Learning
Khurshid Mamatkulov, Uzbek State World Languages University, Uzbekistan
It is not secret that effects of intrinsic motivation and computer-based interactive multimedia
lesson plays main role in foreign language learning. All subjects, divided into levels higher or
lower level of that motivation, were accidentally chose to learn concepts related to use a program
featuring foreign language text, mp3, and exercises either with or without enhanced relevance
constituentelement. The purpose of this study is to embrace learners in a circle IT communication
activities using the IT technological systems.
A Comparative Study: Impact of Various Graphic Organizers on Learners' Reading
Comprehension Skills
Sosil Somokian, Box Hill College of Kuwait, Kuwait
The purpose of this quantitative study was to compare the impact of KWL, QAR and SQ3R on
developing learners’ ability to decode and reconstruct meaning from reading texts.
The study was done at Box Hill College of Kuwait. Participants were adult female learners,
enrolled in an intensive ESL course. The research questions were: 1. Will learners’ ability to
decode and reconstruct meaning from text improve upon using various graphic organizers. 2.
Which organizer is more efficientin enhancing learners’ comprehension skills and
3.Whichstrategy is easier to master and implement. Data for this quantitative study was collected
from several sources: a. Learners’ reading time records during the 20 practice sessions; b. Scores
from completed graphic organizers; c.Teachers’ feedback forms; d. Scores from 5 reading tests
(Placement, 3 progress and 1 exit); e. Surveys compiling learners’opinion about various graphic
organizers. In total 75 students randomly assigned to 5 groups (4 experimental, 1 control)
participated in this study for 5 weeks. Results showed that students who used KWL scored the
highest, followed by SQ3R, QAR and finally the group that was trained to use all 3 graphic
organizers. Detailed analysis of results highlighted some of the reasons behind these findings.
From Mazandarani Folklore: Games in Gorji Mahale (Dialectological Materials)
Dr. Zviadi Tskhvediani & Paata Japaridze, AkakiTsereteli State University, Georgia
According to the historical source of Iskander Beg Munshi in 1615 the Georgians and Armenians
were first exiled to Iran by Shah Abbas. Their majority settled down in the Shah’s favorite resorts
by the Caspian Sea: Farahabad and Ashraf (now Behshahr – full historic name ‫ﺮف‬‫اﻷﺷ‬ ‫ﻼد‬‫ﺑ‬ (arab.
bilād al-ʼašraf). Today in the northern Iranian province of Mazandaran ethnically Georgian

17
population lives in the village ofGorjī Mahalleh situated 10 kilometers away from the city of
Behshahr in the direction towards the city of Sari. In August 2014 a team of Georgian scholars
2014 (project leader: Paata Japaridze) visited Mazandaran in order to explore the culture, speech
and lifestyle of the so-called “Mazandarani Georgians”. In 2014-2016 three scientific expeditions
took place. The present paper deals with the dialectological and folclore data/materials regarding
folk games collected and recorded in Gorjī Mahalleh:čančar bāzi; kamarband bāzi; yer bə kinge;
xajejoz (xaje=xatije, joz=paridan) ; taftavixamīre mā .The texts of these games are significant in
terms of Mazandarani dialect. Research into the language of Mazandarani Georgians is of vital
importance to better understanding of ethno-linguistic contacts.
Tashlhiyt Syllables without Vowels: Perception and Whistled Speech
Dr. Rachid Ridouane, CNRS & Sorbonne Nouvelle University, France
Tashlhiyt has come to linguists’ attention due to its rare phonotactic structure. Words and
sentences in this Moroccan Amazigh language can be composed of consonants only, e.g.
[tkkststttfktstt] « you took it off and gave it ». A consequence of this is that any consonant can be
a syllable nucleus, making [tk] or [kf] common syllables. This analysis is backed up by extensive
work since the mid- 80s. In this study two additional types of evidence are provided: (i) native
judgments and (ii) whistled speech. i. Thirty native speakers provided metalinguistic judgments
about how a set of 100 words is partitioned. ii. Three professional whistlers carried into a
whistled signal (isinsg) a dataset including 50 words and 10 sentences. Results for test words
having #CCV, #CCCV or #CCCC structures show that more than 90% of the 30 subjects’
responses correspond to a bisyllabic parsing. Such items are also whistled in two parts, as
evidenced in the spectrographic analysis. The word [gli] ‘guide’, which sounds like English glee,
is a telling example. This and similar CCV sequences respecting the SSP are almost universally
considered to have one syllable. Tashlhiyt speakers and whistlers overwhelmingly judge them as
having two parts C.CV.
