Relevant bibliographies by topics / English language Iran

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English language Iran'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English language Iran"

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Moazen, Yahya Rezaye, and Mohamad Reza Raeisi. "English-language Writing Instruction in Iran." Procedia - Social and Behavioral Sciences 98 (May 2014): 1555–62. http://dx.doi.org/10.1016/j.sbspro.2014.03.578.

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Goodrich, Negin Hosseini. "English in Iran." World Englishes 39, no. 3 (2020): 482–99. http://dx.doi.org/10.1111/weng.12491.

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Rajablou, Farzaneh, and Majid Elahi Shirvan. "Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach." Englishes in Practice 4, no. 1 (2017): 1–30. http://dx.doi.org/10.1515/eip-2017-0001.

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AbstractWith the spread of English around the world and the recognition of English as a lingua franca (ELF), a large number of studies have investigated the attitudes of learners towards different varieties of English as well as their related accents. However, this attitude towards L1 accented English within the context of Iran has not been explored yet. Thus, the present study ecologically investigated the attitudes of Iranian English as Foreign Language (EFL) learners towards their L1-accented English based on Bronfenbrenner’s (1993) nested ecosystems model consisting of micro-, meso-, exo-,
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Zarrabi, Fatemeh. "English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning." English Language Teaching 11, no. 9 (2018): 17. http://dx.doi.org/10.5539/elt.v11n9p17.

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The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motiv
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Mohammadian Haghighi, Fatemeh, and Bonny Norton. "The Role of English Language Institutes in Iran." TESOL Quarterly 51, no. 2 (2016): 428–38. http://dx.doi.org/10.1002/tesq.338.

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Hayati, A. Majid, and Amir Mashhadi. "Language planning and language-in-education policy in Iran." Language Problems and Language Planning 34, no. 1 (2010): 24–42. http://dx.doi.org/10.1075/lplp.34.1.02hay.

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This paper explores the effects of different political ideologies on language, using as examples three historical stages and three political periods in the history of Iran, and the differing policies adopted in these eras concerning language and language education. Over the years, political ideologies have served as a barrier as well as a contributor to language use (whether first or foreign) and to language teaching. The paper then turns to explore local language policies and the status of the Persian language in the modern era, focusing particularly on foreign language teaching policies afte
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Tamimi Sa’d, Seyyed Hatam. "World English and World Englishes: perspectives from English language learners in Iran." Journal of World Languages 5, no. 1 (2018): 23–45. http://dx.doi.org/10.1080/21698252.2018.1500151.

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Faramarzi, Sajad, Atefeh Elekaei, and Akbar Afghari. "Iranian Students’ Attitudes towards English as a Bilingual Language in Iran." Journal of English Language and Literature 3, no. 2 (2015): 289–99. http://dx.doi.org/10.17722/jell.v3i2.64.

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The current study examined Iranian students’ attitudes towards English language in social and academic domains, and their attitudes toward English as part of a bilingual system in Iran. A 5-point likert scale questionnaire was used to investigate the extent for which students use English in their daily lives, its significance, students general attitude towards using English and their attitudes towards a bilingual system. The results indicate that a large number of participants (n=200), whom were selected among undergraduate students in Iran, reacted positively towards English language in gener
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Pasand, Parastou, and Ali Ghasemi. "An intercultural analysis of English language textbooks in Iran." Apples - Journal of Applied Language Studies 12, no. 1 (2018): 55–70. http://dx.doi.org/10.17011/apples/urn.201804172107.

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With the rise of English as an international language and the close association between language and culture, attaining intercultural competence has become necessary in English language teaching enterprise. Intercultural competence, as one of the components of communicative competence, is defined as the ability to interact with people from differing cultures using a foreign language (Byram, 1997). Meanwhile, textbooks are the main sources of input for many L2 learners in most EFL settings like Iran. As such, the present study aimed at examining the newly developed ELT textbooks used in Iranian
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Atai, Mahmood Reza, and Farhad Mazlum. "English language teaching curriculum in Iran: planning and practice." Curriculum Journal 24, no. 3 (2013): 389–411. http://dx.doi.org/10.1080/09585176.2012.744327.

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Dissertations / Theses on the topic "English language Iran"

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively an
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Jamshidifard, Saman. "English language policy and planning in Iran." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/349430/.

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Iran has been in the headlines in the recent years and decades for many socio-political reasons. Many of these involve the confrontation between Islamic revolutionary values and the foreign policies and aspirations of Western governments. Among the Iranian state’s revolutionary values there are no articulated aspirations to isolate the country from the outside world but progress and globalisation are defined within Islamic, revolutionary and nationalistic discourses and therefore the status of English as a foreign language in Iran has been controversial and questionable. Of course the English
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Langroudi, Jahanbakhsh. "Evaluation of the English for specific purposes (ESP) programme in Iran." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285063.

