JOURNAL OF APPLIED LINGUISTICS AND APPLIED LITERATURE: DYNAMICS AND ADVANCES
Year:2018 | Volume:6 | Issue:1|Papers Count:10

Dear JALDA reader, The editor’ s notes in our Journal have been so far a site for the clarification of the Journal’ s policy and the task still continues. With an inclination towards solving our real world problems in language teaching. . .

Glenn Fulcher is the Professor of Applied Linguistics and Language Assessment in the English Department at the University of Leicester, UK. . . .

In this article which has been written on the occasion of Professor Henry Widdowson’ s visit in April 2018 to Azarbaijan Shahid Madani University in Tabriz, Iran, professor Widdowson’ s thoughts and contributions to applied linguistics and language teaching are reviewed in passing. The author make this issue his point of departure and takes up some of the ground breaking ideas of Professor Widdowson and elaborates very briefly on the following notions: 1) English in Training and Education. 2) Applied Linguistics and Linguistics Applied. 3) Authenticity of Teaching Materials in ESP. 4) Present Situation versus Target Situation Analysis of Students’ Language Learning needs: The Language Audit 5) Linguistic principles and intuitive interpretation

This paper unearths the contribution of lexical cohesion to the textuality and overall meaning of Malcolm X’ s speech ‘ The Ballot or the Bullet’ . Drawing on Halliday and Hasan’ s (1976) and Hoey’ s (1991) theory of cohesion, specifically lexical cohesion, whose main thrust is the role of lexical items in not only contributing to meaning but also serving as cohesive ties, the paper discusses how Malcolm employs words in serving a dual role of contributing to meaning by serving as cohesive ties and their literary use for an aesthetic touch to his ‘ The Ballot or the Bullet’ . Discussions show that Malcolm X employs both simple and complex lexical structures to achieve cohesion in ‘ The Ballot or the Bullet’ . The same lexical structures espouse the literary device of repetition, for emphasis and rhythm. Malcolm, therefore, combines linguistic and literary phenomena by his employment of lexical items in not only conveying meaning or passing information to his audience but also doing that with artistic beauty.

The last thirty five years have created a challenging situation for Iran and its people: on the one hand, the discriminatory British and American policies towards the country have given rise to considerable bitterness; on the other, we continue to teach both British and American English. If Iranian people wish to play a more active role internationally, it is time to review our English language teaching policy, practices, and pedagogy. There are many different approaches such as EIL (English as an International Language), WE (World Englishes) and ELF (English as a Lingua Franca), which have challenged the superiority of such notions as ‘ the Queen’ s English’ , ‘ Received pronunciation’ , or ‘ General American’ . By adopting any one of the three approaches, we can align both our teachers and our English language teaching system with the new trends in thinking and teaching. The focus of the present paper is on ELF. It is a relatively new trend, which originated in Finland in 2008 and has spread to many European and Asian countries. Increasingly, the younger generation, irrespective of country, is interested in developing social and cultural relations with other parts of the world. ELF thus deserves a more prominent position in the Iranian educational system. This paper addresses six important principles of ELF. These are based on Kirkpatrik (The Pedagogy of English as an International Language, 2014). The paper discusses their relevance and potential in relation to the present cultural and teaching situation in Iran, focusing on the position of the native speaker and the importance of mutual intelligibility, intercultural competence, the importance of training local multilinguals, the value of lingua franca contexts as learning environments, the difference between spoken and written English, and the adaptation to the Iranian context of assessment procedures. Our paper ends with a brief discussion of the implications for pedagogical practice of the use of the Internet, including the use of blogs, in the ELF classroom.

