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Hossein Davari

Bio: Hossein Davari is an academic researcher from Damghan University. The author has contributed to research in topics: Foreign language & Linguistic imperialism. The author has an hindex of 9, co-authored 19 publications receiving 170 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the role of using visualization in ESP reading comprehension ability of Iranian students was investigated, where two homogeneous groups of thirty served as the experimental and the control groups, and participants in the experimental group were trained through visualization and the ones in the control group were taught through conventional method common in Iranian ESP setting by the same teacher.
Abstract: Teaching through visualization or in Tomlinson's (1998) terms "the ability to build mental pictures or images while reading" is known as an efficient strategy in language learning. Thus, this research was done to investigate the role of this strategy on ESP reading comprehension ability of Iranian students whose syllabus mostly focuses on this skill. To do so, two homogeneous groups of thirty served as the experimental and the control groups. Before treatment, pretest was performed in both groups. The participants in the experimental group were taught through visualization and the ones in the control group were taught through the conventional method common in Iranian ESP setting by the same teacher. At the end of the treatment which took twenty-four sessions of two hours during twelve weeks, a test of 30-item multiple choice in ESP reading comprehension was administered to both groups. Finally, drawing on t-test at the 0.05 level of significance, the researchers compared the participants' performances to study such an effect. The findings revealed the significant advantage of using visualization in promoting ESP reading comprehension ability of university students.

29 citations

Journal ArticleDOI
TL;DR: In this paper, Kiani and Khayamdar this paper presented a new Discourse Plan for the Iranian University ESP Textbooks, which is based on task-based learning and learning outcomes in the ESP classes.
Abstract: Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners, Routledge. Crookes, G. (1993). Action Research for Second Language Instructors: Going beyond instructor research. Applied Linguistics. 14 (2), 130-144. doi:10.1093/applin/14.2.130 Cubillo, P. C., & Brenes, C. N. (2009). Using Task-based Instruction in an ESP Course in the Computer Center at the University of Costa Rica. Actualidades Investigativas en Educacion, 9(1) 1-25. Ellis, R. (2006). The Methodology of Task-Based Teaching. Retrieved from FTP: http://www.asian-efl-journal.com. Erfani, S. M., Iranmehr, A. & Davari, H. (2009). Iranian ESP Textbooks Drawbacks: A Critical Study. The First International Conference “ESP in Asia": Chongqing University, China. Farhady, H. (2006). Reflections on and Directions for ESP Materials Development in SAMT, in Kiani & Khayamdar (eds.) Proceedings of the First National ESP/EAP Conference,vol.3, Tehran, SAMT Publication. Finch, A. (2004). Supplementing secondary EFL textbooks. Gyeongbuk Secondary English Education, XVI, 96 -107. Haseli, M. (2004). Two Models Compared: Problem-based Learning and Task-based Learning. ESP world, 3(2). Hokmi, M. (2005). Iranian ESP Students' Reading Comprehension in Task-based Language Teaching Approach. Roshd FLT, 19 (73). Kavaliauskiene, G. (2005). Task-based Learning and Learning Outcomes in the ESP Classrooms. Studies about Languages, vol. 7. Mansor, F. (2001). A case of extra-sensitive perception of ESP. GEMA Online Journal of Language Studies. Vol. 1(1). Nunan, D. (1989). Designing Tasks for the Communicative Classroom, Cambridge: Cambridge University Press. Nunan, D. (1991). Language Teaching Methodology: a Textbook for Teachers. New York: Prentice-Hall. Nunan, D. (2004). Task-based Language Teaching, University of Hong Kong, Cambridge University Press. doi:10.1017/CBO9780511667336 Riazi, A. (2005). Features of Quality EAP Textbooks: Insights from Literature and Book Reviews, in Kiani & Khayamdar (eds.) Proceedings of the First National ESP/EAP Conference, vol.1, Tehran, SAMT Publication. Ross-Fisher, R. (2008). Action research to improve teaching and learning. Kappa Delta Pi Record, 44 (4), 160-164. Sanchez, A. (2004). The Task-based Approach in language Teaching, University Of Murcia. IJES, 4(1). Shokouhi, H. (2006). A New Discourse Plan for the Iranian University ESP Textbooks. In Kiani & Khayamdar (eds.) Proceedings of the First National ESP/EAP Conference, vol.3, Tehran, SAMT Publication. Skehan, P. (1996). Second Language Acquisition Research and Task-based Instruction. In Willis J. & Wilis D. (eds.) Challenge and Change in Language Teaching. Heinemann. Slavin, R. (2006). Educational Psychology: theory and practice, 8th edition, Boston ed. Boston: Allyn & Bacon. Willis, D. (1996). A Framework for Task-based Learning, London, Longman.