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Momtaz, Esmaeil. "An empirical study of the effectiveness of collaborative reading in tertiary level EFL teaching in Iran." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192171.

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It is widely assumed that collaborative learning leads to better learning. This assumption is supported by some research evidence especially in Western countries. However, there has been very limited research into the three elements which are the focus of the present study, namely: collaborative reading, EFL pedagogy, and the Iranian context. This research addressed four questions related to Iranian EFL reading comprehension classes in two different educational settings: 1. Does collaborative reading lead to greater comprehension of a text than private reading? If so: 2. Does this effect vary
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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing
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Abdi, Zahra. "An approach to critical pedagogy in an English language teaching context : a case study in Iran." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/422143/.

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Critical pedagogy (CP) as a philosophy of education and social movement has been debated for nearly five decades now and inspired many educators and researchers in various fields including English language teaching. Although the original scope of CP was to develop both theory and practice (Freire, 1970; Giroux, 1997; Osborne, 1990; Sweet, 1998), discussions have been mostly focussing on the former and not much work has been done to implement CP in actual classroom practice (Akbari, 2008; Christensen & Aldridge, 2013; Davari, 2011; Gore, 1993, 2003). Moreover, research on classroom practice tha
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Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.

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Karamouzian, Fatemeh-Mahbod. "A comparative analysis of the content of secondary school english language textbooks in use in Iran and France and teachers' and students' attitudes." Nantes, 2014. http://www.theses.fr/2014NANT3004.

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Cette étude comparative porte sur l'évaluation du contenu des manuels pour l'enseignement-apprentissage de l'anglais dans le secondaire en Iran et en France. Pour l'évaluation des manuels, une liste de contrôle a été établie puis les théories de huit méthodes et approches d'enseignement /apprentissage ont été explorées. Les manuels de l'enseignement secondaire en Iran sont prescrits pour l'ensemble des établissements par les autorités éducatives ; pour la France, un éditeur et des séries de manuels ont été tirés au sort. Les manuels étudiés sont right path to english 2 et 3, english book 2 et
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Draniewicz, Anna B. "Cut off by the 'Iron Curtain'." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4927.

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Poland - like other Eastern and Central European countries - was for many years politically, socially and culturally cut off from the Western Europe. Did this have an impact on the representation of Polish cinema in English-language film criticism? Judging by the number of books about Polish cinema as a whole or about Polish directors and their films it would seem that the answer must be negative. However, a closer look at other books about world cinema and especially French cinematography proves that in spite of limited contacts Polish films were widely discussed in English-language liter
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Schulz, Fawn M. "A critical discourse analysis of current composition theory use in IRA/NCTE standards for the English language arts, Ohio middle school English language arts standards and Ohio state writing assessments." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595859435945569.

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Books on the topic "English language Iran"

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author, Bailey Denise, ed. The Gorani language of Zarda, a village of west Iran: Texts, grammar, and lexicon. Dr. Ludwig Reichert Verlag, 2013.

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Iraqi phrasebook: The essential language guide for contemporary Iraq. McGraw-Hill, 2004.

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Seidel, Karl-Heinz. Wörterbuch Stahlbau: Deutsch/Englisch, Englisch/Deutsch. Cornelsen Girardet, 1994.

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Duo gong neng Han Ying·Ying Han gang tie ci dian: Multifunctional Chinese-English & English-Chinese Dictionary of Iron and Steel. Hua xue gong ye chu ban she, 2010.

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Jacobsen, Buckley Jorunn, ed. Lady E.S. Drower's scholarly correspondence: An intrepid English autodidact in Iraq. Brill, 2012.

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Nasrallah, Nawal. Beginner's Iraqi Arabic with 2 audio cds: An introduction to the spoken language of Iraq. Hippocrene Books, 2006.

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I have Iraq in my shoe: Misadventures of a soldier of fashion : a memoir. Sourcebooks, 2012.

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Yisrayel. A story in a truthful language: Neo-Syriac poems by Israel of Alqosh and Joseph of Telkepe, North Iraq, 17th century. s.n., 2000.

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Cā, Aruḷrāj Vē. Irumput tol̲il kalaic collakarāti. Tamil̲p Palkalaikkal̲akam, 2002.

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Conoscenti, Michelangelo. Language engineering and media management strategies in recent wars. Bulzoni, 2004.

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Book chapters on the topic "English language Iran"

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Aghagolzadeh, Ferdows, and Hossein Davari. "English Education in Iran: From Ambivalent Policies to Paradoxical Practices." In Language Policy. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_4.

