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This paper examines the role of the structural syllabus in EFL settings, particularly EFL classes in Iran. The paper starts with an overview of what the structural syllabus is. Afterwards, the shortcom-ings of the structural syllabus are reviewed. Next the role of formal grammar instruction is discussed in depth. Finally it is suggested that because of the crucial role that grammar instruction plays in EFL set-tings, the structural syllabus can serve these classes better than other syllabus types. The structural syl-labus advocated in this paper has two qualities. First, it is compatible with learners’ internal syllabus. Second, it benefits from innovative tasks such as consciousness-raising activities and communicative ac-tivities.

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Training competent translators who can effectively and readily meet the needs of the translation market is currently a major challenge for translation instructors; however, L2 teaching methodologies have marked a more accelerated progress in general. The present study was an interdisciplinary effort to examine the possibility of transferring these achievements to translation instruction, with a particular focus on Task-Based Language Teaching. To this end, first, the components of Task-Based Translation Teaching (TBTT) were extracted by reviewing the related literature, administrating an open-ended questionnaire to 17 translation instructors, and using Delphi technique with a panel of six experts. The findings pointed at 6 main components for TBTT, namely Authenticity and Contextualization, Balanced Focus on Meaning and Form, Process-orientedness, Interactivity, Learner-centeredness, Reflectivity and Evaluation, comprising 22 subcomponents. Next, a three-hour workshop was designed based on the same components and subcomponents to put the proposed framework on trial. The merits and demerits of practically implementing this framework was elicited from the 10 participants via a semi-structured interview. Content analysis of the interview transcriptions revealed a general positive attitude on the side of the learners despite some criticisms leveled at the method. While the most frequently stated advantage was the collaborative and student-centered nature of the method, the primary drawback was stated as its being time-consuming and challenging for teachers to design and operationalize. These findings can help translation instructors to revise or revisit their curricula and lesson plans or serve as a model for future endeavors in updating teaching methodologies in translation.

1. Introduction
Training knowledgeable and skillful translators who can effectively and readily meet the needs of the translation market is currently a big challenge for translation instructors. In fact, a number of previous research studies have already reported on the failure of newly graduated translators to meet the expectation of their clients in the market. Based on these reports, it can be assumed that, despite the fundamental and revolutionary changes in teaching languages in general, most instructional methodologies and techniques in training translators have not been updated for a rather long time. For instance, in academic translation instruction in Iranian context, students are not engaged in team-work and interactive practices in the class and what most of them do is to practice translation without any collaboration with other fellow students. Subsequently, the instructor and the students focus on the final product of translation in terms of better choices and alternative translation equivalents. Therefore, team-work, interaction, and translation process are largely neglected in this situation. Additionally, the choices made by the instructor are often taken as the reference and learners are instructed to passively take notes of what the instructors dictate based on their personal preferences when dealing with a translation problem. This method, which is frequently reported to be applied in Iranian translation classes, is to some extent similar to what has been traditionally characterized as the Transmissionist approach. On the other hand, it is obvious that English Language Teaching (ELT) has significantly improved during past decades through the efforts of both researchers and practitioners of the field. In this respect, Task-Based Language Teaching (TBLT) has been a prevailingly successful method in teaching foreign languages that involves authentic tasks needed to be completed collaboratively. However, little attention has been paid to its application to teaching translation and its possible outcomes. Therefore, the present interdisciplinary study aimed to examine the possibility of applying this method to teaching translation. The Following research questions were formed.
2. Research Questions

1. What components does Task-based Translation Teaching include?
2. What are the challenges and advantages of applying TBLT to translation teaching?

3. Methodology
To address the research questions, the components of task-based teaching in translation were first extracted. For this purpose, 17 experts including university instructors in TEFL and Translation Studies were interviewed.  Also, the related literature was reviewed for a list of components in task-based teaching. As a result, a model of TBLT in teaching translation with six main components was developed. In order to check the viability and efficacy of TBLT method applied to translation training and investigate learners’ attitudes towards this experience, a hands-on TBLT workshop was planned and held for three hours based on the extracted components and subcomponents. One of the most important objectives of this study was to design a sample Task-Based Translation Teaching syllabus that could be applied to the workshop and possible future classes. Therefore, the principles of TBLT were drawn upon and considering the nature of this method, a task-based syllabus was developed.

