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Articles
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Authors:
Laleh
Fakhraee Faruji
Abstract:
As we begin the new millennium, many changes in society may affect trends in educational structures and language teaching respectively. A new millennium marks a moment when it is appropriate to think about what we have done, where we are now and how we should plan for the future (Littlejohn 1998). If we look back at our recent past, we can identify trends which are likely to characterize the nature of future society. This paper is an attempt to provide a picture of language curriculum planning during the third millennium by identifying four major trends supposed to affect the field in the new millennium including social constructivism, postmodernism, intercultural
communicative competence, and technological advancement.
Key words: constructivism, future curriculum, postmodernism, third millennium, intercultural communicative competence
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Authors:
Seyed
Hossein Fazeli
Abstract:
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Keywords: Affective Language Learning Strategies, English Learning, Personality Traits.
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Authors:
Enkelena
Shockett (Qafleshi)
Abstract:
In this article, I attempt to investigate how the multiplicity of readings develops various translations of the same text, how the translated versions strive to keep the same, or almost the same authenticity, authority and genuineness like the source text they come from, how text analysis explains the variants which are the products of readings and how mismatches, if ever
found by exercising close reading on the source text, justify them either theoretically or practically, as they express the tendencies that these readings never end. On the contrary, they are subjected to constant interpretations, which evoke manipulations. In order to accomplish this, I will refer to The Love Song of J. Alfred Prufrock written by T.S. Eliot and its translated versions in the Albanian language and culture pointing how the English linguistic imperialism has affected the Albanian linguistic realm.
Key words: cultural mediator, calqued loans, English linguistic imperialism, text analysis, mismatches.
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Authors:
Sara
Atef-Vahid
, Alireza
Fard Kashani
, Marjan
Haddadi
Abstract:
The present study explores levels of ambiguity tolerance among 38 thirdyear high school students in EFL classrooms and its relationship with cloze test performance. Ambiguity tolerance can be defined as a "person's ability to function rationally in a situation in which interpretation of all stimuli is not clear" (Chapelle and Roberts 1986). It may be suggested that ambiguity tolerance might have an effect on performance on cloze tests in which the test taker is to choose from a number of responses and there may be several alternative correct interpretations. Students' ambiguity tolerance level was
surveyed and analyzed using the Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely 1995), and their performance was measured through a standardized English cloze test administered by the researchers. The results of the Pearson Product correlation coefficient showed that respondents with
higher levels of ambiguity tolerance were likely to achieve higher scores on the cloze test, and those with lower levels of ambiguity tolerance tended to obtain lower scores on the cloze test. Furthermore, some pedagogical implications for both learners and instructors are proposed.
Key words: ambiguity tolerance (AT), language learning, cloze test, SLTAS, third-year high-school students
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Authors:
Asim
Karim
Abstract:
There is a consensus of perceptions that O'Neill as an artist developed over the years and that he experimented with a broad range of techniques in his long dramatic career. One of his remarkable experimentations in the middle part of his dramatic career pertains to the use of interior monologue
technique in Strange Interlude. It is important as the technique had already been used by such prominent stream of consciousness writers as Virginia Woolf in her fiction. The technique, however, serves more to highlight limitations of the thoughts and their unusual fixed pattern. Human consciousness in normal condition is characterized by a consistent flow of
thoughts. Besides, the thought processes of all the principal characters reflect a diseased pattern that disrupts their normal thinking and keeps it confined to what may be called zones of reflections. It is unusual that all the principal figures have similar zone of reflection that moves around a particular person, mood or desire without any recognizable variation and development in the nature of reflection in the whole play. Then these reflections are repeated with a teasing persistency that assumes a mechanical format for easy predictability of the readers. Thus an impression of stasis in thoughts imposes itself on these thinking patterns with negative and non cathartic
impact on the readers' thoughts, sensibilities and imagination.
Key words: O'Neill's Modern drama, interior monologue, strange interlude
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