Acquisition of English by Adult Brahvi and Balochi speakers of Pakistan
Dr. Nasir Abbas Rizvi Syed & Muhammad Zafar, Lasbela Univeristy of Agriculture, Water and
Marine Sciences Uthal Balochistan Pakistan
Critical period hypothesis claims that after puberty, learners lose access to universal grammar
(UG). Consequently, adult learners cannot acquire L2 accurately. Brown (2000, 1998) on the
other hand, claims that access to UG remains intact after adolescence. In her opinion, it is L1
interference, not UG, which influences L2 acquisition; if a phonological feature differentiating
two new L2 sounds is active in L1 of adult learners, they will acquire such new sounds. And if
the relevant feature is not active in L1, the L2 contrast will not be acquired. Eastern Balochi has
only [f] and Western Balochi has [p]. Pashto lacks this pair/contrast but has velar [g ɣ] contrast.
Thus, feature [continuant] which differentiates [p f] is active in Pashto and Brahvi but inactive in
Balochi. Two perception experiments were conducted with 40 adult learners of English and Urdu
who speak Balochi , Pashto and Brahvi . They identified words of Urdu/English starting with [p
f]. The results show that all participants including Westerrn Balochi speakers perceived [f] more
accurately than [p]. [f] was perceived more accurately because of stronger acoustic signals. These
results confirm that phonetic signals have stronger role in perception-based learning than L1
feature geometry or UG.

18
Critical Discourse Analysis of Twelve Angry Men movie
Ehsan Saeedi Ara & Ladan Javaheri, Iran University of Science and Technology & Razi
University of Kermanshah, Iran
The aim of this study is to provide a framework for the systematic examination of film
interpretation from a linguistic perspective. The writers considered to explore how knowledge
made man powerful and helped him find the truth through relations between the text and its
context, using the Academy Awards as a sampling tool to implement a Foucauldian theoretical
approach. The researchers use critical discourse analysis to discuss issues of the relations
between power, knowledge and truth in twelve angry men movie’s argumentation which implies
the problematic situation in American’s judicatory system. The findings of the present study
indicate that the juries' characteristic problems such as distrusting the atmosphere which rules the
society, neurasthenia, indifference to other’s destiny and their identity crisis might be derived
from their disabilities in interpretation of the relations between power, knowledge and truth
which made them make a wrong decision.
Politeness Strategies: A Contrastive Study of English and Urdu Speech Acts
Husnat Ahmed Tabassam, Riphah International University, Pakistan
Every language with its unique cultural background has the potential to be used politely in all
kind of interactions between individuals or groups but the speakers may employ different styles
and strategies to achieve politeness in communication, of course, following the rules of his/her
native language. Paul Grice is one of them who came up with a set of maxims which he thinks
can guarantee good interpersonal communication, if pursued consistently by the interlocutors.
The English language, one of the oldest in the world, drawing, of course, on a rich diversified
cultural heritage of its own, is considered by many to be highly polite as witness of its cultural
artifacts, whereas Urdu, the national language of millions of people from different ethnic
backgrounds, may not be so. The aim of this research paper is to compare the two languages in
terms of their levels of politeness in the domains of (i) conversation on phone (ii) making an
enquiry at some enquiry desk (iii) making complaints (iv) giving some advice and (v) seeking
permission in doing some activity by empirically drawing results from ten (10) near native
speakers of the English language and ten (10) native speakers of Urdu.
