What is IELTS exam

IELTS is International English Language Testing System. It is an exam intended for non-native English speakers. Its purpose is to find out what is your level of English (your result is a band score from 0 to 9). Usually you need to take IELTS if you are applying for a job/studies in a college or university in English-speaking country or if you are migrating to such country. There are 2 types of IELTS test - Academic and General. Academic is for future students and General is for immigrants.

The IELTS Routine

The IELTS test consists of four parts in the following order

Listening test

Reading test

Writing test

Speaking test

Listening test takes about 30 minutes - 20 minutes to listen to a tape and to answer questions on what you hear, and 10 minutes to transfer your answers to Answer Sheet.

Reading test takes 1 hour and your task is to read passages of text and answer questions according to what you have read. There are also other types of assignments which I will cover later on in following posts.

Writing test takes also 1 hour and is divided into 2 sub-parts: 20 minutes to write a letter/report and 40 minutes to write an essay.

Speaking test takes up to 15 minutes and consists of 3 parts: Personal Interview, Little Speech and a Discussion.

All the parts continue one after another, and only before the Speaking test you get a break.

 

 

 

منابع کارشناسی ارشد (آموزش زبان انگلیسی)

Methodology:

- Techniques and Principles in Language Teaching (Diane Larsen-Freeman)

- Developing Second Language Skills (Kenneth Chastain)

- Rivers' book

- Approaches and Methods in Language Teaching (Richards and Rogers)

- Mirhasani's book

- Douglas Brown's book

Linguistics:

- The study of language (George Yule)

- Language and Linguistics (Julia Falk)

Testing:

- Techniques in Testing (Harold S. Madsen)

- Davis' book

- Farhadi-Jaefarpoor-Birjandi's book

TOEFL:

- Barron's TOEFL IBT

- NTC Practice Test Kit for the TOEFL

- Longman Preparation Course for the TOEFL Test

 

 

How to Build a Language

By Adam Smith

                Learning a second language is not an easy task, one must take in many forms of education in order to fully grasp the language and it content.  In the realm of Japanese a native English speaker cannot simply just pick up the language without also studying cultural traits along with it.  Many people have written on language study and have created methods for doing so, and even further many linguists and psychologists have studied the good and bad methods using specific tests.  Using some of my own experiences and some of those gathered by experimentation I will present a new method that is more a conglomeration of differing techniques combined as one ultimate method for teaching language in a secondary sense. 

            First let us define the term of learning so that all is clear.  Learning as defined by H. Douglas Brown in "Principles of Language Learning and Teaching" as, "…a relatively permanent change is behavioral tendency and is the result of reinforced practice." (Brown, 6)  This concept of learning is important because of two things, permanent change and reinforced learning.  Meaning, the change is irreversible and the learner must have multiple experiences in order to learn the specific concept.  Using this idea as a base for building our program we must do two things, follow up our teachings with testing in order to prove that the learner has truly learned the concept and we must also give them multiple facets for learning the concepts we see as important in the languages' skill. 

            Let us now look at some of the more challenging areas of second language learning.  The first is vocabulary.  Vocabulary is simply an area in which one must repeat until the knowledge is sufficiently placed in the learners pathways.  The second is muscle control in such that the learner would have the ability to sound more fluent based solely on sound and not proficiency.  The third is grammar.  While reading and writing are a helpful way, the more complete and effective learning style is to be immersed and hear the grammar structures over and over until the learner grasps the meaning based ...  So in order to accomplish such a feat the teaching party needs to set up an environment that can set up the learner to be as immersed as possible. 

            Choosing which methods to use is important and in fact using methods at specific periods of learning could be a more effective way to teach.  What methods should one employ in order to be effective is a great question but it is necessary to know the methods first.  So let us become more familiar with the methods used in our new program.  Using the definitions of Dianne Larsen-Freeman and her book called "Techniques and Principles in Language Teaching" we can design our own program. 

            The first method that should be used is called Dessugestopedia.  This method in summary terms is a method to keep the learners esteem in high spirits.  This is useful for the simple fact that quite often in difficult languages, like that of Japanese, the learner quickly becomes discourage because of the harsh learning curve.  But if one is to focus of the emotions of the learner and sternly teach but with a kind and understanding attitude it promotes a valuable learning environment that does not discourage the learner.  Using this method the teaching party can ease the learner into the sounds of the language by using Edith Skinners approach to sounds made by the human mouth.  While the mouth is a complicated area to describe, if the teacher takes the time to educate the learner on how to control that area the learners will not only sound more fluent but they will have the ability to listen to the language with more proficiency and therefore will learn faster.  This then, in turn, promotes a healthier attitude towards the language and the learning involved. 