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Axworthy, Michael. "Ancient and Islamic Iran." In Iran. Oxford University Press, 2017. http://dx.doi.org/10.1093/wentk/9780190232955.003.0002.

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What do we know about the Indo-European peoples and the origins of Iran? What we know begins with the fact that the Persian language (known to Iranians in their own tongue as Farsi) along with English and most other European languages, as well as Sanskrit,...
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Marlin, Randal. "Media-Related Strategies and “War on Terrorism”." In Exchanging Terrorism Oxygen for Media Airwaves. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5776-2.ch009.

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Terrorist events are breaking news for the media whose ethical responsibility can be debatable. Tactics of terrorism vary from kidnapping, hostage-taking, hijackings, and others up to mass destruction, including the use of nuclear weapons. Media responses and coverage strategies of such tactics also vary, with some reluctant to provide terrorists with the “oxygen of publicity.” Some striking similarities have appeared recently between the build-up to the war on Iraq begun by U.S. President George W. Bush's administration in 2002, culminating with the start of war in 2003, and the 2012 push by current U.S. President Barack Obama for action to prevent Iran from acquiring a nuclear weapon. In the earlier case, the presumption was established in the public mind, without adequate evidence, that Iraq possessed or was about to possess weapons of mass destruction, and had the will to use them against the United States. In the latter case, the background presumption is that Iran is actively seeking to produce a nuclear weapon, with Israel as a potential target. This claim also lacks solid evidence at the time of writing, but has come to be accepted in some media as an uncontroversial fact. This chapter looks at aspects of how different English and French Canadian newspapers, as examples, covered the push for war on Iraq. It includes reflections on the use of language in reporting on the war itself. The central concern is with the media role in fear-mongering and propaganda for war.
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Rezaee, Abbas Ali, and Enayat A. Shabani. "Self- and Peer-Assessments in the Iranian Context." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch016.

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Assessment is an integral part of any education. Traditionally, pen-and-paper examinations have been widely used all over the world, although new trends in assessing language ability have put more emphasis on learner autonomy and participation. Self-assessment and peer-assessment are two concepts that have been introduced in alternative assessment. However, teachers in the Iranian context may be reluctant to put these assessment types into practice because they are seen as authority handover. This systematic review examines the research literature on self- and peer-assessment in ELT settings in Iran. Results indicate that enacting these assessment types in the Iranian context is by no means authority handover, and that teachers and students generally have positive attitudes towards them. The review indicates that both self- and peer-assessments can enhance student autonomy in learning and assessment and increase teaching effectiveness. Implications for the Iranian classroom are discussed.
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Bigelow, Allison Margaret. "Early Modern Dialogues and Colonial Knowledges." In Mining Language. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654386.003.0006.

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Two late-sixteenth century Iberian medical writers, Nicolás de Monardes and García d’Orta, used the Renaissance genre of the dialogue to convey divergent scientific opinions about plants, metals, stones, and medical simples. When their works were translated by other European writers, Monardes’s dialogue remained a dialogue but d’Orta’s text was translated into a prose natural history. This chapter concludes the section on iron with a comparison of how linguistic, cultural, and generic translation influenced the transmission and reception of scientific knowledge across translations from Spanish and Portuguese into Latin, Spanish, English, and German.
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Malagaris, George. "Further reading: a guide to the literature." In Biruni. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190124021.003.0007.

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This bibliographic essay provides a guide to further reading and research into the life and works of Biruni. It comprises essential sources and scholarship globally, in English and in other languages. In the last two centuries, primary sources have been located, printed, translated, and commented upon in a variety of European languages, including English, German, French, Italian, and Russian. During the Cold War, Soviet scholarship kept pace with developments in Europe and the United States, but Atlantic-based scholarship has not always made itself aware of Soviet publications. Bibliographic studies grew throughout the last century and the number of articles on Biruni expanded remarkably in the 1970s, with more scholarship appearing in Persian, Urdu, Turkish, and Arabic. Biruni’s intellectual milieu emerged from late `Abbasid culture and sciences in the Central Asian context, with close ties to Iran and India.
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Cowart, Melinda Trice. "Facilitating Linguistic and Academic Success for Newcomer English Language Learners." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch011.

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The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.
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Johnson, Nancy Kwang. "I Am Woke." In TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8093-6.ch023.