Pragmatic Function of Hedges in Students-Professors Communication
Adib Ahmadi Mahjoob, Iran University of Science and Technology, Iran
The concept of “hedge” was put forward by George Lakoff in 1972. Hedges play an important
role in communicating with different power relations, in observing politeness strategy, and in
having a more persuasive effect on communicators. In this study, the author try to check the
extent of proper use of hedges in student-Professor communication in the context of Iranian EFL
learners. The study was conducted on 50 MA students, studying: Teaching, Translation, and
Literature of English. The participants had to take a test, designed on the use of hedges in the
communication with their professor on 4 different occasions and different moods of language
usage. Furthermore, the participants had to supply their answers in written form rather than
recognizing the correct answer in multiple choice item. Two Assistant professors who were
expert trained raters analyzed the collected data on the aspects of pragmatic functions and power
relations. The findings surprisingly revealed that about one-third of participants failed to use any
or proper kind of hedges in their communication. This study clarifies how students use hedges in

19
their communication with their professors. So it may have some implication for the instructors to
alert their student on the use of hedges in their communication.
Funny Phonetics: The Rosetta Stone to Raise Independent Reader
Hadi Motamednia & Neda Azarkia, Ministry of Education, Iran
As a major part of linguistics system, phonetics are the building blocks of reading that most
teachers hesitate to teach them directly just because of the length of phonetic chart, basically in
early year of language learning here to say first grade of first period high school level. Regarding
Vygotsky 's zone of proximal development(ZPD) which emphasizes on raising independent
learners this study investigated the use of phonetic symbol chart on Iranian English as a foreign
language(EFL) learners' reading proficiency. The results of the posttest showed that learners
facing phonetic chart had more desire to go further and read more independently. Also teachers'
interviews showed that the great progress of phonetic group versus alphabet group broke the
taboo of phonetics phobia among the teachers. To have independent readers it is recommended
that teachers must regard the phonetics power that can be offered in to different environments.
Censorship in Dubbing Multimedia
Javad Faghihparvar, Sheikhbahaee University, Iran
The present study aimed at scrutinizing censoring in dubbed multimedia products, especially
when tied with political and ethical viewpoints and cultural differences. This study was
descriptive in nature and involved examination of how underlying ideologies and power relations
are manifested in audiovisual translated texts. The movie genre was chosen for analysis because
censorship in this kind of translation is highly motivated. To this end, a corpus of 39 episodes of
an American TV serial entitled “The House of Cards” and their dubbed version on the Namayesh
TV, an Iranian TV channel, were selected. The original serial and the dubbed version were
studied contrastively, adopting Toury's Descriptive Translation Studies and Even-Zohar's Poly
system Theory. The results revealed that factors contributing to the application of censorship
were ideological and rule-governed, because they were mostly related to political points of view
and immoral sexual behaviors which violate the norms of the target (Iranian) society. The study
is concluded that translation is not innocent and is highly affected by ideology and power.
A Comparative Study of the Modern and Lower Class Woman in Fitzgerald's The Great
Gatsby and Mahfouz's Midaq Ally
Alaa Azeez Mahdi Ballah, Iraqi Ministry of Education, Dr. Azra Ghandeharion (Corresponding
author), Dr. Ahmad Reza Heydarian Shahri, & Dr. Zohreh Taebi, Ferdowsi University of
Mashhad, Iran
The current study attempts to demonstrate transformation and change in the conditions of
oppression of women within the patriarchal society under the influence of modernism during the
first half of the twentieth century. On the basis of a comparative reading of the two novels,
namely F. Scott Fitzgerald’s The Great Gatsby (1925) and Naguib Mahfouz’s Zuqāq al-Midaq
(1947) [Midaq Alley (1966)], the study intends to compare and contrast women’s experience in
both Eastern and Western societyfollowing the two world wars. Resistance against patriarchal
society was one of the most significant issues confronted with different female perceptions.
