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The aim of the paper is to discuss A Monster Calls (2016) by J. A. Bayona, a film adaptation of Patrick Ness's novel (2011) of the same title, based on an original idea by Siobhan Dowd, from the empowerment theory perspective. The author of the article indicates that there are some significant changes between the book and the motion picture, especially when it comes to the ways of empowering the protagonist and the works' potential young audience. The results of this comparative study show that the film is more affectively empowering than the novel. This is mainly because in the book, Ness skillfully uses verbal narration (accompanied by Jim Kay's illustrations), while in the film, Bayona takes advantage of the possibilities offered by the audiovisual medium, therefore providing the audience with artistic and psychological empowerments.

AbstractEnglish can be due to demand of Indonesian in the field of business, technology, education, and research. The implementation of ESP has revealed some factors, such as students, teachers, and ESP materials that have significant influences on the quality of teaching and learning ESP. These factors require serious attention from stakeholders and ESP practitioners to improve the quality of ESP instruction. The government language policy might emphasize the curricula of formal schools and teachers training for ESP instruction. The quality of teacher of ESP is high contributing to accommodate the teaching and learning ESP course. Besides that, the materials of ESP should be formulated by practitioners of ESP who had knowledge of ESP instruction and the aim of ESP might concern on the improvements in students' proficiency in English. Thus, the students are being better in academic and professional in the work domain. Keywords : Implementation, ESP instruction, the students, the teachers, the material development AbstrakBahasa Inggris dapat disebabkan oleh permintaan bahasa Indonesia di bidang bisnis, teknologi, pendidikan, dan penelitian. Pelaksanaan ESP telah mengungkapkan beberapa faktor, seperti siswa, guru, dan materi ESP yang memiliki pengaruh signifikan terhadap kualitas pembelajaran dan pembelajaran ESP. Faktor-faktor ini memerlukan perhatian serius dari para pemangku kepentingan dan praktisi ESP untuk meningkatkan kualitas instruksi ESP. Kebijakan bahasa pemerintah mungkin menekankan kurikulum sekolah formal dan pelatihan guru untuk instruksi ESP. Kualitas guru ESP berkontribusi tinggi untuk mengakomodasi pengajaran dan pembelajaran mata pelajaran ESP. Selain itu, materi ESP harus dirumuskan oleh praktisi ESP yang memiliki pengetahuan tentang instruksi ESP dan tujuan dari ESP mungkin berkaitan dengan peningkatan kemampuan siswa dalam bahasa Inggris. Dengan demikian, para siswa menjadi lebih baik di bidang akademik dan profesional dalam domain kerja.Kata kunci : Implementasi, instruksi ESP, siswa, guru, pengembangan materi

The present study positions a research to analyze the university students' graffiti on classroom walls to make a thematic analysis of the graffiti used in the Iranian higher education context. It is an attempt to investigate how university students voice their opinions and express themselves using graffiti on the university classroom walls. The study is based on the documentation and classification of more than 200 pieces of graffiti on university classroom walls in Isfahan, Iran. The analysis suggests different themes such as love and hatred, politics, religion, poem, class notes, signature, presence, date, complaint/despair, self-expression, drawings, etc. It is believed that this study is not only a sociological analysis of graffiti in the university context, but it may also be interesting to a wider audience like educators, administrators, teachers and parents.

This article examines the racialization of Iran and Iranians by excavating the treatment of Iran in the naturalization cases from the early twentieth century. In so doing, the article highlights both the continuities and disjunctures of a racialization process that began long before there were identifiable populations of Iranians in the country or the United States had developed a coherent foreign policy vis-á-vis "the Middle East." Iranians and Iranian Americans find themselves in a precarious position in contemporary race discourse. On the one hand, Iranians are formally categorized as white by the state. Likely as a result of this categorization, few scholars have taken up the question of how Iranians are raced, particularly in the context of law and public policy. On the other hand, if and when the community is discussed in academic or popular literature on race, it is thrown into the emergent, amorphous category of "Arab and Muslim." While it is true that the racialization of Iranians, Arabs, and Muslims is an overlapping process that similarly affects all three communities, an analysis of the law reveals that the racialization of Iranians has a distinct lineage in American foreign and domestic policy, such that in the same moment that the state rendered Arab Americans white for purposes of naturalization, Iranians were deployed as the primary colored referent from which Arabs should be distinguished. I call this process "peripheral racialization." This article attempts to prompt questions about the role of American foreign policy interests in race-ing Iranians in the United States. The example of Iran is particularly salient in the contemporary context, for it has much to tell us about the operation of white supremacy in America's efforts to develop and maintain a modern empire in "the Middle East."

