Iranian Journal of Language Studies (IJLS). Volume 2, Issue 3

Iranian Journal of Language Studies (IJLS) is devoted to all areas of language and linguistics. Its aim is to present work of current interest in all areas of language study. No particular linguistic theories or scientific trends are favored: scientific quality and scholarly standing are the only criteria applied in the selection of papers accepted for publication. IJLS publishes papers of any length, if justified, as well as review articles surveying developments in the various fields of language study (including Language Teaching, Language Testing, TESOL, ESP, Pragmatics, Sociolinguistics, (Critical) Discourse Analysis, Curriculum Development, Politeness Research, Classroom Research, Language Policy, and so on). Also, a considerable number of pages in each issue are devoted to critical book reviews. IJLS commenced publication 2006 for people involved in language and linguistic studies. Articles highlighted in this issue include: (1) Persian Requests: Redress of Face through Indirectness (Mohammad Ali Salmani-Nodoushan); (2) The Effect of Constructivist Language Teaching/Learning on Students' Conceptions of L2 Reading (Gholam Reza Zarei); (3) The Construct Validation and Application of a Questionnaire of Attribution Theory for Foreign Language Learners (ATFLL) (Reza Pishghadam and Ghasem Modarresi); (4) The Sociolinguistics of Edo Personal Name Constructions (Harrison Adeniyi); (5) Making Good Tasks Better: Fundamental Concerns (Esmaeel Abdollazade); (6) The Hidden Curriculum in Children's Literature: The Hogwarts School of Witchcraft and Wizardry (Abbas Eslami Rasekh and Nematullah Shomoossi); and (7) Assessment in a Multilingual World: English as an International Language (EIL) (Nematullah Shomoossi and Mansoor Tavakkoli). (Individual articles contain references, tables, and figures.) [IJLS is published by American Lulu, Inc. Abstract modified to meet ERIC guidelines.]