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    Teachers’ Curricular Knowledge in Teacher Education Programs: A Case of Iran’s Sociocultural Context

    Rafat Bagherzadeh, Zia Tajeddin
    Journal PapersInternational Journal of Society, Culture & Language , 2021 March 6, {Pages 15-Jan }

    Abstract

    Teacher education programs can pursue the aim of helping teachers acquire the knowledge base for effective teaching. However, the representation of curricular knowledge, one of the important dimensions of the teacher knowledge base, varies across educational and sociocultural contexts. As this knowledge has rarely been explored in the context of Iran, the current study sought to analyze the contents of teacher education programs to identify the representation of curricular knowledge. For this aim, the programs of 15 English language institutes were analyzed using a checklist developed based on Roberts’ (1998) model. Totally, 12 general categories, including 59 components, were found in pre-service programs; however, only 4 categories and

    Learners’ perspectives on imagined community of practice in English as an international language

    Zia Tajeddin, Mahnaz Mostafaei Alaei, Elahe Moladoust
    Journal PapersJournal of Multilingual and Multicultural Development , 2021 April 28, {Pages 15-Jan }

    Abstract

    Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total of 592 participants completed an Imagined Community of Practice Questionnaire, and 64 participated in semi-structured interviews. The questionnaire data were subjected to exploratory factor analysis, which identified four underlying factors, including constructing language learning identity, learn

    English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom

    H Yasaei, M Alemi, Z Tajeddin
    Journal Papers , , {Pages }

    Abstract

    Toward Critical Applied Pragmatics: Moving from Postcolonial Hegemony to Decolonial Pragmatics Pedagogy.

    Z Tajeddin
    Journal Papers , , {Pages }

    Abstract

    Religious Teachers' Perceptions of Their Religious Identity: A Case of Iranian English Language Teachers

    Z Tajeddin, Z Saeedi, MJ Mohammadi
    Journal Papers , , {Pages }

    Abstract

    Language Teachers' Identity Configurations and Their Resolution Strategies for Imposed Identity

    A Gholamshahi, M Alemi, Z Tajeddin
    Journal Papers , , {Pages }

    Abstract

    Moving from Cultural Ethnocentrism to Enthnorelativism Through the Affordance of English Language Learning Experience

    Z Tajeddin, M Alemi
    Journal Papers , , {Pages }

    Abstract

    Persian-Speaking Teachers’ Perspectives on Methods and Materials for Teaching English as an International Language

    Zia Tajeddin, Roya Pashmforoosh
    Journal PapersResearch in Applied Linguistics , Volume 11 , Issue 1, 2020 January 1, {Pages 44-65 }

    Abstract

    Despite the global spread of English, it seems that voices from Persian-speaking teachers concerning English as an international language (EIL) teaching methods and materials are underrepresented. The present study set out to explore how nonnative Persian-speaking English language teachers respond to the increasing global dominance of EIL and native-and non-native-speakers’ language norms within the general paradigm of ELT. Questionnaires and interviews were used to explore 210 teachers’ beliefs about language teaching materials and methods in the context of EIL. Findings showed that the teachers noticed the need to expose English language learners to both native and nonnative varieties of English. Furthermore, the teachers acknowledged

    Lessons from Good Language Teachers

    Carol Griffiths, Zia Tajeddin
    Journal Papers , 2020 April 30, {Pages }

    Abstract

    " When we say that someone is a'good language teacher', we are assigning that person an identity-in fact, multiple identities. They are a teacher, doing what teachers do in classrooms and schools or other institutional or online settings. They are also a language teacher, and so are associated with the instruction and learning of a particular subject, the target language. Finally, they are good at what they do. This means that not only do they have a particular role which performs a particular function, but they are also considered to be successful in achieving what they set out to do. Good can have several meanings, of course, all of which have implications for the identity of the teacher. We know teachers who are good because they achieve

    Reflection and good language teachers

    Minoo Alemi, Zia Tajeddin
    Journal PapersLessons from good language teachers , 2020 April 30, {Pages 41-53 }

    Abstract

    Reflection is defined as “a thinking process which gives coherence to a situation which is initially incoherent and unclear”(Clar?, 2015, p. 263). As Farrell (2018a, 2018b) argues, teacher reflection is an essential component of many language teacher education programs worldwide as it can help teachers with a deeper understanding of their teaching, assessment of their professional growth, and development of informed decision-making skills. Due to the importance of this thinking process, reflection lies at the heart of continued professional development and the evaluation of good teaching in many frameworks including EAQUALS (Evaluation and Accreditation of Quality in Language Services)(see www. eaquals. org), the Cambridge English Teach