            The next method used is called Community Language Learning.  In the most basic form this helps to create a community that the students feel more secure in so that they are allowed to fully blossom and feel less frightened.  Creating a culture inside the class differentiates the class from other classes and allows a unique learning skill.  Meaning, more specifically, that the students create a place where the learning is safe and more approachable; in this way the students feel less awkward about speaking aloud.  Once the community is built the teacher keeps the place of leader but lets the meaning dissolve a little while the students communicate back and forth based on set exercises.  Giving them structure in a free environment allows the students to know what they are accomplishing while they still hold the sense of freedom.  Used more in a small dose this is more effective but using this only as a base would create a weaker image of the teacher and so this must be used sparingly. 

            Another group of methods that should be included is that of the Content-based, Task-based, and Participatory approaches.  These methods used in combination rather than individually are very useful methods.  Content based uses specific ideas to help set rules by simplifying the input given by the students.  For example, the teacher shows the learner a set of words and also gives the learner a sheet of paper with missing elements.  Then the teacher tells the learner to fill in the blank spaces with the previously given vocabulary words.  By giving the words in context and not explaining much of the meaning it gives a more immersed feeling and the students must gain a feeling for the words first.  The task based method employs the idea that the learners should create some sort of homework that involves the lessons of the day and then share them amongst themselves.  For example, creating a calendar without the names of the days of the week and making the other learners fill in the blank days.  Simple but if employed properly these tasks can create memorable objects that are useful.  The Participatory method refers to the idea that the learners should speak about their daily life and the teacher should then use these ideas in order to benefit the learners.  An example of this would be, many of the learners are having trouble at home with their mothers and fathers and so the teacher could use this as a way to teach them specific vocabulary about the types of moments; or having to pay rent and the vocabulary and grammar used in this situation.  Using these methods in conjunction of one another would help to benefit the learners by exposing them to context driven tasks that relate to daily life. 

            Next let us look at the method known as the Audio-Lingual method.  This method relies on repetitious oral practice that will help to create habitual behavior that differs from that of the original language.  Making the learners repeat again and again help to condition these patterns into the learner's minds.  The conditional is a useful element because of the notion that the learner will just do rather than think about what to do.  An example of this, in English specifically is when two people see each other for the day and hold a quick conversation as follows.

Person 1:  "Good morning."

Person 2:  "Good morning.  How are you?"

Person 1:  "I am doing well and you?"

Person 2:  "I am doing alright."

Now if you condition the learner to say the appropriate phrase in an autonomic fashion that is less for the learner to focus on.  If these habits are formed it becomes easier for the learner to form these habits on their own.

            Another of the methods that are useful is the Grammar-Translation method, also known as the Classic method.  Simply put this method involves simple translation of sentences from the second language into the native and vice versa.  This is useful because it reinforces the learned knowledge through repetition and just simple work.  While less attractive and less fun the student tends to learn quite a bit from this method.  It is also a good method because it creates a connection in the brain between the native language and the target language; it then takes less effort to move between the languages. 

            The final method we will employ is the Direct method.  This method is just as simple as it sounds; you teach the learners through direct contact and now translation.  Not allowing the sinking into the native language but rather using on the target language to teach the class.  This is useful because it forces the learner's brain to only use that language rather than translating it in thought the sputtering out the sentence in a less naturally paced form.  It helps build speed in comprehension and speaking ability quickly and also begins to develop new habits for understanding the target language. 

            So now that we have an understanding of the methods we intend to employ let us build a program from the ground up in order to create the best learning possible.  I will use my own target language of Japanese in order to put a label on the second language but keep in mind that this model will work for any and all languages, in theory.  Using Japanese we need to break apart the different elements that make up the language and separate them in order to simplify the program.

