Hedging in Iranian English language teachers’ spoken language: Any differential effect for gender?
نویسندگان
چکیده
منابع مشابه
investigating discourse markers use in spoken language between iranian tefl students and english native speakers
چارچوب نظری این مطالعه شامل یک گزارش عملکردی است و مبتنی بر تعریف شیفرین (1987) از مدل چند بعدی وابستگی مطالب است. این مطالعه 10 نشانگر گفتمان (بنابراین ، بله ، بسیار خوب ، باشه ، می دانید ، خوب ، چون، من فکر می کنم ، منظور من این است که ، در واقع) را با توجه به الگوی عملکردی مشلر(1994) در مورد نشانگرهای گفتمان طبقه بندی می کند. این مطالعه به بررسی مشخصات وقوع این عناصر در گفتار فی البداهه دانش...
15 صفحه اولCultural Identity among Iranian English Language Teachers
This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian En...
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anguage assessment literacy (LAL), mainly defined as knowledge and skills of language assessment, in the last two decades, has started to receive the attention it deserves. As one of the significant findings, based on a plethora of research, many second language (L2) teachers have been indicated to be professionally incompetent in terms of LAL. To investigate the status of LAL among Ira...
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educational researchers have provided evidence that teachers’ emotional intelligence has strong effects on various aspects of teaching and learning. yet, in the field of teaching english to speakers of other languages (tesol), inquiry into teachers’ emotional intelligence is nearly limited. given its documented powerful impact on teaching practices and student learning, it is critical to pursue...
15 صفحه اولBeliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices
The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status around the world. To date, much of the debate on the native/non-native distinction in EIL settings and factors contributing to sharpen distinctions has remained unsettled. This gap motivated this study on the English ...
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ژورنال
عنوان ژورنال: Open Linguistics
سال: 2018
ISSN: 2300-9969
DOI: 10.1515/opli-2018-0016