    Developing and Validating an EFL Teacher Imposed Identity Inventory: A Mixed Methods Study

    Azra Gholamshahi, Minoo Alemi, Zia Tajeddin
    Journal PapersJournal of Modern Research in English Language Studies , 2020 June 2, {Pages }

    Abstract

    Teacher-others relationship is one of the main features of teacher identity. As an aspect of this relationship, in some educational contexts, teachers experience imposition in their work place. As there is no survey tool to measure imposed identity, the present study developed a questionnaire based on the relevant literature and interviews with 44 EFL teachers, resulting in a 45-item questionnaire which was disseminated among 450 EFL teachers. An exploratory factor analysis of responses of EFL teachers yielded eight factors, namely: (1) Instructional, assessment, and interpersonal expectations imposed by managers and Supervisors, (2) Teacher professional responsibilities expected by stakeholders in the institute and the family, (3) Restrict

    Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization

    Zia Tajeddin, Susan Ghaffaryan
    Journal PapersJournal of Intercultural Communication Research , Volume 49 , Issue 3, 2020 May 3, {Pages 263-281 }

    Abstract

    This study used questionnaires and interviews to investigate Iranian English language teachers’ intercultural identity and its metaphoric realization in the context of cultural globalization. While questionnaire findings revealed that the majority held first language cultural identity, factor analysis indicated teachers’ preference for American culture as representative of globalized culture. Interview data indicated teachers’ imagined direct exposure to the global village through the media. Metaphoric analysis revealed the conceptualization of local culture as closed home, which was valued by anti-cultural globalization teachers as protection while devalued by pro-cultural globalization teachers as a limitation. These fi

    Good Language Teachers: Past, Present, and Future Directions

    Zia Tajeddin, Carol Griffiths
    Journal PapersLessons from Good Language Teachers , 2020 April 30, {Pages 298 }

    Abstract

    Teachers have always been among the main stakeholders in language education. A review of the fads and fashions and the rise and fall of language teaching methods testifies to the varied roles assigned to language teachers. In the heyday of the methods era, ranging from the audiolingual method to Task-Based Language Teaching (TBLT), teachers constantly received attention depending on how teacher roles were defined in each method. These roles are well presented in two seminal volumes by Richards and Rodgers (2001) and Larsen-Freeman (2000). In the former, the authors describe three aspects of methods: approach, design, and procedure. In this model, teachers along with objectives, syllabus, learning activities, roles of learners, and materials

    15 Pragmatics and Good Language Teachers

    Zia Tajeddin, Minoo Alemi
    Journal PapersLessons from Good Language Teachers , 2020 April 30, {Pages 189 }

    Abstract

    As one of the main components of communicative competence, pragmatic competence is the ability to use language appropriately in social interaction. One main component of pragmatic competence is the use of speech acts, which are acts such as requesting, apologizing, and thanking that speakers perform when making an utterance with regard to particular intentions and purposes. As such, the effective instruction of pragmatics, including speech acts and crosscultural variations in their realizations, is considered to be among the abilities that good language teachers should develop. This chapter aims to address the interface between pragmatics and good language teachers’ knowledge base and instructional practice. First, a model of the historic

    Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks

    Zia Tajeddin, Maryam Pakzadian
    Journal PapersAsian-Pacific Journal of Second and Foreign Language Education , Volume 5 , Issue 1, 2020 December , {Pages 15-Jan }

    Abstract

    The rise of world Englishes has challenged the emphasis on native-speaker accents and cultures in English language teaching. This study aimed to investigate the representation of world Englishes and cultures in three global language teaching textbooks, namely Interchange, English Result, and American English File. The textbooks were subjected to content analysis regarding their reference to Inner, Outer, and Expanding Circles’ varieties and their associated cultural contents. Kachru (The alchemy of English: The spread functions and models of non-native Englishes. Oxford: Pergamon, 1986) notion of Concentric Circles, and the categorization proposed by Pfister and Borzelli (Unterrichtspraxis 10:102–108, 1977) functioned as a framework to

    Typology of scaffolding in teacher discourse: Large data‐based evidence from second language classrooms

    Zia Tajeddin, Jaber Kamali
    Journal PapersInternational Journal of Applied Linguistics , Volume 30 , Issue 2, 2020 July , {Pages 329-343 }