Women from varied social class backgrounds, in western and eastern society, embraced the
dominant modernist discourse that challenged the hegemony of patriarchal ideologies about

20
women’s role in society. This theme is evident in the literature and is reflected in the narrative
accounts of this period. F. Scott Fitzgerald, as an American author, in The Great Gatsby portrays
the conflict of poor and rich woman within the new free spirit of the modern age. This conflict
ends in betray and death. Likewise, Naguib Mahfouz, as an Egyptian author, shows in Midaq
Alley woman's materialistic desire and its negative effects on her mental and spiritual
conceptions. He portrays the modern woman in her endless pursuit of materialistic desires that
ends in loss and chaos. To fulfill this aim, the present study benefits from the American school of
comparative literature (especially theories of Wellek and Abood) as the theoretical framework
through which these similarities and differences would be investigated. With the application of
Simone De Beauvoir and Judith Lorber’s feminist theories as paradigms of western feminism and
those of Nawal El Saadawi and Qasim Amin’s as paradigms of Arab feminism, the study reveals
the impact of the economic and social status of women upon woman’s oppression as well.
When Arab Drama Redefines the French Theater of the Absurd: A Comparative Study of
Al-Hakim’s The Tree Climber and Beckett’s Waiting for Godot
Kadhim Dahawi Abbas Al Quraishi, Iraqi Ministry of Education, Dr. Azra Ghandeharion
(Corresponding author), Dr. Ahmad Reza Heydarian Shahri, & Dr. Zohreh Taebi, Ferdowsi
University of Mashhad, Iran
The aim of this paper is to demonstrate the notion of absurdity as one of the features of the
human condition in the twentieth century. On the basis of close reading of two modern plays
known as the theatre of the absurd, the current study intends to compare and contrast Samuel
Beckett’s Waiting for Godot (1956) and Tawfiq al-Hakim’s Ya tali' al-shajarah (1962) [The Tree
Climber (1966)]. Both plays have dramatized the absurdity of the human condition after the
Second World War. Therefore, benefitting from the tenets of the French and the American
schools of comparative literature, the paper attempts to offer understanding of absurdity in
different cultures. As the idea of absurdity is presented differently in various works, this paper
focuses on the selected plays to reveal the absurd implications of their playwrights’ views in both
western and eastern cultures. The findings show that Samuel Beckett’s definition of absurdity is
more universal and institutional while Al-Hakim focuses on personal issues. The paper
demonstrates that absurdity has different aspects according to the culture of the writer. The paper
is going to explore the different versions of absurdity in these cultures.
Delineating Female Characters in Wollstonecraft’s Maria and El Saadawi’s Woman at
Point Zero: A Comparative Study
Mohamed Abdulhasan Jasm Bahadl-Khafajah, Iraqi Ministry of Education, Dr. Azra
Ghandeharion, Dr. Azra Ghandeharion (Corresponding author), Dr. Ahmad Reza Heydarian
Shahri, & Dr. Zohreh Taebi, Ferdowsi University of Mashhad, Iran
This study was undertaken to analyze the similarity of portraying female characters in British
writer Wollstonecraft’s The Wrongs of Woman, or Maria(1798) and the Egyptian activist, El
Saadawi’sWomen at Point Zero(1973). The purpose behind choosing these novels is attributed to
their critical impact in feminist fiction writing. The novelists have written the considered novels
as an attempt to act out their feminist theories. Moreover, Wollstonecraft and El Saadawi come
from very dissimilar cultures, religions, places and times; nonetheless they have depicted their
heroines in a strikingly similar way. Applying theories of both Second Wave Feminism and
American School of Comparative Literature revealed that kinds of oppression that women have

21
passed through all over the world are the same. Since both British and Egyptian societies were
patriarchal at that time, women have been deemed to suffer. The observation to emerge from the
data is that female writers have been writing themselves rather than creating imaginary worlds to
their novels. They have spiced up their fiction with their own experiences which in turn validated
their stories.
The Role of Learner's Intelligence in Learning English as a Foreign Language
Dr. Mousa Ghonchepour(Farhangiyan University) & MahdiyePakzadMoghaddam(Educational
Department of Kerman), Iran
This study aims to establish the role of intelligence in learning English as a foreign language in
Iranian teenage learners. The tests were administered at the end of year to two mixed classes of
60 learners ranging in age from 13 years to 19. The learners' performance was examined via a
comprehensive reference for assessment in psychology, education and business achievement and
intelligence (verbal and nonverbal) standardized tests. The correlation between two variables was
determined through Pearson Product-Moment Correlation Coefficient. The results of
investigation showed that unlike first language acquisition, there is a positive correlation between
verbal and nonverbal intelligence and learners' English language development.