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This praxis-based chapter explores advocacy in the English language teaching (ELT) field. The chapter introduces a new conceptualization of advocacy, the Critical Advocacy Framework, informed by Freire's critical consciousness (conscientização), Fanon's race (Black) consciousness, and Crenshaw's intersectionality paradigms. For critical advocacy praxis, this chapter integrates the “iron triangle” model from the American politics and public policy fields to highlight patron-client relationships between multilingual learners (MLs) advocates and stakeholders. This chapter highlights how the racially mixed author, a trained political scientist and newcomer to the ELT field, leveraged her Blackness, experiential and organizational knowledge, skills, and abilities (KSAs) in a Machiavellian sense, to promote diversity, equity, and inclusion (DEI) throughout a TESOL state affiliate. The chapter provides evidence-based practices and learning activities for MATESOL program administrators, pre-service, and in-service English teachers.
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Ingram, Haroro, Craig Whiteside, and Charlie Winter. "The Structure of the Caliphate." In The ISIS Reader. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197501436.003.0012.

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‘The Structure of the Khilafah (Caliphate)’ is a video published by al-Furqan Media on 6 July 2016 that attempts to explain the governing structure of the Islamic State.1 The video’s narrator, a member of the media department, goes into great deal about the relationship between the caliph and the Delegated Committee, bureaus, and provinces that fall under this leadership structure, and the ministries, committees, and offices that do the day-to-day work of administering extensive territorial holdings in Iraq and Syria with an estimated population of around eight million people. The video was published English and several other languages, fulfilling the exhortations jihadi theorists like Abu Musab al-Suri had advocated for decades—spreading the ideas of this Islamist project beyond Arabic speakers. The following is our transcript of the video and descriptions of the displays.
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Ian, Ralston. "Bourges in the Earlier Iron Age: An Interim View." In Communities and Connections. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199230341.003.0022.

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Berry in central France figures frequently in assessments of the level of complexity in western temperate Europe at the annexation of Gallia comata in 52 BC. Information from a number of sites, particularly Levroux (Indre: e.g. Büchsenschütz et al. 1988; 1992; 2000; Krausz 1993), contributes to what is now a tolerably well-understood pattern, contrasting markedly with the poorly known settlement record for the earlier Iron Age of the area. One site forms a conspicuous exception. For the end of the Hallstatt Iron Age and the initial phase of its successor—broadly the decades either side of 500 BC— Bourges (Cher) is now known to be of critical importance, not only in regional terms, but also as a variant of the elite phenomenon known as the Fürstensitze that occurs widely across west-central temperate Europe. It will come as no surprise that the first English-language author to recognize the emerging importance of this site was Barry Cunliffe in The Ancient Celts, and it is thus with pleasure that this interim statement on Bourges and its immediate hinterland at the time of the transition from the Hallstatt to La Tène Iron Age has been prepared. Since 1995, with Jacques Troadec, the municipal archaeologist, Olivier Büchsenschütz, Pierre-Yves Milcent and others, the author has been excavating within and on the periphery of Bourges—by the first century BC certainly Avaricum of the Bituriges—as part of a long-term rescue project on that site and its surroundings. A few, selected aspects of this are considered below. The pace of development, and evolving legislative arrangements for rescue archaeology, mean that other important sites in the commune have been examined by Alexis Luberne and colleagues in the State Archaeological Rescue Service, INRAP, and reference to some of their work is included below. The rate of change in and around the city, particularly as military establishments—many initially set up at the time of the 1870 Franco-Prussian war—are redeveloped for light industry, and new housing, transport and other infrastructure is constructed, provides much scope for new discoveries; what follows is thus by necessity provisional.
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Conference papers on the topic "English language Iran"

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Ahadiyati, Dyah Mubarokah, Didik Gunawan Tamtomo, and Vitri Widyaningsih. "The Effect of Physical Activity on the Depression: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.64.

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Background: A recent report revealed that exercise help improve mood and reduce anxiety and depression. The links between depression, anxiety and exercise aren’t entirely clear, but exercise and other forms of physical activity can ease symptoms of depression or anxiety. The purpose of this study was to investigate the effect of physical activity on the depression. Subjects and Method: This was a meta-analysis and systematic review study. The study collected published articles from 2010 to 2020 in PubMed, Springer Link, and Google Scholar databases. We used “physical activity” AND “depression”
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature
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Linda, Irma Nurma. "Interprofessional Health Collaboration on Female Adolescents with Iron Deficiency Anemia: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.41.

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ABSTRACT Background: Iron deficiency anemia is a global health problem that affects children, women and the elderly, and it is also a common comorbidity under a variety of medical conditions. This study aimed to determine the role of health workers in the practice of adolescent girls with iron deficiency anemia. Subjects and Method: This was a scoping review conducted was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal
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"USING KURDISH IN PREPARATORY ENGLISH LANGUAGE CLASSROOMS: A Replication Study at TISHK International University-Erbil, Iraq." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v4.

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