درخت حوزه‌های تخصصی

Teachers may come across a point in their career at which they would ponder upon choosing to stay or withdraw from their job. Several conditions in their organization would lead them to the ultimate decision. This study aims at providing enhanced awareness of one of the components that might lead instructors to their determination with respect to withdraw from or stay at their teaching position at an institution. Consequently, the link between collective instructor efficacy and withdrawal intention was scrutinized. Data was gathered through an online survey to collect information from Iranian EFL teachers using two questionnaires. The findings of this analysis noted that there exists a negative association between instructors’ collective efficacy and withdrawal intention. As collaborative competence perceptions elevate in teachers, their withdrawal intent is likely to drop. Furthermore, another research question was whether it was possible for collective efficacy subscales to predict withdrawal intention or not. Instructional strategies and student discipline are subsets of collective efficacy. Student discipline was reported to predict to some extent variability in withdrawal intention. It was also concluded that headmasters and educational leaders need to focus on collective efficacy as an asset to diminish the unfavorable attrition of staff members.

The purpose of the present study was to examine the accuracy with which young children respond to different types of questions. Additionally, the study explored whether the children’s language development affects their response accuracy. They study was conducted in two kindergartens in Neyshabur, Iran, and the sample consisted of 25 Persian-speaking young children aged 3 to 6 years, who participated in the study by listening to a short story and answering 24 questions of varying types. The analysis of the results revealed that children's language proficiency significantly influenced the accuracy of their responses, with more proficient children providing more accurate answers. Further analysis of the results showed that children provided the most accurate answers to yes/no questions. Forced-choice questions elicited more accurate responses than open-ended questions. These findings suggest that children's limited language proficiency and their restricted memory span may constrain the reliability of their responses to certain types of questions.

The study of the symbiotic relationship between language and culture, along with the call for a rigorous theory and systematic investigative framework, has been a longstanding pursuit. In the past decade or so, Sharifian’s Cultural Linguistics (CL) has demonstrated its potential as a robust theoretical framework and a sharply honed investigative, analytical instrument with a multidisciplinary origin (including English as an International Language (EIL) to explore the interplay between language and culture. The present paper aimed at reviewing the applications of the CL approach and methodology in language-related studies. Arguing for the evolving role of culture in language education and research in the era of (post)digital revolution, this paper attempted to demonstrate the insights the theoretical and analytical frameworks of CL could bring to the realm of language teaching and learning. In so doing, as a starting point, the paper provides a concise overview of the principles and practices of the relatively novel interdisciplinary field of CL. First, the theoretical frameworks of the CL approach are described. This is followed by an explanation of the analytical frameworks of the CL methodology. Finally, some critical reflections on the CL’s approach and methodology are offered. This synopsis is then followed by a state-of-the-art account of the application of CL in language-related studies in the era of (post)digital revolution. The paper concludes with the future directions in such an interdisciplinary venture.

Technology-mediated learning experiences are becoming a norm for today’s language learning. In the technology-mediated society, the production and transformation of information is not restricted to published works, but to anyone with access to basic technology resources. This study was an endeavor to explore the ESP (English for Specific Purposes) learners' overall views of technology-mediated language learning. The research also focused on the overall idea of the participants about the challenges and opportunities of remote learning. To this end, the current mixed-methods study was used. The data-gathering tools included a related questionnaire and interview. By scrutinizing satisfaction levels, benefits, drawbacks, and skill preferences, the study sheds light on the nuanced dynamics of remote learning. Results of the study indicated a high satisfaction level among participants with remote education. The study further demonstrated a prior recognition of benefits over drawbacks. Notably, vocabulary and reading emerged as preferred skills for virtual learning. In summary, this study contributes to the understanding of ESP students' views in the context of remote learning, offering remote education that can be an educational strategy for the future.

This study applies Jacques Derrida’s (1976) deconstructive framework to examine the traditional supervision model at the Iran Language Institute (ILI), a leading EFL institution in Iran with 290 branches serving 1.2 million students annually. Through a qualitative case study employing Critical Discourse Analysis, it investigates how binary oppositions—supervisor/teacher, expert/novice, evaluation/development—and aporias, such as standardization versus individuality and professional growth versus punitive evaluation, sustain hierarchical power dynamics that constrain teacher agency and pedagogical innovation. Data from semi-structured interviews, classroom and feedback session observations, ILI policy documents, and teachers’ reflective journals reveal that unannounced observations and rigid rubrics prioritize compliance over creativity. This approach fosters teacher anxiety, performative teaching, and punitive outcomes, such as demotion to lower-level classes. Key contradictions include: (1) ILI’s mission of quality education versus evaluative supervision; (2) standardized methodologies versus diverse classroom needs; and (3) professional growth goals versus punitive evaluations. To address these issues, the study proposes three reforms: dialogic feedback to foster reciprocal dialogue, co-constructed evaluation criteria incorporating teachers’ contextual expertise, and Professional Learning Communities (PLCs) to promote peer-driven learning. By addressing a gap in Middle Eastern EFL supervision research, this study advances theoretical discourse on power dynamics in supervision and offers practical strategies for equitable, teacher-centered practices at ILI, with implications for global EFL contexts seeking transformative supervisory frameworks.