Attitudes towards English in Iran
Zainab Abolfazli Khonbi (Kosar University of Bojnord, Iran) & Dr. Karim Sadeghi(Urmia
University, Iran)
This paper, delves into the attitudes of Iranians towards English which is taught as a foreign
language at universities and institutes in Iran. In particular, it focuses mainly on the effect of
university degree on Iranian students’ attitudes towards English; it also briefly considers the role
of gender and age range in this respect. To this end 114 participants from Urmia university
[including EFL students at Masters of Arts (N= 13) and Bachelor of Arts (N= 43) degrees and
Chemistry students (N= 29, hereto referred to as laymen)], and female learners from Urmia
language institutes (N= 29) were randomly selected. They were required to complete a validated
and reliable researcher-made five point Likert-scale attitude towards English questionnaire. The
participants were found to have positive attitudes towards English. However, while ANOVA for
each single item revealed a few cases of significant difference between laymen and other groups,
a more general ANOVA indicated no significant difference among the university degree groups
in their attitudes towards English. T-test and a further ANOVA also revealed no significant
difference between the two genders and among the age range groups in terms of their attitudes
towards English. The paper concludes with further detailed findings and implications.
A Comparison between Iranian EFL Students and High School Students Using Vocabulary
Strategies
Zohreh Hoominian Sharif Abad, Islamic Azad University, Tehran Science and Research Branch,
Iran
This paper reports a survey study of how Iranian EFL learners use strategies when learning
second language vocabulary comparing to those students studying in high school. The focus of
the study is on the effect of learning environments (institute vs. high school) on the use of
vocabulary learning strategies. The subjects are 15 high school students, and 15 EFL learners. A
56-item vocabulary learning strategy questionnaire was employed to elicit students’ strategy use.

22
The questionnaire used in the survey was a modified version of Dakun, &Gieve (2008). The
profile of the students’ learning strategies was examined in relation to their learning
environments. The t-test results showed that learning environment was significant factor in
affecting vocabulary learning strategy use. The findings suggest that language environments can
influence individuals’ vocabulary learning profile.
Learner Autonomy: An Investigation into the Perspectives of Iranian EFL Teachers
Soudabeh Zarei & Dr. Zahra Rastegar Haghighi Shirazi, Department of Foreign Languages,
Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
The present study aimed at exploring the perspectives of Iranian EFL teachers toward learner
autonomy. In order to achieve such a goal, 90 Iranian EFL teachers were asked to take part in the
study by filling out a questionnaire devised by Borg and Al-Busaidi (2012) aimed at eliciting
teachers’ perception toward learner autonomy. The sample consisted of both male and female and
varied with regard to their years of teaching experience. The findings revealed that teachers’
notions were much more concerned with the psychological perspectives followed by the social
and political orientations on learner autonomy whereas the technical orientation enjoyed the
lowest tendency. Teachers also considered their role as a significant factor in developing learner
autonomy and they believed that without their help students cannot turn to be autonomous
learners. The findings also showed that cultural universality, age, and language proficiency did
not affect the learner autonomy.
Differences in Conversational Coherence, Body Language Use, and Politeness of Speech in
Nour Abad, Iran
Zhale Gholami, Amin Univercity of Isfahan-Fooladshahr, Iran
In this research, the effect of gender differences in conversational coherence, body Language use,
and politeness in speech has been illuminated. It is a subtitle of discourse and conversation
analysis and according to Cameron (2001) conversation analysis mostly deal with talk in
interaction. Based on her definition the center of attention of this study has been the dialoges
between adult best friends of Nourabad town (located in Fars province, Iran) of men and women
to analyze the cross-cultural approach of gender difference in selected areas. Through a
qualitative research the 20-minutes conversations of two pairs each of male and female best
friends were collected and analyzed at the end of the process to see which one are better in doing
so. This research reports put emphasis on the benefits of women power in handling conversations
more coherent, being more polite, and using body language more creative than men. This could
be mainly because women's duty is teaching language to children so they should be able to make
better conversations and leave their ability to their children.
