Original Article
Mohammadhossein Khani; ٔNegar Davari Ardakani; Fatemeh Bahrami
Articles in Press, Accepted Manuscript, Available Online from 12 September 2022
Abstract
Introduction: Textbooks are the basis of school education and the main sources of information for teachers and students. Many researchers emphasize on the fact that textbooks have a lot of problems and shortcomings in terms of social, cultural, educational and linguistic aspects. Grammar teaching is ...
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Introduction: Textbooks are the basis of school education and the main sources of information for teachers and students. Many researchers emphasize on the fact that textbooks have a lot of problems and shortcomings in terms of social, cultural, educational and linguistic aspects. Grammar teaching is one of the most important issues in language instruction. Thus the purpose of this research is to evaluate and analyze the grammatical content of Iranian junior high school English textbooks in the framework of Keck and Kim (2014) Pedagogical Grammar.Study Questions:1. To what extent do these textbooks comply with the principles of pedagogical grammar?2. According to the principles of pedagogical grammar, what are the strengths and weaknesses of the textbooks?Literature Review: Theoretical framework of this research is Keck and Kim (2014) Pedagogical Grammar. According to them the most important principles of pedagogical grammar are as follows:1. Learners' attentional resources are limited, thus stimulating their attention to the maximum, leads to better learning of language and consequently grammar.2. Paying attention to the relation between form, meaning and use is a necessity of pedagogical grammar.3. The preparation of the content of pedagogical grammar should be based on the linguistic corpora of the target language.4. In compiling the content of pedagogical grammar, the instruction of both grammar and lexical items must be considered.5. To consider the processing and learning abilities of the learners is important.6. Grammar instruction must be done both explicitly and implicitly.7. The use of different types of corrective feedback is very effective in grammar teaching.8. Intensive and extensive instruction of grammatical structures is helpful in language learning.9. The role and importance of language learners in learning grammar by other language learners is significant.10. The content of pedagogical grammar should be designed based on meaningful communication exercises and tasks.Methodology: After extracting and introducing the principles of pedagogical grammar, a checklist based on them was designed which measures the compliance of the grammatical content of the books with the mentioned approach.. After the checklist items were developed, 15 experts in the field of English language teaching and linguistics were asked to express their views on the checklist and its items in detail and determine the content validity ratio and content validity index of the items, based on the Likert scale. In total, the necessity and relevance of 42 out of 50 initially designed items were confirmed.Results: The score that these books have obtained out of 210 total score is 135, which is approximately 64% of the total score. Therefore, the compliance of the books with the principles of pedagogical grammar is above average. A qualitative analysis also revealed that in compiling the books, observing the principles of• implicit and explicit grammar teaching,• attention to lexis-grammar interface,• intensive and extensive instruction of grammatical structures,• form, meaning and use relation,• attention to learning and processing abilities of learners,• the use of various tools to draw the learner's attention to grammatical structures,are its strengths ando non-compliance with the communicative language teaching principles,o scanty and inappropriate input,o lack of attention to the linguistic corpora of the target language and unrealistic input,o inattention to the important of corrective feedback,o insufficient attention to the significance of learners in learning the grammatical points by their classmates ando insufficient attention to the importance of morphologyare the weaknesses of these books.
Original Article
Ladan Mokhtarzadeh; Zahara Jannessari Ladani; Negar Sharif
Articles in Press, Accepted Manuscript, Available Online from 12 September 2022
Abstract
Introduction: The present study examines Louise Erdrich's novel The Round House in the light of Patrick Colm Hogan’s affect notions of narrative concerning the emotional experiences of the subjects. This paper attempts to trace the concepts of affect, emotional narrative, eliciting conditions, ...
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Introduction: The present study examines Louise Erdrich's novel The Round House in the light of Patrick Colm Hogan’s affect notions of narrative concerning the emotional experiences of the subjects. This paper attempts to trace the concepts of affect, emotional narrative, eliciting conditions, simulation, modulation and rationalization of emotion in Erdrich’s novel in order to explore how emotions are simulated, modulated and rationalized in the narrative, particularly, in what affects the narrative and the subjects in fiction. The present paper, specifically, demonstrates how Erdrich’s mentioned novel acts as an example for the affect study and narrative of emotion that vocalizes the suffering and violence against the women in the Native American population of the Ojibwa, and consequently the whole population, the ones which have not been divulged due to social and ontological factors. Erdrich's novel is an attempt to narrate the painful experiences of women, which of course embraces men and the entire population and history of the Indians.Background of Study: Louise Erdrich’s fiction explicitly articulates conceptions that highlight the contemporary Native Americans’, specifically Ojibwas’, concerns primarily with the themes of history, land, love and hate, violence, injustice and survival. They illustrate the impacts of a devastating experience that disturbs the subject’s self and identity, a traumatic experience that has the capacity to remain overwhelmingly present. Her narrators range from the single to the multi-ones, reflecting the past through the present experiences and the affect on the subjects and their emotional concerns and obsessions. In order to survive, the subjects either surrender their emotions or endeavor to maintain their positions or ignore their emotions and flee their history, land and geography and real selves. The emotional narrative of events, such as the rape of the mother of the Indian family, along with the parallel elaborations of the violence against three other women in the community, is central in RH. The spirit and emotion of the Ojibwa are blended in her work, seeking the desire to alter the situation for the better.Methodology: This study examines the ontological and epistemological paradigms in the life and history of Native Americans that have been silenced or rarely addressed due to social and ontological factors. The study thus investigates the ontological and epistemological paradigms in Native American life and history experienced by Ojibwa survivors. In addition, it argues how emotionalogy works for the minority subjects and how the notion of affect in terms of Hogan’s theory is traceable in Erdrich’s novel. In The Round House, the affected women and survivors are haunted with the emotional memory vocalized by the single adult narrator to reflect the past trauma in order to bring great changes for the women as well as the whole nation. Erdrich’s goal is to gain ontological and epistemological rights to the Native American community. The purpose of the present study is to read the impact of Hogan's emotion and emotion on Erdrich’s attempt to obtain ontological and epistemological improvements for Native American society.Conclusion: Erdrich initially as a Native women and subsequently as an Indian author goes through a battle for portrayal of the women condition in the reservation. Such battle is Erdrich’s style of modulation for relieve the painful emotions elicited not only in the women spirit and body but the whole generation. Erdrich’s fiction is her tool to gain modulation in the present collective and improve the life condition for the next generation, the modulation that fosters the ontological and epistemological emotions and values.