    Abstract

    The aim of this study was to develop a new typology of scaffolding grounded on a large classroom corpus of teacher talk. To this end, 45 hours of 15 language teachers' classroom instruction were recorded and transcribed. From the obtained data, a new typology is proposed with four major categories, namely meta‐scaffolding, linguistic scaffolding, affective scaffolding, and under‐scaffolding. These categories comprise a wide range of subcategories, including, inter alia, meta‐linguistic scaffolding, gestural scaffolding, resource providing, audiovisual organizers, reformulation, elicitation, echoing, and emotional scaffolding. Moreover, the data show that the classroom interactional pattern of Initiation/Response/Feedback (IRF) could b

    Pragmatics Pedagogy in English as an International Language

    Zia Tajeddin, Minoo Alemi
    Journal Papers , 2020 December 11, {Pages }

    Abstract

    Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers’ and scholars’ perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics

    Unpacking the Nexus between Teachers' Awareness of Pragmatics Instruction and Their Classroom Practices

    Zia Tajeddin, Mehdi Khodaparast
    Journal PapersTeaching English Language , Volume 14 , Issue 2, 2020 October 22, {Pages 29-57 }

    Abstract

    Developing learners' pragmatic competence is claimed to be influenced by teachers' awareness of pragmatic instruction. However, this awareness and the way teachers teach pragmatics in their classrooms have been rarely explored. Therefore, this study sought to investigate the extent of English as a foreign language (EFL) teachers' metapragmatic awareness and their instruction of pragmatic features. To achieve this goal, a 30-item questionnaire was adapted and administered to 300 EFL teachers and analyzed in terms of the four components of the questionnaire, including Language teachers, Language learners, Colleagues and institutes, and Coursebooks and exams. Moreover, the classes of 30 teachers were observed based on a 20-item observation che

    Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction

    Zia Tajeddin, Minoo Alemi, Zahra Kamrani
    Journal PapersIranian Journal of Language Teaching Research , Volume 8 , Issue 3 (Special Issue), 2020 October 1, {Pages 24-Jan }

    Abstract

    Although decades of research have documented scaffolding in second language learning, providing scaffolding in content-based instruction (CBI) has remained under-explored. This qualitative study investigated teachers’ discursive scaffolding strategies and functions and L2 students’ reciprocity to teachers’ scaffolding in science CBI. Four teachers and 30 bilingual students were selected through convenience sampling from an international school. The audiotaped recordings of 24 hours of classroom instruction were transcribed and analyzed based on discursive scaffolding strategies (Walqui, 2006) and scaffolding functions (Wood, Bruner, & Ross, 1976). The deductive content analysis of data demonstrated that the most frequent scaffolding s

    Epilogue: The Future of EIL-Aware Pragmatics Pedagogy

    Zia Tajeddin, Minoo Alemi
    Journal Papers , 2020 December 11, {Pages 253-257 }

    Abstract

    The chapters in this volume explored the various dimensions of pragmatics pedagogy in the context of English as an international language (EIL). These dimensions fall into two broad categories:(a) EIL-aware pragmatics instruction and assessment, and (b) research on the numerous aspects of EIL-pragmatics interface. Drawing on the insights provided in the chapters, we propose implications for EIL-aware pragmatics pedagogy and highlight underexplored areas for future research.

    دروس نیمسال جاری

    • دكتري
      تربيت معلم زبان Language Teacher Education ( واحد)
      دانشکده علوم انسانی، گروه آموزش زبان انگليسي
    • كارشناسي ارشد
      زبانشناسي در آموزش زبان ( واحد)

    دروس نیمسال قبل

    • كارشناسي ارشد
      تدريس عملي ( واحد)
      دانشکده علوم انسانی، گروه آموزش زبان انگليسي
    • كارشناسي ارشد
      اصول و روش تدريس زبانهاي خارجي ( واحد)
    • دكتري
      نقد و بررسي مسائل آموزش زبان Critique of Issues in Language Teaching ( واحد)
    • دكتري
      برنامه ريزي درسي زبان Language Curriculum Development ( واحد)
    • 1397
      محمدرجبي, سعيد
      آگاهي از لهجه حلقه هاي دروني و بيروني انگليسي هاي جهان تاثير بر ديدگاه جذبه اجتماعي تمايل به برقراري ارتباط و تعصب لهجه زبان آموزان
    • 1397
      يداله پورزواردهي, رضا
    • 1398
      رئوف گنبدي, امين
    • 1395
      بيري, اسو
      استدلال آموزشي معلمان تازه كار در تدريس مهارت صحبت كردن: خاستگاه ها و وضعيت اين استدلال و تأثير گروه تأمل انتقادي كندوكاو- محور بر آن
    • 1396
      عباس زاده گوراني, افسانه
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