درخت حوزه‌های تخصصی

This article is devoted to the genre of the architectural ekphrasis in the poetry by V. Bryusov. The article describes the main ways to create “engraving” of the literary work of “The Lioness among the Ruins”. Much attention is given to the verbalization of the oriental architecture (in particular the ancient Persian architecture) in the ekphrasis and the poetry rapprochement of the ancestor of Russian symbolism V. Bryusov with acmeism poetry especially the “architectural” literary works by O. Mandelstam. The article is of interest to post-graduate students, degree-seeking students, and can be used in writing thesis and term paper.

The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.

This study was an attempt to explore the process of professional identity construction of 49 male and female pre-service English language teachers of Isfahan Farhangian university Through a Vygotskian sociocultural lens. Since the construction of identity can be considered both personally and socially (Beachup & Thomas, 2009; Beijaard et al., 2004), this study took a social constructivism and Vygotskian sociocultural approach as its theoretical basis. This mixed method study was conducted through reflective journals, semi-structured interviews, and a five items Likert-type questionnaire. The data were analyzed using SPSS ver.19 and ANOVA for comparing the means of the quantitative data. Thematic analysis was used for analyzing the qualitative data. The results showed that the construction of student-teachers’ professional identity is a dynamic and unstable process which is affected by different factors such as personal and sociocultural factors, self-image, learning environment, and practicum experiences and mentor teachers. The results of the current study can be used by educational policy makers, teacher educators, and evaluators for making better decisions about teachers to make educational progress.

This study compares metadiscourse markers in result and discussion sections of literature and engineering research papers. To this end, 40 research articles (20 literature and 20 engineering) are selected from two major international journals. Based on Hyland’s (2005) model of metadiscourse, the articles are codified in terms of frequency, percentage, and density of interactive and interactional markers found. The two corpora are compared to see to what extent the genre of lectures are different. Data are analyzed through Chi-square and the results of the quantitative analysis reveal significant cross-linguistic differences for overall frequency of metadiscourse except for frame markers and boosters. 

This study was an attempt to examine the relationship between EFL students’ EI, their gender, and writing performance. To this end, 30 female and 27 male English B.A. students, studying at Allameh Tabataba’i University, participated in this study. After checking the homogeneity of the participants through a TOEFL test, Bar-On EQ-i questionnaire (Bar-On, 1997) was administered in order to measure the participants’ emotional intelligence. Besides, their writing performance was measured by their writing course final grades. Three Pearson product moment correlation coefficients and a Multivariate Analysis of Variance (MANOVA) were run to analyze the relationships and interactions among the variables of emotional intelligence, gender, and writing performance. The findings revealed that there was a positive relationship between the participants’ EI and their writing performance. Furthermore, the female participants had a higher emotional intelligence compared to the male participants. However, no difference was found between the male and female participants’ writing performance. The obtained results of this study have had several implications in the fields of English teaching, language testing, and syllabus design and materials development.