درخت حوزه‌های تخصصی

Postcolonial texts seek to rewrite the mythical narratives of vampires to problematize the power relations between the colonizer and the colonized. The vampire tradition is inscribed and recycled according to the collective Oriental heritage to articulate the untold stories of the muffled Eastern subject. Drawing on the mythical narratives of the ghoul (ogre) in classical Arabic culture and old Arabic folktales and of Lord Shiva in the Hindu myth, this paper compares the rewritings of the vampire topoi of otherness, unspeakableness, foreignness, and border existences in both Emile Habiby's Saraya, The Ghoul's Daughter (1991) and Bharati Mukherjee's Jasmine (1989). The metamorphosis of Saraya into a laughing muse and Jasmine into a potent goddess can be taken to represent the liminal state of Dracula between life and death on the one hand and the convergence of cultures on the other hand. Where these two works differ principally is in the geographic location of this site of cultural interaction. Whereas Habiby (1922 – 1996), the Palestinian writer, traces the predicament of Arabs in Israel and the Palestinian diaspora, Mukherjee (1940-), the Indian American writer, writes of the potential synthesis of Indian and American culture in the context of globalization.

Willingness to communicate (WTC) plays a central role in learning a second/foreign language. The present study was conducted to investigate the effect of doing problem-solving task on learners’ WTC in English. To fulfill the purpose of the study, 61 pre-intermediate learners were chosen by means of administrating a placement test. Learners were pretested through three scales of WTC and its two antecedents: self-perceived communication competence (SPCC) and communication apprehension (CA). Of course, the experimental group was provided with fifteen problem-solving tasks during the course, while the control group was not. After fifteen sessions of the treatment, two groups were posttested through the same three scales. The results demonstrated that the experimental group outperformed the control group in terms of their WTC’s level. Moreover, the learners’ WTC was found to be directly related to their SPCC and indirectly related to CA. So based on the MacIntyre’s path model (1994), these both antecedents can be the best predictors of WTC. The analysis of the data was done through multivariate analysis of variances (MANOVA) statistical programs.

Written Teacher Feedback (WTF) aims at improving the students' writing. Hence, the way in which it is provided for the learners should be taken into account as it makes an impact on the learners' comprehension of the presented comments (Ferris, 2003; Thonus, 2002). The current study was conducted to examine the possible effect of WTF directness types on Iranian EFL learners' ability to perceive the teachers' comments as praise or criticism and the required correction implied in them. To this end, three versions of the same essay, with direct, indirect and hedged comments indexed within them were distributed to 120 EFL learners. The results of ANOVA revealed that the directness type of the WTF would make no significant impact on Iranian EFL learners' ability to perceive the positive and negative comments and their required correction accurately. We might speculate from the findings that writing instructors should focus more on the quality of the WTF rather than its directness type in Iranian context. This would hopefully empower the learners to apply the teachers' comments to enhance the quality of their written products.

The aim of the present paper is to study the status of the short vowels /i/ and /u/ in five selected Iranian Balochi dialects. These dialects are spoken in Sistan (SI), Saravan (SA), Khash (KH), Iranshahr (IR), and Chabahar (CH) regions located in province Sistan va Baluchestan in the southeast of Iran. This study investigates whether these two vowels have the same qualities as the short /i/ and /u/ do in the Common Balochi inventory (i, iː, u, uː, a, aː, eː, oː). The Common Balochi inventory is the vowel system represented generally for Balochi language, which is a North-Western Iranian language, a sub-branch of the Indo-Iranian family. The data for this survey are gathered from villages, rural areas, and cities in these regions in the forms of free speech and verbal elicitation from more than 20 literate and non-literate male and female language consultants, 2 males and 2 females for each dialect. The investigation reveals that the short /i/ and /u/ show strong tendencies towards a lower position. This study suggests phonemic systems in which the short /i/ is modified to short /e/ in all dialects, but /u/ is modified to /o/ only in SI, SA, and CH; the lowering of the short /u/ to short /o/ in KH and IR may still be in the transition stage. It is possible that Persian, as the dominant language has had its influence on these dialects causing a lowering tendency in the two vowels under study.

یادگیری لغات اغلب باید به صورت اتفاقی از طریق شنیدن و خواندن به وجود آید. این یکی از دلایلی است که به اهمیت وجود یک برنامه خواندن وسیع و قابل توجه در یادگیری زبان انگلیسی اشاره می کند. مطالعات وسیع این فرصت را به فراگیران زبان می دهد تا به خواندن حجم زیادی از مطالب و موادی که در سطح سواد آنهاست بپردازند. یادگیری زبان از طریق شرایطی چون تکرار، بازیابی، استفاده خلاقانه و توجه کامل به وجود می آید. این شرایط را می توان در حین خواندن به شیوه های مختلفی از طریق باریک خوانی، خواندن مجدد، خواندن و ارتباط با مهارت های دیگر، خواندن و بحث، و یادگیری از طریقه تمرینات خواندن افزایش داد. فعالیت های رایانه ای می توانند با فراهم کردن فرصتی برای یادگیری عمدی موثر واقع شوند، اما باید در نظر داشت که یادگیری عمدی نباید جایگزین خواندن وسیع شود.

هدف تحقیق حاضربررسی تاثیر سه روش متفاوت نگارش دفتر تفکرات انتقادی به صورت انفرادی، مشارکتی با همگروه و به صورت مشارکتی با معلم بر روی مهارت خودسازماندهی زبان آموزان ایرانی میباشد. در ابتدا صد و پنجاه زبان آموز ایرانی سطح فوق متوسط مونث که در یک موسسه زبان مشغول فراگیری زبان انگلیسی بودند به سوالات پرسشنامه مقیاس سنجش خودسازماندهی تحصیلی پاسخ دادند. از بین این صد و پنجاه نفر، تعداد شصت زبان آموز که نمره آنها در این آزمون در محدوده یک انحراف معیار بالاتر و یا پایین تراز میانگین بود، انتخاب و به صورت تصادفی به چهار گروه تقسیم شدند. پس از استفاده از روش نگارش دفاتر تفکرات انتقادی برای یک ترم چهل و دو ساعته از شرکت کنندگان خواسته شد مجددﺍ به سوالات پرسشنامه خودسازماندهی تحصیلی پاسخ دهند. نتایج تحلیل پراکنش آزمون مرحله دوم نشان داد که نگارش افکار و وقایع انتقادی به صورت مشارکتی با همگروه یا معلم که فرصت استفاده از بازخورد همگروه و یا معلم را فراهم می آورد می تواند مهارت خودسازماندهی زبان آموزان را به صورت به صورت معنا داری افزایش دهد. زبان آموزانی که از روش نگارش تفکرات و وقایع استفاده کردند اما از بازخورد همگروهان و یا معلم بهره نبردند نیز نسبت به زبان آموزانی که این روش را به کار نبردند نمرات بهتری کسب کردند. بنابراین، نتایج این تحقیق نشانگر نقش موثر نگارش تفکرات انتقادی به صورت انفرادی در بالابردن مهارت خودسازماندهی می باشد.