23 citations

Journal ArticleDOI
TL;DR: In this paper, the authors reviewed the current status of English and ELT in Iran and tried to deal with and introduce the strengths and benefits of CP as an alternative approach in ELT and moreover discuss the rationale for applying this approach with specific reference to the socio-political, cultural, ideological as well as educational features of the Iranian society.
Abstract: The globalization of English in general and the global prevalence of English language teaching (ELT), as the most systematic way of English spread, in particular have led to a situation which has been debated and discussed from political, cultural, social and ideological standpoints. Since the early years of 1990s, following the publication of Phillipson's Linguistic Imperialism (1992), the appearance of a critical intellectual shift in applied linguistics has not only significantly challenged the mainstream ELT, but also has mostly introduced critical pedagogy (CP) as an alternative approach to the mainstream ELT especially in the Periphery. Thus, as ELT programs become more prevalent throughout the world, the cultural, political, social and ideological implications of this activity are more often debated and such considerations seem more relevant in societies that are culturally, politically, socially and ideologically are different from the Center and certainly the Iranian society as an Expanding Circle country in which English is taught as a foreign language and culturally, politically and ideologically is different from the Inner Circle Countries, is not an exception to this rule. This paper, as an attempt to review the current status of English and ELT in Iran, tries to deal with and introduce the strengths and benefits of CP as an alternative approach in ELT and moreover discuss the rationale for applying this approach with specific reference to the socio-political, cultural, ideological as well as educational features of the Iranian society. The writers strongly believe that, strengthening critical thinking in learners, empowering the learners to make them agents of transformation in the local and global arenas, unmasking the underlying values and ideologies of the mainstream ELT, and especially reducing the cultural and social implications of English in such societies involves rethinking the nature and status of ELT as well as resorting to CP as an alternative and effective approach in ELT.

22 citations

Book ChapterDOI
01 Jan 2017
TL;DR: In this paper, the socio-political, cultural and ideological contexts within which the Iranian education system is located are described, and the ups and downs of English language education in Iran during two distinct phases: before and especially after the Islamic Revolution in 1979.
Abstract: The present chapter, describing the socio-political, cultural and ideological contexts within which the Iranian education system is located, first provides an overview of the ups and downs of English language education in Iran during two distinct phases: before and especially after the Islamic Revolution in 1979. Then, drawing on critical perspectives on language policy and planning, it attempts not only to introduce the process of formation and evolution of the available documents which directly or indirectly deal with English education, but also tries to identify the orientation of the Iranian state’s language policy through analyzing such documents as well as examining the practices which are mostly inconsistent with policies. Moreover, due to the significant deficiency of English education in the public sector, which has still not met the learners’ needs, the role of the private sector mainly shouldering responsibility for the English education is addressed. Finally, the chapter speculates in brief on possible future trend of English education in Iran and outlines the probable challenges which might result from the tensions between the internationalization and domestication of English uncovered in two rival sectors, i.e. the private and public education systems.