"Are You Sure You're Doing It Right?" Project-Based Teaching
Nadia Mayahi & Fatemeh Mayahi, Abooreihan Birooni Research Center & Abadan Branch,
Islamic Azad University, Iran
This article deals with the implementation of Project-Based learning in teaching English as a
foreign language. A bulk of studies has dealt with the implementation of PBL in language
classes. However, existing studies have rarely made any attempt to find out whether PBL is
appropriately implemented in teaching English as a foreign language. Therefore, in this article, a
set of criteria offered by Thomas (2000) are considered as the basis for analyzing PBL use in

23
language classes. Results show that in most schools, PBL is used with some misunderstandings.
This study provides teachers with ideas for the effective implementation of PBL in EFL contexts.
The findings have implications for teachers, especially language teachers, student teachers,
researchers and syllabus designers.
The Status of Frequency, Schemas and Identity in Cognitive Sociolinguistics
Roozbeh Moradi, Payame Noor University (PNU), Tehran, Iran
This article is an attempt to understand the emerging field of Cognitive Sociolinguistics in a
better way. We particularly discuss how usage-based cognitive linguistics and variationist
sociolinguistics can enrich each other. First, we investigate the ways in which variationist
approaches have led cognitive linguists such as Gries (2003) and Grondelaers et al (2008) to
focus their attention on extralinguistic factors (e.g. media, region, and register), and consequently
improve the description and understanding of certain grammatical phenomena to a large extent.
Then we focus on cognitive linguistic work (by Hollmann and Siewierska 2007, and Clark and
Trausdale 2009) which has had indirect effects on sociolinguistic theory. Actually, the two usage-
based concepts associated with this discussion are frequency effects and schemas. The article
investigates and illustrates the role of these two factors in linguistic variation by means of a case
study on the ellipsis of final consonant in the vocabulary of Alamarvdashti dialect, in the south of
Fars Province located in Iran. Two conclusions are drawn: first, there is apparently the possibility
of establishing a symbiotic relationship between cognitive linguistics and sociolinguistics; and
second, in order for the relationship to be mutually beneficial, variationists should involve
themselves more and more in cognitive sociolinguistic activities.
Evidentials in the Introduction of Psychology Research Articles by Native and Non-native
Writers of English from 1985 to the Present
Mojdeh Ebrahimi Dehkordi, Shahreza Branch, Islamic Azad University, Iran
It is widely understood that academic discourse is one type of interaction between writer and
readers in the discourse community; with linguistic forms analyzed to reveal interaction in
written discourse. This study was motivated by the significance of using evidentials for today’s
academic writing. It is based on the new model of researcher for evidentials in academic texts and
focuses on the frequencies and types of evidentials across native and non-native written research
articles over time. To this end, a corpus of 60 introduction section of psychology research articles
was collected. Two types of texts consisting recent (2010-2016) and earlier (1985-1990) articles
were considered: English texts written by native speakers of English and English texts written by
Asian writers (as non-natives of English). Upon detailed analysis, it was found that both groups
of writers were used evidentials, yet, there were differences between recent and earlier articles on
the one hand and native vs. non-native written articles on the other hand in terms of the
application of evidentials. The findings of the present study may have some implications for
someone new to the academia who wants to write successful papers consistent with the norms of
the community, especially to foreign students as non-native writers of English.
The Role of Motivation in Learning a Second/Foreign Language
Seyedeh Zivar Poormomeni, Minstery of Education, Iran
This study aimed to review the role of motivation in learning a second or foreign language on the
basis of various related theories and some current studies. Motivation has an important rolein

24
language learning process. It is a term which is of interested to a number of language teacher and
language learners. Motivation is defined from different viewpoints in this study, and itspurpose in
language learning context is discussed too. Moreover, it is discussed that how motivation is
related to the context of a normal high school. In addition types of motivation are presented in
this study. Finally, there is an elaboration on the ways of maintaining the motivation and after it
implication of this study is discussed. This essay is an attempt to identify motivation by
presenting various theories which are associated withlanguage learning.