            Japanese involves: grammar, vocabulary, kanji, hiragana, katakana, tones/sounds, culture, polite speech, and female and male speech.  This is maybe less simplified than most would desire to proceed but in terms of teaching these are the most important elements for this program.  The most difficult elements for English speakers to learn are grammar and kanji; the rest seem to be more simple.  Since these are the more difficult areas of study we need to separate them from each other in the beginning and then slowly join the two together.  Also rather than translating the hiragana and katakana alphabets into roman characters we simply teach the two syllabic alphabets from the beginning and avoid the roman characters.  Using the Audio-Lingual Method from the beginning we start with simple phrases and numbers that are repetitious so that we create habits for the learners to become accustomed to Japanese.  Also we need to employ the Dessugestopedia method in order to keep up that Japanese is not an impossible language and that with constant practice one can become quite proficient.  Move on to using a Community Language Learning method that lets the class create a culture of its own so that the learners become less timid with the language.  Continuing on we introduce the Content, Task, and Participatory approaches in a mixed formant so that the learners are constantly changing their learning styles.  Finally towards the end we employ a mixture of the Direct method and the Classic method.  Using the direct method as a way to contextually teach the learners the grammar they then can translate the meanings into English definitions of their own.  This is simple and therefore further breakdown is needed; let us look at a way to schedule classes so that maximum learning is achieved.

            We have already discussed that grammar and kanji are the two hardest elements of Japanese and so we literally create two distinct classes for each.  One class is simply kanji driven and that is the only thing studied while grammar is studied in context of the language until it is ultimately taught using only the Direct method.  We then have three days of kanji class and in this way the proficiency of the learner in reading and writing kanji will excel.  One final class would be dedicated to the cultural elements and practices of the Japanese language so that the learner can then understand why certain words and phrases exist and so on.  So a typical week for the Japanese learner should look something like the following.

Monday- Kanji class, Japanese Grammar class

Tuesday- Japanese Grammar class

Wednesday- Kanji class, Japanese Culture class

Thursday- Japanese Grammar class

Friday- Kanji class, Conversation class

Kanji class is simply a class based on kanji study methods, how to break down kanji, and compounds.  Grammar class constitutes of studying sentences and reading that focuses more on the grammar areas of Japanese.  The culture class is a study of holidays, events, and cultural practices that make Japan different from America.  Conversation class would be a one on one or two to three learners that would meet with native speakers in order to practice speaking.  Also involved in the conversation class would be once a month lessons on how to train your mouth to sound more native by using Edith Skinners book, "Speak with Distinction."  I personally understand the amount of time and money that this involves but in order to teach properly we need to involve ourselves, as teachers, more in the process of learning.  If we employed this much repetition and effort in our teaching of Japanese the learners in this program would benefit more than any other. 

When one is studying the language of another culture the learner must study all facets of the language in order to fully understand the language.  It is through various methods that the teachers employ that the learners will become efficient students and efficient practitioners of the target language.  These methods, when used properly and in conjunction will help create a stimulating environment that would simulate an immersive living.  Creating habit forming environments where everything is repeatedly studied helps to benefit the learner.  They then form not only the connections between the native language and the target language but they also create a secondary understanding of the world.  In order to better our own culture, and further our culture, we must understand all cultures so that we can someday unite together to protect this world. 

 

 

The Grammar-Translation Approach

This approach was historically used in teaching Greek and Latin. The approach was generalized to teaching modern languages.

Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

For a review of elements of grammar teaching click here.

The Direct Approach

This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.

Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. There is no translation. The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. Questions are answered in the target language. Grammar is taught inductively--rules are generalized from the practice and experience with the target language. Verbs are used first and systematically conjugated only much later after some oral mastery of the target language. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language.

 

The Reading Approach

This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language.

The priority in studying the target language is first, reading ability and second, current and/or historical knowledge of the country where the target language is spoken. Only the grammar necessary for reading comprehension and fluency is taught. Minimal attention is paid to pronunciation or gaining conversational skills in the target language. From the beginning, a great amount of reading is done in L2, both in and out of class. The vocabulary of the early reading passages and texts is strictly controlled for difficulty. Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important that grammatical skill. Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text.

 

The Audiolingual Method

This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.

New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

Hints for Using Audio-lingual Drills in L2 Teaching

1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verb have should not suddenly switch to have as a main verb.

2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.

3. Ignore all but gross errors of pronunciation when drilling for grammar practice.

4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.

5. Use normal English stress, intonation, and juncture patterns conscientiously.

6. Drill material should always be meaningful. If the content words are not known, teach their meanings.

7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.

8. Introduce the drill in this way:

a. Focus (by writing on the board, for example)

b. Exemplify (by speaking model sentences)

c. Explain (if a simple grammatical explanation is needed)

d. Drill

9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.

