1. Teacher Cognition on the Place of Culture in English Education in Tunisia

Tarek Hermessi

Volume 4, Issue 2 , Summer and Autumn 2016, , Pages 105-118

Abstract
  This study investigated the cognition of 70 Tunisian teachers on the place of culture in English education. It showed that Tunisian teachers believe that English textbooks and curricular documents are not specific about the cultural dimension of EFL. It also revealed that L2 teachers, whose mother culture ...  Read More

2. The Question of Re-Presentation In EFL Course Books: Are Learners of English Taught about New Zealand?

Tugba Toprak; Yasemin Aksoyalp

Volume 3, Issue 1 , Winter and Spring 2015, , Pages 91-104

Abstract
  Increasingly intercultural dimension of communication in the 21st century has brought about challenging aims in EFL (English as a Foreign Language) pedagogy, such as ascertaining the enhancement of the learners' intercultural awareness and promoting their ability to communicate in intercultural settings. ...  Read More

3. Language and the Socio-Cultural Worlds of Those Who Use it: A Case of Vague Expressions

Vahid Parvaresh; Azizullah Dabghi

Volume 1, Issue 1 , Winter and Spring 2013, , Pages 74-88

Abstract
   The present study is an attempt to investigate the use of vague expressions by intermediate EFL learners. More specifically, the current study focuses on the structures and functions of one of the most common categories of vague language, i.e. general extenders. The data include a 22-hour corpus ...  Read More