4. Results
The findings of the first phase of this study indicated that six main components with 22 subcomponents were discernable for task-based teaching of translation. The components included “Authenticity and Contextualization”, “Balanced Focus on Meaning and Form”, “Process-orientedness”, “Interactivity”, “Learner-centeredness” and “Reflectivity and Evaluation”. Subsequently, a workshop was designed based on the extracted principles. By analyzing the quality of the participants’ translations before and after the workshop and interviewing them, the challenges and prospects of the method were carefully examined. It turned out that the quality of the translations produced by the participants improved considerably after being exposed to task-based methods of translation training and collaborating with their peers in a process-oriented fashion of problem-solving. The qualitative analysis of the workshop data revealed that TBLT was in general popular with translation trainees and considerably helped improve their translation skills although a number of disadvantages were also articulated. The most significant drawback of the experiment seemed to be the grave responsibility imposed on instructors to design translation training tasks, which can be a delicate and painstaking issue. It became clear that in order to successfully implement a Task-based teaching approach in a translation class, the above-mentioned components have to be fully observed. Moreover, the extracted components in this study were in line with the principles and components of TBLT put forward by ELT researchers, since in both, authenticity, interactivity, reflectivity and evaluation, and process-orientedness are the ground for teaching based on TBLT. This paper also revealed that instructors in TBTT method have to create a cooperative and interactive atmosphere in which students can work in groups and help each other in solving the translation problems and finding the best solution.

5. Conclusion
All in all, it can be concluded that implementing TBLT in translation classes is both plausible and feasible. However, there are some pros and cons that have to be taken into consideration. In this regard, attempts and attention should be given to the application and analysis of such authentic methods to teaching translation.  The result of the present paper can be drawn upon to develop translation curricula and update the existing syllabi. It also calls for more adventurous trials of less-often-explored approaches and methodologies in teaching translation.



 

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In this research, English was instructed to learners with mild intellectual disabilities (IDs) in Iran (2017-2018). In this single-group post-test study, 32 seventh-graders with IDs were selected using convenience sampling. The teaching material was a validated researcher-made pamphlet. Four teachers of special schools instructed the pamphlet for 14 sessions of 45 minutes for four months in the school setting and completed formative assessment forms for each student using descriptive terms. The students’ achievements were compared using the chi-squared test. A significantly higher number of students had a successful performance on listening, reading, and writing compared to those with a relatively successful and unsuccessful performance (p ≤ 0.05), while no significant difference was observed in the case of speaking. Learners with IDs can successfully learn EFL with the aid of methods, techniques, and materials tailored to their needs. Learners with IDs can successfully learn English as a foreign language. Speaking is the most difficult language skill for learners with IDs. The difference in orthographic systems does not affect writing skill development considering the objectives designed in this project. The results encourage foreign learning by learners with IDs and, thereby promoting inclusion.


 

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Children need to start learning English from a very young age in this fast globalizing world. The knowledge of the English language can assist in providing several opportunities for them in the future. It is also essential to know how very young children acquire a foreign language and which content and activities should be selected for their age. This study aimed to observe and describe the procedure of the language development of very young children. Researchers employed a descriptive case study design to portray and assess foreign language learning of two three-year-old twins’ grammar acquisition, vocabulary gains, and fluency in the early years of life (3-4/5). Besides the methods firmly associated with qualitative study and case studies, there were four sources of data collection: observation, audio-video recordings, and diary records. The central unit of the twins’ language development analysis was their utterances. The findings supported using a naturalistic environment where very young children could be exposed to the English language informally in everyday contexts and activities. This research can share its findings with education communities and very young children’s teachers to promote a new professional development model for fostering language development in very young learners’ classrooms, assessments, and curricula.

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Systematic research on English language teachers' perceptions of research has not yet shown whether or not ‘teacher research’ is acceptably understood and carried out in institutions of higher education worldwide. Moreover, understanding cross-cultural (mis)conceptions of and barriers to research is an important initial step in promoting teacher research engagement. This article explores perceptions of teacher research held by 68 university lecturers (38 Iranians and 30 Malaysians) teaching English at graduate and undergraduate levels. Data was collected using questionnaire surveys followed by focus group and electronic interviews. The participating lecturers reported their views on the nature of research, their levels of reading and doing research, and their reasons for research engagement. Comparative analyses of their response frequencies indicated that common perceptions of research were more in line with traditional views of research in both subgroups. Low research engagement by doing and moderate engagement by reading was reported by teachers from both countries. Time limitations and lack of skills were reported as the most frequent barriers to teacher research. A series of Chi-Square analyses comparing the two contexts indicated significant differences in how lecturers saw good teacher research and how they were affected by different de-motivating elements of their institutional research culture. The findings indicate that socio-cultural contexts affect research perception and have valuable implications for the curricular promotion of teacher research in English Language Teaching in institutions of higher education in the targeted institutions