10. Use the "backward buildup" technique for long and/or difficult patterns.

--tomorrow

--in the cafeteria tomorrow

--will be eating in the cafeteria tomorrow

--Those boys will be eating in the cafeteria tomorrow.

11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.

Community Language Learning

Curran, Charles A. Counseling-Learning in Second Languages. Apple River, Illinois: Apple River Press, 1976.

This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.

The language-counseling relationship begins with the client's linguistic confusion and conflict. The aim of the language counselor's skill is first to communicate an empathy for the client's threatened inadequate state and to aid him linguistically. Then slowly the teacher-counselor strives to enable him to arrive at his own increasingly independent language adequacy. This process is furthered by the language counselor's ability to establish a warm, understanding, and accepting relationship, thus becoming an "other-language self" for the client. The process involves five stages of adaptation:

STAGE 1

The client is completely dependent on the language counselor.

1. First, he expresses only to the counselor and in English what he wishes to say to the group. Each group member overhears this English exchange but no other members of the group are involved in the interaction.

2. The counselor then reflects these ideas back to the client in the foreign language in a warm, accepting tone, in simple language in phrases of five or six words.

3. The client turns to the group and presents his ideas in the foreign language. He has the counselor's aid if he mispronounces or hesitates on a word or phrase. This is the client's maximum security stage.

STAGE 2

1. Same as above.

2. The client turns and begins to speak the foreign language directly to the group.

3. The counselor aids only as the client hesitates or turns for help. These small independent steps are signs of positive confidence and hope.

STAGE 3

1. The client speaks directly to the group in the foreign language. This presumes that the group has now acquired the ability to understand his simple phrases.

2. Same as 3 above. This presumes the client's greater confidence, independence, and proportionate insight into the relationship of phrases, grammar, and ideas. Translation is given only when a group member desires it.

STAGE 4

1. The client is now speaking freely and complexly in the foreign language. Presumes group's understanding.

2. The counselor directly intervenes in grammatical error, mispronunciation, or where aid in complex expression is needed. The client is sufficiently secure to take correction.

STAGE 5

1. Same as stage 4.

2. The counselor intervenes not only to offer correction but to add idioms and more elegant constructions.

3. At this stage the client can become counselor to the group in stages 1, 2, and 3

.

The Silent Way

Caleb Gattegno, Teaching Foreign Languages in Schools: The Silent Way. New York City: Educational Solutions, 1972.

Procedures

This method begins by using a set of colored rods and verbal commands in order to achieve the following:

To avoid the use of the vernacular. To create simple linguistic situations that remain under the complete control of the teacher To pass on to the learners the responsibility for the utterances of the descriptions of the objects shown or the actions performed. To let the teacher concentrate on what the students say and how they are saying it, drawing their attention to the differences in pronunciation and the flow of words. To generate a serious game-like situation in which the rules are implicitly agreed upon by giving meaning to the gestures of the teacher and his mime. To permit almost from the start a switch from the lone voice of the teacher using the foreign language to a number of voices using it. This introduces components of pitch, timbre and intensity that will constantly reduce the impact of one voice and hence reduce imitation and encourage personal production of one's own brand of the sounds.

To provide the support of perception and action to the intellectual guess of what the noises mean, thus bring in the arsenal of the usual criteria of experience already developed and automatic in one's use of the mother tongue. To provide a duration of spontaneous speech upon which the teacher and the students can work to obtain a similarity of melody to the one heard, thus providing melodic integrative schemata from the start.

Materials

The complete set of materials utilized as the language learning progresses include:

A set of colored wooden rods A set of wall charts containing words of a "functional" vocabulary and some additional ones; a pointer for use with the charts in Visual Dictation A color coded phonic chart(s) Tapes or discs, as required; films Drawings and pictures, and a set of accompanying worksheets Transparencies, three texts, a Book of Stories, worksheets

 

Functional-notional Approach

Finocchiaro, M. & Brumfit, C. (1983) The. Functional-Notional Approach. New York, NY: Oxford University Press

This method of language teaching is categorized along with others under the rubric of a communicative approach. The method stresses a means of organizing a language syllabus. The emphasis is on breaking down the global concept of language into units of analysis in terms of communicative situations in which they are used.

Notions are meaning elements that may be expressed through nouns, pronouns, verbs, prepositions, conjunctions, adjectives or adverbs. The use of particular notions depends on three major factors: a. the functions b. the elements in the situation, and c. the topic being discussed.