Using GMS (Guided Modeling Story) Technique to Empower EFL Teachers
Dr. Mehry Haddad Narafshan, Department of Foreign Languages, Kerman Branch, Islamic Azad
University, Iran
In the complex environment of 21st
centuey public education, a consensus has emerged that one of
the most important factors contributing to student learning is the quality of teaching. Following
the fact that an explicit focus on teacher thinking is an important outcome for professional
development, the research presented here examines the impact of one form of professional
development program, Guided Modeling Story Technique (GMST), on shaping teachers’ beliefs
and affect related to inquiry in the classroom. By examining GMST, this study incorporates 4
months of data collected from 30 participants, which include 19 female and 11 male EFL
teachers. The theoretical framework for the research draws on identity formation within
communities of imaginative practices based on Vygotsky’s imagination theory asserting that
creating an imaginary situation can be regarded as means of developing abstract thought
(Vygotsky, 1978). Evidence was drawn from analysis of multiple instruments measuring EFL
teachers’ self-efficacy, pedagogical discontentment, and beliefs about teaching and learning
English. The results indicate that GMS program was successful in shaping teachers’ beliefs and
affect particularly in decreasing pedagogical discontentment and enhancing beliefs about reform.
The GMS program was successful in shaping teachers’ beliefs and showed a great influence on
teachers’ practice. The findings in the data show the unbelievable effect of furnished imagination.
The imagination was furnished through interactions with Guided Modeling Stories.
The impact of Using “Rosetta Stone Software” on Pronunciation Development of
Elementary EFL Learners in Alphabet Language Institute in Zarand – Kerman
Arezou Golestani Hotkani, Department of Foreign Language, Kerman Branch, Islamic Azad
University, Iran
The goal of this study was to investigate the effect of using Rosetta Stone software on developing
and enhancing the pronunciation ability of the EFL learners at Alphabet Language Institute in
Zarand. In this way , the quasi- experimental research was done with the group of students who
were 48 students. Oxford homogeneous test was used, and 12 students were eliminated. the 36
remaining learners participated in the study in two groups. To collected the data 3 tools were
used: Oxford test , speaking test and finally interview. The result showed that the experimental
group which used Rossetta Stone Software had salient improvement in English pronunciation.
Meanwhile , the learners expressed relative satisfaction from using this soft ware because this had
led to their autonomy in learning.

25
An Exploration of Iranian EFL Practicing and Prospective Teachers' Perceptions about the
Importance of Familiarity with Target Cultural Attributes
Elham Yaghtin1
, Zahra Rastegar Haghighi Shirazi1
(Corresponding Author)
1
Department of Foreign Languages, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
It has long been assumed that language and culture are strongly linked to each other and an
important aspect of learning a foreign language is learning its culture. However, teachers in
different classrooms in different parts of the world still ignore the importance of EFL learners’
familiarity with target cultural attributes. Regarding the need to investigate culture and culture
teaching in different context of foreign language teaching, this study proposes an attempt in an
Iranian EFL context by comparing 126 prospective and practicing EFL teachers’ perceptions
about the importance of familiarity with target cultural attributes. In particular, this study
examines whether significant differences exist between teachers from different experience. The
results gathered through an Importance of Cultural Value questionnaire showed that practicing
and prospective teachers were different regarding their perceptions about the importance of EFL
learners’ familiarity with target cultural attributes. Findings also showed that the practicing and
prospective teachers’ perceptions were significantly different according to customs-traditions and
religion. The results also indicated that there was a statistically significant difference between
male and female practicing teachers’ perceptions about the importance of EFL learners’
familiarity with target cultural attributes. In other words, male practicing teachers showed more
positive perceptions about the importance of EFL learners’ familiarity with target cultural
attributes. Based on the results, several implications are derived from the study and suggestions
are made for future studies.
