{"title":"English Language Teaching and Learning Analysis in Iran","authors":"F. Zarrabi, J. R. Brown","volume":106,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":3485,"pagesEnd":3494,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10007318","abstract":"<p>Although English is not a second language in Iran, it has become an inseparable part of many Iranian people&rsquo;s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations\/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching.<\/p>\r\n","references":"[1]\tNew York Times. 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