20 citations

Journal ArticleDOI
TL;DR: In this paper, an attempt to study the Iranian ELT community's attitudes to some practical implications of critical pedagogy (CP) in ELT has been made, and a mixed-method approach was conducted.
Abstract: Critical pedagogy (CP) as one of the most radical changes in English language teaching (ELT) has turned into a common theme of research and discussion in recent years. Despite its practical implications, however, most of the research on this issue has been limited to its theoretical and conceptual dimensions. Conceiving the importance of this approach as well as considering the practical and applied dimensions of this newly emergent shift in ELT, this study is an attempt to study the Iranian ELT community's attitudes to some practical implications of CP in ELT. To acquire the Iranian ELT community's attitudes, a mixed-method approach was conducted. In the first phase, an interview survey was conducted with 8 applied linguists. Enjoying the content analysis of the data as well as the available literature on the topic, especially Akbari's (2008b) suggestions, a 10 item Likert-scale was prepared. To check the Iranian ELT community in the second phase, a questionnaire survey was conducted on 86 participants. Findings of this phase, as the main source of study, reveals that critical pedagogy is going to find a position in Iranian ELT community.

19 citations


Cited by
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TL;DR: Doing Replication Research in Applied LinguisticsInference and Generalizability in AppliedlinguisticsResearch Methods in AppliedLinguisticsStimulated Recall Methodology in Applied linguistics and L2 Research.
Abstract: Doing Replication Research in Applied LinguisticsInference and Generalizability in Applied LinguisticsResearch Methods in Applied LinguisticsStimulated Recall Methodology in Applied Linguistics and L2 ResearchDoing Applied LinguisticsAn A–Z of Applied Linguistics Research MethodsQualitative Research in Applied LinguisticsCase Study Research in Applied LinguisticsWriting about Quantitative Research in Applied LinguisticsResearch Methods for Language TeachingData Collection Research Methods in Applied LinguisticsContinuum Companion to Research Methods in Applied LinguisticsApplied Communication Research MethodsResearch Methods in LinguisticsResearch Methods in Applied SettingsGrounded Theory in Applied Linguistics ResearchSecond Language Research MethodsResearch Methods for Applied Language StudiesExperimental Research Methods in Language LearningThe Routledge Handbook of Research Methods in Applied LinguisticsDoing Research in Applied LinguisticsA Dictionary of Research Methodology and Statistics in Applied LinguisticsResearch Methods for English Language TeachersResearching Second Language ClassroomsCritical Sociolinguistic Research MethodsResearch Methods in Second Language PsycholinguisticsSecond Language Research Methods Oxford Applied Linguistics:Quantitative Methods for Second Language ResearchResearch Methods in Second Language AcquisitionResearch Methods in Applied LinguisticsResearch Methods in Applied LinguisticsLanguage, Literacy, and Learning in STEM EducationQuantitative Research in LinguisticsEthics in Applied Linguistics ResearchResearch Methods in LinguisticsThe Palgrave Handbook of Applied Linguistics Research MethodologyResearch Methods for Complexity Theory in Applied LinguisticsResearch in Applied LinguisticsThe Psychology of Second Language Acquisition Oxford Applied LinguisticsThe Routledge Encyclopedia of Research Methods in Applied Linguistics

965 citations

09 Jun 2016

874 citations

Journal Article
TL;DR: Dornyei, Zoltan (2007)Research Methods in Applied LinguisticsOxford: Oxford University Press; as discussed by the authors 978-0-19-442258-1.336 paginas
Abstract: Dornyei, Zoltan (2007) Research Methods in Applied Linguistics Oxford: Oxford University Press ISBN-13: 978-0-19-442258-1 336 paginas Edicion en ingles

532 citations

Journal Article

484 citations

Journal Article
TL;DR: Canagarajah as discussed by the authors presents Resisting Linguistic Imperialism in English Teaching: A Resena de libro: A. Suresh Canagaraja. Oxford: Oxford University Press. 1999,216 paginas
Abstract: Resena de libro: A. Suresh Canagarajah. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press. 1999,216 paginas

350 citations