No abstract

Teachers play different roles in multidimensional process of language teaching and their beliefs about language teaching might influence their practices. Donaghue (2003) stated that beliefs guide teachers in their practice. However, Argyris and Schon (1978) claimed that there is almost a discrepancy between teachers' beliefs about language teaching and their practices in the classrooms. Therefore, the present study investigated the relationship between Iranian ELT instructors' beliefs about language teaching and their real practices in classrooms. To achieve this goal, the researchers accidentally selected 369 Iranian ELT instructors and 512 Iranian students. To collect the required data, the researchers employed Teacher's Beliefs Questionnaire (TBQ) to elicit instructors' beliefs about language teaching and Students' Satisfaction Questionnaire (SSQ) to elicit to what extent Iranian instructors applied their beliefs in their practices. Besides, to verify the results of questionnaires, the researchers interviewed nine instructors. The results revealed a positive significant relationship (p≤0.05) between instructors' beliefs about language teaching and their real practices in classrooms. The findings proposed some applicable implications that can be applied by policy makers and curriculum designers to provide facilities to support reflective teaching and to improve teacher education programs.

Local application of 5-FU significantly reduced peritendinous adhesion. Local IFN-α and IFN-β had no significant effect on the prevention of peritendinous adhesion formation. The strength of the repair was not affected by these cytokines and 5-FU.

Teacher's sense of humor is like a miracle in creating effective teaching and learning environments where there is no place for stress and anxiety but instead intrinsic motivation is enhanced. The present study aims mainly, to explore the effects of teachers' sense of humor of EFL intermediate learners' reading comprehension ability. Having administered a test of reading proficiency, 58 learners are selected and assigned into control and experimental groups. Also two English language teachers, based on TOEFL and Humor Questionnaire, are selected to teach these learners. The process of teaching and the materials were the same for both groups. But participants in humor class were taught in a well-defined humorous environment managed by the teacher. Considering the control group, the process of teaching reading texts was conducted in a normal manner. To measure the relationship between EFL teachers' sense of humor and EFL learners' intrinsic motivation in reading comprehension ability, an Intrinsic Motivation in Reading Questionnaire (IMERQ) including reading curiosity, is given to experimental participants both at the outset and at the end of the course. Finally based on the data, it was found that teachers' sense of humor was effective in improving learners' reading comprehension ability and enhancing intrinsic motivation. The findings can also provide pedagogical implications for considering teachers' sense of humor as an intrinsically motivating learning tool.