درخت حوزه‌های تخصصی

Ce présent article a pour but de mettre en évidence l’importance de la poésie francophile de  Mohammad- Ali Eslâmi-e Nodouchane (1924-2022) à travers ses poèmes Le « Péché » et la « Source » étant le pivot de la nouveauté poétique en Iran. De plus, la traduction des Fleurs du Mal et du Spleen de Paris de Charles Baudelaire fut le motif du parcours littéraire de Nodouchane en France, car il considérait Baudelaire comme le maître de sa création artistique. En outre, la « mélancolie » et la « désillusion » sont deux termes essentiels pour trouver les origines de la poésie francophile où le poète persan s’enthousiasme pour le pessimisme et l’imagination de Baudelaire afin d’être un poète visionnaire vis-à-vis de la destinée humaine. En fait, la francophilie dans sa dimension poétique sera examinée par les différents critères dont la solitude et l’angoisse constituent la trame de l’apport littéraire de Nodouchane en Iran.

La majorité des troubles mentaux trouvent leurs origines dans le contexte social et familial de l'enfance. Selon Karen Horney, psychologue néo-freudienne, un enfant privé d'amour, de sécurité, de confiance et d'affection développe une anxiété à l'âge adulte, entravant ainsi son épanouissement. Pour faire face à cette anxiété, il adopte l'un des trois types de personnalité : agressive ou conflictuelle, soumise ou complaisante, et détachée ou isolée. Ces individus se réfugient souvent dans un monde imaginaire qu'ils créent pour trouver la paix intérieure et pour apaiser leurs tourments, mais cette échappatoire engendre également d'autres problèmes psychologiques. Dans cet article, nous analysons le type de personnalité de Monsieur Songe, personnage du livre éponyme de Robert Pinget, en nous appuyant sur les théories de Karen Horney. Des exemples tirés de l'œuvre révèlent la dimension psychologique de ce personnage, contribuant ainsi à une meilleure compréhension de la richesse psychologique du Nouveau Roman, qui est toujours en débat.

The present study aimed to investigate vowel hiatus resolution and its relation to vowel shortening in Persian and Central Kurdish within an Optimality-Theoretic framework. The results showed that both Persian and Central Kurdish ​​use glide formation through vowel shortening to resolve hiatus in certain environments. Persian has its own way to resolve vowel hiatus. The two high vowels /i/ and /u/, as a result of glide formation through vowel shortening, are changed into a short vowel and the glides /j/ and /w/, respectively. In Central Kurdish, glide formation occurs in high vowels /iː, uː/ and mid-high vowels /ēː, ōː/. In Persian, glide formation involves a quantitative reduction in the long vowel /iː/ and a quantitative and qualitative alteration in the long vowel /uː/. On the other hand, glide formation in Central Kurdish involves only a quantitative reduction in long vowels. Based on an OT analysis, the main factor in resolving vowel hiatus in both Persian and Central Kurdish is the obligatory presence of onset in the syllable structure. In contexts in which glide formation occurs through vowel shortening, the ranking of the active constraints in Persian and Central Kurdish is: ONSET, AGREE(place) >> MAX, DEP >> IDENT(µ).  

The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts.

This study seeks to investigate the role and impact of translators in the (anthropological) field during research conducted by foreign anthropologists in Iran. To achieve this, a questionnaire, an apparent open-ended one with six items, was distributed to 30 anthropologists who conducted field research in Iran, aiming to identify invisible interpreters/translators, including local informants, who assisted researchers in overcoming language barriers and communicating with participants during anthropological fieldwork. Given that anthropologists are typically trained to work independently without the aid of translators, certain participants displayed hesitancy in discussing the subject matter. Anthropologists who completed the questionnaire and said they conducted the research without utilizing translators in the field cited their fluency in the local language, perceiving translators as impediments, and their accessibility as the main reasons for their approach. Nevertheless, some of these researchers emphasized the potential benefits of using translators, particularly in terms of enhancing comprehension. Conversely, there were anthropologists who found value in engaging both formal and informal translators, as they served as gateways to communication. As an interdisciplinary study, this article endeavors to shed light on a relatively unexplored aspect of anthropology, namely translation. It is crucial to acknowledge and engage in further discussion regarding the collaboration between professionals from different disciplines, including Translation Studies and anthropology, within various scientific journals and conferences.

Dynamic Assessment (DA) has increasingly been recognized as a promising approach for integrating assessment and instruction in second language learning. Despite their growing application, limited research has systematically compared the two major DA paradigms (i.e., interactionist and interventionist), particularly regarding their short- and long-term effects on learners’ speaking performance. The present study aims to address this gap by investigating the immediate and delayed impacts of interactionist and interventionist DA on English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). Eighty-six advanced EFL learners from a language center in Tehran, Iran were assigned to three groups based on the Oxford Placement Test. Following a speaking pretest, learners in the experimental groups received eight sessions of either interactionist or interventionist DA, while the control group underwent regular speaking assessment. An immediate and a delayed speaking post-test were used to evaluate both short-term progress and retention. Two trained raters scored the CAF measures, and the data were analyzed using repeated-measures two-way ANOVA and MANOVA. The findings indicated no significant differences between the two DA approaches; however, both experimental groups significantly outperformed the control group on the immediate and delayed post-tests. These results suggest that regardless of the mediation type, DA effectively enhances learners’ speaking performance and promotes the durability of learning gains. The study highlights the pedagogical value of embedding DA-based mediation into routine speaking assessment, enabling teachers to provide targeted scaffolding that supports both immediate improvement and longer-term development in learners’ oral proficiency.

Creativity, learning style, and metacognition are significant factors in education. Many research studies have been conducted on these three factors, but few studies have been carried out on the correlations among these factors and second/foreign language (L2) writing accuracy and fluency. Therefore, this mixed-methods study tried to clarify the best predictors of writing accuracy and fluency among these three factors. To achieve this purpose, 120 Iranian English as a foreign language (EFL) learners were selected based on the results of the Oxford Quick Placement Test (OQPT). Three types of Questionnaires were used to collect data. In addition, the participants wrote about the intended topics to check their writing accuracy and fluency. Moreover, the accuracy and fluency frameworks were applied to rate writings. Further, a semi-structured interview was utilized. To analyze the data, the multiple regression analysis was run. The findings indicated all these three factors were the best predictors of writing accuracy among intermediate learners, while metacognition was the best predictor of writing accuracy among advanced learners. In addition, learning style and metacognition were the best predictors of writing fluency among advanced learners. This study has some significant implications for learning. The most important implication is that learners can become aware of their creativity levels, learning styles, and metacognitive activities. In addition, the findings can enrich the literature concerning the predictors of writing accuracy and fluency among these three variables.