This study examined the use of lexical cohesion in English political news articles published in local and international English newspapers. To this end, a corpus of 40,000 words (20,000 in each corpus) were randomly collected from political news articles published in international English newspapers (e.g. the Washington Post, the New York Times) and local English newspapers (e.g. Iran Front Page, Tehran Times) from January to December, and were analyzed based on Tanskanen's classification of lexical cohesion. The findings showed that international English newspapers used statistically more substitution, equivalence, contrast, activity related, and elaborative collocations than local English newspapers. On the other hand, local English newspapers used significantly more simple repetition, complex repetition, generalization, specification, co-specification, and order set collocation when writing political news article. Additionally, there was a significant difference between the two groups in subset of reiteration and collocation. ; پژوهش حاضر به بررسی استفاده از «انسجام واژگانی» در مقالات سیاسی در روزنامه‌های انگلیسی‌زبان محلی و بین‌المللی می‌پردازد. به همین منظور، پیکره‌ای متشکل از 40،000 کلمه (در هر گروه 20000 کلمه) به طور تصادفی از مقالات اخبار سیاسی منتشر شده به صورت آنلاین در بخش تحریریه روزنامه‌های بین‌المللی انگلیسی (به عنوان مثال: واشنگتن پست، نیویورک تایمز) و روزنامه‌های محلی انگلیسی (به عنوان مثال، روزنامه ایران فرانت پیج و تهران تایمز) در بازة زمانی دی ماه 1397 تا دی ماه 1398 جمع آوری شد، و براساس طبقه‌بندی انسجام واژگانیِ تانسکانن (2006) مورد تجزیه و تحلیل قرار گرفت. یافته‌ها نشان داد که فراوانی ادوات جایگزین‌سازی، هم‌سنگی، تقابل، فعالیت‌های مرتبط و هم‌نشینی تفصیلی در روزنامه‌های بین‌المللی انگلیسی بطور معنی‌داری بیش از روزنامه‌های محلی انگلیسی می‌باشد. از طرف دیگر، روزنامه‌های محلی انگلیسی هنگام نوشتن مقاله اخبار سیاسی از تکرار ساده‌تر، تکرار پیچیده، تعمیم، مختصه، مختصه مشترک و هم‌نشینی ترتیب مجموعه استفاده می‌کردند. علاوه بر این، بین دو گروه در زیر مجموعه تکرار و هم‌نشینی تفاوت معنی‌داری وجود داشت.

This cross-cultural study examines the speech act of reminding by Iranian English learners and American English native speakers. The primary objective is to study how Iranian EFL learners perform much understudied speech act of reminding in English. To this end, the participants are selected from Iranian learners of English as a Foreign Language (EFL) and American English native speakers through an open-ended questionnaire in the form of a Discourse Completion Task (DCT).The collected data are then analyzed based on a framework adopted from Peterson's (2012) study of speech act of reminding. The findings show that whereas English native speakers utilize more indirect strategies in reminding their interlocutors to cope with the required activity, EFL learners tend to use direct strategies more frequently.

The purpose of this study was to examine the ways in which rhetorical strategies, as a sub-genre of persuasive discourse, are deployed in scholarship application letters in Iran in Persian and English. To this end, 96 application letters fora fictitious scholarship were written by Iranian university students and were further analyzed according to a framework initially proposed by James, Scholfield and Ypsilandis (1994). Aristotle's taxonomy of logos, ethos and pathos was employed to examine the rhetorical organization or moves in this sample and a mixed analysis with quantitative statistics and qualitative comments was followed. The results showed significant differences in the use of strategies between the two versions of the data collected (Persian and English) in different parts of the letters, such as greetings, openings, self-presentation, and letter closing. On the other hand, it was observed that the most frequently rhetorical appeals selected by the applicants lie under the logos and pathos categories in both Persian and English letters.

The present study is an attempt to examine how Iranian international students in Malaysia and Malay university students express gratitude. To this end, the data were collected from Iranian and Malay university students in Malaysia through an open-ended questionnaire in the form of a Discourse Completion Task (DCT) and a follow-up semi-structured interview. Data were then analyzed based on a modified version of Cheng's (2005) classification of expressions of gratitude. The findings showed that the two groups used thanking as the most frequent strategy. However, there were differences in the use of strategies such as positive feelings, apology, and alertersbetween Malay and Iranian respondents. Finally, the present study emphasizes the importance of understanding of the communicative needs of the learner and teaching the cultural aspects of language.