A situation may affect variations of language such as the use of dialects, the formality or informality of the language and the mode of expression. Situation includes the following elements:

A. The persons taking part in the speech act

B. The place where the conversation occurs

C. The time the speech act is taking place

D. The topic or activity that is being discussed

Exponents are the language utterances or statements that stem from the function, the situation and the topic.

Code is the shared language of a community of speakers.

Code-switching is a change or switch in code during the speech act, which many theorists believe is purposeful behavior to convey bonding, language prestige or other elements of interpersonal relations between the speakers.

Functional Categories of Language

Mary Finocchiaro (1983, p. 65-66) has placed the functional categories under five headings as noted below: personal, interpersonal, directive, referential, and imaginative.

Personal = Clarifying or arranging one’s ideas; expressing one’s thoughts or feelings: love, joy, pleasure, happiness, surprise, likes, satisfaction, dislikes, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth

Interpersonal = Enabling us to establish and maintain desirable social and working relationships: Enabling us to establish and maintain desirable social and working relationships:

• greetings and leave takings
• introducing people to others
• identifying oneself to others
• expressing joy at another’s success
• expressing concern for other people’s welfare
• extending and accepting invitations
• refusing invitations politely or making alternative arrangements
• making appointments for meetings
• breaking appointments politely and arranging another mutually convenient time
• apologizing
• excusing oneself and accepting excuses for not meeting commitments
• indicating agreement or disagreement
• interrupting another speaker politely
• changing an embarrassing subject
• receiving visitors and paying visits to others
• offering food or drinks and accepting or declining politely
• sharing wishes, hopes, desires, problems
• making promises and committing oneself to some action
• complimenting someone
• making excuses
• expressing and acknowledging gratitude

Directive = Attempting to influence the actions of others; accepting or refusing direction:

• making suggestions in which the speaker is included
• making requests; making suggestions
• refusing to accept a suggestion or a request but offering an alternative
• persuading someone to change his point of view
• requesting and granting permission
• asking for help and responding to a plea for help
• forbidding someone to do something; issuing a command
• giving and responding to instructions
• warning someone
• discouraging someone from pursuing a course of action
• establishing guidelines and deadlines for the completion of actions
• asking for directions or instructions

Referential = talking or reporting about things, actions, events, or people in the environment in the past or in the future; talking about language (what is termed the metalinguistic function: = talking or reporting about things, actions, events, or people in the environment in the past or in the future; talking about language (what is termed the metalinguistic function:

• identifying items or people in the classroom, the school the home, the community
• asking for a description of someone or something
• defining something or a language item or asking for a definition
• paraphrasing, summarizing, or translating (L1 to L2 or vice versa)
• explaining or asking for explanations of how something works
• comparing or contrasting things
• discussing possibilities, probabilities, or capabilities of doing something
• requesting or reporting facts about events or actions
• evaluating the results of an action or event

Imaginative = Discussions involving elements of creativity and artistic expression

• discussing a poem, a story, a piece of music, a play, a painting, a film, a TV program, etc.
• expanding ideas suggested by other or by a piece of literature or reading material
• creating rhymes, poetry, stories or plays
• recombining familiar dialogs or passages creatively
• suggesting original beginnings or endings to dialogs or stories
• solving problems or mysteries  

 

 Total Physical Response

James J. Asher, Learning Another Language Through Actions. San Jose, California: AccuPrint, 1979.

James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic tenets are:

Understanding the spoken language before developing the skills of speaking. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

TECHNIQUE

Step I The teacher says the commands as he himself performs the action.

Step 2 The teacher says the command as both the teacher and the students then perform the action.

Step 3 The teacher says the command but only students perform the action

Step 4 The teacher tells one student at a time to do commands

Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.

Step 6 The teacher and student allow for command expansion or produces new sentences. 
  
 

The Bests in Iran

 Dr.Parviz Birjandi

Parviz Birjandi(1940) is a full professor holding an M.A in applied linguistics from the Colorado State University and a Ph.D in English education; minor: Research methods and statistics from the University of Colorado. He is currently the Dean of the College of Foreign Languages and Persian Literature in the Islamic Azad University, Science and Research Branch. He has published 15 articles in the area of TEFL and he is the author of English textbooks for high school and pre-university levels, used nation wide, 5 university textbooks and 4 practice textbooks.

 

 

 

 

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