Delineating Female Characters in Wollstonecraft’s Maria and El Saadawi’s Woman at Point Zero: A Comparative Study

Mohamed Abdulhasan Jasm Bahadl-Khafajah, Iraqi Ministry of Education, Dr. Azra Ghandeharion, Dr. Azra Ghandeharion (Corresponding author), Dr. Ahmad Reza Heydarian Shahri, & Dr. Zohreh Taebi, Ferdowsi University of Mashhad, Iran

 

This study was undertaken to analyze the similarity of portraying female characters in British writer Wollstonecraft’s The Wrongs of Woman, or Maria(1798) and the Egyptian activist, El Saadawi’sWomen at Point Zero(1973). The purpose behind choosing these novels is attributed to their critical impact in feminist fiction writing. The novelists have written the considered novels as an attempt to act out their feminist theories. Moreover, Wollstonecraft and El Saadawi come from very dissimilar cultures, religions, places and times; nonetheless they have depicted their heroines in a strikingly similar way. Applying theories of both Second Wave Feminism and American School of Comparative Literature revealed that kinds of oppression that women have passed through all over the world are the same. Since both British and Egyptian societies were patriarchal at that time, women have been deemed to suffer. The observation to emerge from the data is that female writers have been writing themselves rather than creating imaginary worlds to their novels. They have spiced up their fiction with their own experiences which in turn validated their stories.

 

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

The Role of Learner's Intelligence in Learning English as a Foreign Language

Dr. Mousa Ghonchepour(Farhangiyan University) & Mahdiye Pakzad Moghaddam(Educational Department of Kerman), Iran

 

This study aims to establish the role of intelligence in learning English as a foreign language in Iranian teenage learners. The tests were administered at the end of year to two mixed classes of 60 learners ranging in age from 13 years to 19. The learners' performance was examined via a comprehensive reference for assessment in psychology, education and business achievement and intelligence (verbal and nonverbal) standardized tests. The correlation between two variables was determined through Pearson Product-Moment Correlation Coefficient. The results of investigation showed that unlike first language acquisition, there is a positive correlation between verbal and nonverbal intelligence and learners' English language development.

 

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Attitudes towards English in Iran

Zainab Abolfazli Khonbi (Kosar University of Bojnord, Iran) & Dr. Karim Sadeghi(Urmia University, Iran)

 

This paper, delves into the attitudes of Iranians towards English which is taught as a foreign language at universities and institutes in Iran. In particular, it focuses mainly on the effect of university degree on Iranian students’ attitudes towards English; it also briefly considers the role of gender and age range in this respect. To this end 114 participants from Urmia university [including EFL students at Masters of Arts (N= 13) and Bachelor of Arts (N= 43) degrees and Chemistry students (N= 29, hereto referred to as laymen)], and female learners from Urmia language institutes (N= 29) were randomly selected. They were required to complete a validated and reliable researcher-made five point Likert-scale attitude towards English questionnaire. The participants were found to have positive attitudes towards English. However, while ANOVA for each single item revealed a few cases of significant difference between laymen and other groups, a more general ANOVA indicated no significant difference among the university degree groups in their attitudes towards English. T-test and a further ANOVA also revealed no significant difference between the two genders and among the age range groups in terms of their attitudes towards English. The paper concludes with further detailed findings and implications.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz

A Comparison between Iranian EFL Students and High School Students Using Vocabulary Strategies

Zohreh Hoominian Sharif Abad,

Islamic Azad University, Tehran Science and Research Branch, Iran

 

This paper reports a survey study of how Iranian EFL learners use strategies when learning second language vocabulary comparing to those students studying in high school. The focus of the study is on the effect of learning environments (institute vs. high school) on the use of vocabulary learning strategies. The subjects are 15 high school students, and 15 EFL learners.  A 56-item vocabulary learning strategy questionnaire was employed to elicit students’ strategy use. The questionnaire used in the survey was a modified version of Dakun, &Gieve (2008). The profile of the students’ learning strategies was examined in relation to their learning environments. The t-test results showed that learning environment was significant factor in affecting vocabulary learning strategy use. The findings suggest that language environments can influence individuals’ vocabulary learning profile.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Learner Autonomy: An Investigation into the Perspectives of Iranian EFL Teachers

Soudabeh Zarei & Dr. Zahra Rastegar Haghighi Shirazi,

Department of Foreign Languages, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

 

The present study aimed at exploring the perspectives of Iranian EFL teachers toward learner autonomy. In order to achieve such a goal, 90 Iranian EFL teachers were asked to take part in the study by filling out a questionnaire devised by Borg and Al-Busaidi (2012) aimed at eliciting teachers’ perception toward learner autonomy. The sample consisted of both male and female and varied with regard to their years of teaching experience. The findings revealed that teachers’ notions were much more concerned with the psychological perspectives followed by the social and political orientations on learner autonomy whereas the technical orientation enjoyed the lowest tendency. Teachers also considered their role as a significant factor in developing learner autonomy and they believed that without their help students cannot turn to be autonomous learners. The findings also showed that cultural universality, age, and language proficiency did not affect the learner autonomy.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

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