An Analysis of the Relationship between EFL Teachers' Self-regulated Strategies and
Burnout
Mojgan Karamooz, Department of Foreign Languages, Kerman Branch, Islamic Azad University,
Iran
During the last decades, teachers have received more attention in the studies done in mainstream
education. Consequently, this study examined the link between Iranian EFL teachers’ self-
regulation and burnout at Kerman English language institutes. For this aim, a total of 101
English language teachers teaching in various language institutes in Kerman took part in
this study. The research participant selection was according to the convenience sampling. They
completed two questionnaires: Teachers' Self-Regulation Questionnaire (TSRQ) designed by
Yesim et al. (2009),based on the model proposed by Zimmerman’s self-regulation (2000) ),
and Teachers' Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout
Scale. This study was a quantitative correlation survey of issue in which the relationship
between variables was analyzed. The predictor variable was teachers' self-regulation, and the
criterion variable was teachers' burnout. The findings yielded via correlation analysis
documented that there was a negative significant relationship between applying self-
regulated strategies and burnout . Subsequent data analyses showed that among the
components of self-regulated strategies, goal setting was the best predictor of burnout. It
means that EFL teachers who establish goals for their teaching and attempt to accomplish them
will be rarely at the risk of burnout.

26
Iranian EFL Learners’ Attitudes toward Using British Council Video Clips and Podcasts
for Listening Comprehension
Tahereh Movahedi(Department of English Language, Faculty of Humanities, Qom Science and
Research Branch, Islamic Azad University, Qom, Iran & Department of English Language,
Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran ), Dr. Seyyed
Abdolmajid Tabatabaee Lotfi (Department of English Language, Faculty of Humanities, Qom
Branch, Islamic Azad University, Qom, Iran) & Dr. Seyyed Amir Hosseyn Sarkeshikian
(Department of English Language, Faculty of Humanities, Qom Branch, Islamic Azad University,
Qom, Iran)
The current study intended to use CALL program to investigate the attitudes of Iranian
intermediate EFL learners toward using British Council video clips and podcasts for listening
comprehension. The participants were selected from among 110 intermediate learners based on
their performance on a language proficiency test. The 90 female EFL learners were selected and
divided into the three groups (one control group and two experimental groups) of 30 participants
in each. One of the experimental groups received British Council video clips while the other
experimental group practiced through the British Council podcasts. The control group received
the same lesson plans without the use of video clips and podcasts. Once the treatment was over,
the attitude questionnaire was administered to all groups. Moreover, to test the null hypothesis,
ANOVA and Scheffe's test were employed. Based on the obtained results, it could be concluded
that there was a significant difference between the mean scores of the three groups on the attitude
questionnaire. In other words, the video clips had the most statistically significant effect on the
positive attitude of intermediate learners in comparison with the other groups.
Learning Styles Effects on Achievement Scores among Iranian Technology-based and Face-
to-Face Learning Contexts
Dr. Zahra Moharrer, Malaysia
To pursue the progression of electronic learning worldwide, some prominent universities in Iran
have established online learning courses or programs. However, for EFL students who have been
educated mainly in face-to-face (FTF) traditional classrooms, it is crucial to beequipped with
appropriate awareness on how to fine-tune their learning style preferences to cope with the
problems that may arise in the absence of teachers. The instruments for data collection were a
demographic questionnaire, Willing’s (1988) Learning Style Model ‘How Do You Learn Best?’,
and an achievement test based on the English course. In this study, a total of 236 high school
seniors were selected from a computer-based and three FTF schools in Shiraz, Iran to investigate
the trends in the students’ preferences in two different modes of teaching and learning contexts.
The items of the learning style model were confirmed via Confirmatory Factor Analysis (CFA).
Findings showed that in the computer-based learning (CBL), students had a tendency to apply
concrete, authority-oriented, analytical and communicative learning styles. On the contrary, the
FTF students preferred communicative, authority-oriented, concrete and analytical learning
styles. The other results revealed that learning style preferences had no effect on achievement
scores in both of the groups: CBL and FTF. On the basis of the findings, theoretical and practical
implications would be discussed.

کتاب چکیده اولین کنفرانس بین المللی سالانه بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی1395

کتاب چکیده اولین کنفرانس بین المللی سالانه بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی1395

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کتاب چکیده اولین کنفرانس بین المللی سالانه بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی1395