The central theme of Ta’ ziyeh, as one of the Islamic tragic drama and folk theater, in one of the major denominations of Islam (the Shia) is a representation of the siege and massacres of Karbala. This study investigated Ta’ ziyeh (alternatively Ta’ zï ye, Tazī a, Ta’ zī ya) and its discourse, a form of declamation. The data were collected from library resources (e. g. books, electronic resources) and observation. The data were analyzed based on Gee’ s discourse and society model. The study confirmed that Ta’ zieh was the most important tragedy in Shiism. The discourse used in Ta’ ziyeh, contrary to the Western variations, appeared to be a more spiritual practice than a dramatic genre. Furthermore, the role of Ta’ ziyeh writers and performers was explored as agents who have distributed the accounts of the Karbala battle for generations in Iran. The findings, from a global perspective, might emphasize how diverse a culture’ s perceptions of religion and its related rituals could be and how a language variety (e. g. declamation) could help frame such perceptions in dramatic genre. The findings could also guide the categories that multi-cultural studies of tragedies may take into account.

The field of Applied Literature is concerned with the practical usages of literature, including the potentials of literature to empower and transform individuals. Jungian criticism, with its suggestions of the possibility of individuation and self-actualization in individuals, has been an important source for scholars in the field of Applied Literature for healing. Still, the traditional Jungian approach to literature has been criticized in recent years, especially due to its apparent universalist assumptions and its insensitivity to context-specific issues in texts. For the same reason, New Jungian critics have been recently exploring the possibilities of reconciling Jungian concepts with more context-oriented literary theories. This paper, then, in accordance with this new trend, attempts to do a New Jungian reading of a contemporary postcolonial novel, Sweetness in the Belly, by Camilla Gibb, as a case study, to investigate the potentials within this approach of extension of Jungian ideas and dialogue with other more modern literary theories after poststructuralism. The research benefits from the views of New Jungian critics as well as the theories in relation to the identity issues of migrants. The paper is concluded with the proposition that, as the exploration of this novel testifies, the New Jungian approach as well as the contemporary fiction of identity construction can prove as valid resources for Applied Literature for healing.

The short-term in-service EFL teacher education programs are assumed to be of crucial importance in upgrading teachers􀂶 methodologies and gearing their teaching more closely to the students􀂶 needs. Therefore, a dynamic in-service program for EFL teachers is needed to keep abreast of the time. The present study aims to investigate the role of experience in EFL teachers􀂶 satisfaction of the in-service teacher education programs in Zanjan city. 200 EFL teachers from Zanjan province (Districts 1 & 2) participated in this study. The data were collected through the Course-evaluation questionnaire with 􀂳 five-level Likert scale􀂴 . The results were analyzed through both descriptive and inferential statistics. The findings showed that there is a significant difference between teachers􀂶 experience and their satisfaction of in-service programs. Thus, novice teachers and experienced teachers have different expectations of the in-service teacher education programs. This production of significant difference about the relationship between the EFL teachers􀂶 experience and their satisfaction of the in-service teacher education programs can contribute to different perceptions of the teachers on the relationship between the EFL teachers􀂶 experience and their satisfaction of the in-service teacher education programs.

The aim of this article was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differ in the extent to which they represent dimension of big ‘ C’ culture and little ‘ c’ culture, their stance in distribution of references of cultural category, and also what themes predominate. The analysis identifies just the cultural elements, and culture– free linguistic items were not counted. The statistical analysis suggests that the dominant culture category was the target culture with the least attention given to source culture. It was also found out that although the occurrences of themes of little “ c” culture dimension in advanced textbooks 2 &3 were slightly higher than those of big “ c” , there was a wide gap between two dimensions in advanced textbook 1 which tends highly towards big “ C” culture. There is lack of consistency in the occurrences of themes throughout the textbooks. The main absent themes were common little “ c” themes (i. e. “ Living Condition, ” “ Social Convention” , and “ body language” ). Such considerable lack of source information and imbalanced representation of cultural themes might not be sufficient to flourish Iranian learners’ intercultural communication competence (ICC) and thus might make intercultural communication difficult for them.

It is widely acknowledged that emotion is deeply embedded in literary criticism. Even when we aspire to scientific analysis and objectivity, we assume that we share a love of literature. . . .