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The book presents theoretical considerations as well as the results
of empirical research on the existence of "directed motivational
current" (DMC) experiences among Iranian English as a foreign
language (EFL) learners in order to provide insights into how a DMC
is triggered and launched, and to explore whether the key
characteristics of DMCs could be detected in language learners'
experiences in Iran. Although Doernyei et al. (2016) claimed that
language learners who experience a DMC may have an amalgamation of
several positive emotions, they did not present any evidence of
whether these feelings exert any impact on learners' willingness to
take part in language learning situations (willingness to
communicate (WTC)), their confidence to use their L2, their
self-perceptions, and the extent to which they independently try to
learn English inside and outside the classroom context (language
learner autonomy). This book extensively studies DMCs in an EFL
setting and examines how such experiences affect language learners'
WTC, self-concept, language learner autonomy, and self-confidence.
The broad purpose of this book which is a response to the dearth of
research on incorporating videotaping as a strategy for reflective
teaching in Iran, was three-fold: first, it aimed to investigate
the contents of reflective teaching through videotaping as
reflecting the views of teachers about different aspects of
teaching like communication patterns in the classroom, affective
climate of the classroom, error correction, etc. Meanwhile, it made
an attempt to explore teachers' self reflections and their peers'
reflections on the teaching process. This book also strived to shed
some light on the effect of reflective teaching through videotaping
on teachers' professional development. Data were triangulated from
four main sources. The results of the analysis of in situ data may
have some enticing implications for EFL teachers, materials
developers, and syllabus designers. Particularly, they can consider
the implications of research for classroom pedagogy. Finally, it is
important not to overlook that further studies are required to
support the arguments made in this book and other similar studies.
Such a perspective will certainly open up some new avenues of
research.
Various researches have more than a half century centered upon
analyzing advertising discourse from different perspectives but
little seems to have been done in the area of Translation Studies.
The primary aim of this book is to serve as a guide for students of
Marketing and Translation Studies in their struggle to find proper
strategies in using rhetorical figures in advertising headline and
their corresponding translation. The authors of this book made an
attempt to investigate the rhetorical operations used in English
print advertising headlines to discover what happens to them while
translating into Persian. Attempts were also made in particular to
see whether there is any ideological consideration in using each
category of figures operations (Tropes/ Schemes).
As the results of exclusively meaning-centered language teaching
frameworks have been far from promising, it is now generally agreed
that some attention to second language items is necessary in order
for acquisition to occur. Therefore, Form-focused Instruction
(FFI)is considered to be a necessary component of language teaching
contexts where the focus is strictly on meaning. The question to be
addressed by SLA researchers is not so much whether attention to
form should be provided, but rather what types of form-focused
instruction are most useful. The present book provides a review of
the research on FFI and then reports a study investigating the
effects of explicit and implicit focus on form on the teaching of
English idioms. The effectiveness of each type of instruction is
discussed and pedagogical implications and suggestions for further
research are provided.
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