The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies

There are more and more neologisms to the vocabulary of human language due to the progress of globalization, development in social life, and advancement of new technology. The object of this study is to survey the applicability of the conceptual blending theory in the analysis of neologisms in the Harry Potter series and will answer the question of which type of blended networks can be used in the new translation of neologisms. The theoretical part of this study described conceptual blending theory, and its networks and described making the meaning process based on these networks. This theory is a developing area of research in cognitive linguistics. So, those who work in the field of literary or translation analysis must be familiar with its basic operations and networks. The nature of this study is descriptive and content analysis. Data analysis will involve quantitative analysis. To address the objectives of the present study, the researcher selected 83 translated neologisms in the series of the novel. The paper mainly studies the process of conceptual blending theory (CBT) when translating those English neologisms whose Persian counterparts cannot be found. In the network of this theory, English takes up one input space and Persian takes up another. From both inputs, frameworks, and elements plan out the blend, where they are dynamically integrated. Then, the planned framework and elements construct a novel structure (translation).

This study evaluates the technological proficiency of Iranian EFL teachers in alignment with the TESOL Technology Standards, addressing both their familiarity and application of these standards in the unique Iranian context. Utilizing a mixed-method approach, 122 teachers completed a questionnaire to assess their knowledge of the TESOL standards, while 15 participants engaged in semi-structured interviews to discuss the applicability of these standards in Iran. Results show that while most teachers are proficient in basic technology use, they demonstrate moderate familiarity with advanced pedagogical applications such as professional collaboration and assessment using technology. The study also identifies challenges unique to Iran, including internet censorship, restricted access to online platforms, and inadequate infrastructure. These factors limit the full implementation of TESOL standards. Moreover, the study suggests that TESOL standards should be updated to reflect the growing importance of online teaching and AI integration. Recommendations are made to modify the standards to better suit local constraints, while emphasizing the need for institutional support and ongoing professional development. The findings contribute to improving technology integration in language teaching, particularly in contexts facing technological barriers.

Translation has been examined from diverse perspectives, including linguistic, cultural, and sociological viewpoints. Across these fields of study, human involvement has remained central to all translational activity—whether as translators, publishers, editors, or in other roles. Even when the primary focus has shifted to aspects like the text itself, human influence invariably surfaces. In other words, certain facets of translation have remained unexplored, overshadowed by the dominance of human agency. With the advent of ecotranslation, which merges ecology with translation studies, these hidden dimensions of translation can now be uncovered, opening up new avenues for research. This paper explores Luhmann’s social systems theory in comparison with ecology, drawing on a parallel approach to that used by Beebee, Childress, and Weidman (2017) in Translation Ecologies: A Beginner’s Guide . However, whereas their work contrasts ecology with polysystem theory, this paper instead examines the relationship between ecology and social systems theory within the context of translation studies.

Dans le cadre des transferts culturels, le facteur de la migration est reconnu comme l'un des principaux outils pour transférer la littérature et la culture d'une langue à une autre. Un examen plus approfondi de cet outil important révèle que l'écriture migrante est le résultat des efforts d'un auteur qui choisit souvent des héros pour les transitions culturelles à travers l'outil de migration lesquelles sont toujours impliquées dans la recréation d'un nouveau rôle dans une nouvelle société. L'un des écrivains iraniens immigrés dont l'écriture migrante trouve sa place en dehors de cette règle générale est bien Goli Targhi. Dans la présente étude nous essayons de montrer pourquoi, malgré le fait que l’écriture de cette auteure est considérée comme une écriture migrante, les histoires qu'elle a créées dans son univers romanesque, sont remplies de héros qui aiment jouer leur rôle dans sa terre natale, notamment dans l’ancien quartier de l’écrivaine qui garde toujours la douce clameur d'une ville familière et le jardin de Shemiran, le cadre d’un sommeil vert.

A vital aspect of educational reform involves the careful evaluation of English Language Teaching (ELT) materials to confirm that coursebooks align with learner requirements. This article presents the results of a comprehensive investigation into the Vision series, the state-issued English textbooks used in high schools in Iran. The study examines the correspondence between the textbook content and the language learning priorities identified by students and teachers. Using a survey-based method, needs analysis questionnaires were administered to 200 high school students (100 males and 100 females) and 50 English teachers (25 males and 25 females). The findings indicate a considerable gap between the pedagogical content of the Vision series and the expressed needs of learners, especially in the area of communicative abilities. These results imply that educators and curriculum planners should re-evaluate the appropriateness of the current textbooks and consider using supplementary or different materials that better align with the functional language skills students require. This work highlights the need for ongoing, context-specific assessment and modification of ELT materials to maintain their relevance and effectiveness.

L’imagologie est une étude qui, à partir des images élaborées, se focalise sur l'analyse de « l’étranger » et essaye de le représenter. En effet, ces images sont, d'un côté, le produit des observations et des jugements de l'auteur sur l'Autre, et de l'autre, celui de sa mentalité et ses pensées. Ainsi, les récits de voyages jouent un rôle primordial dans la représentation de l'Autre. En fait, l'un des thèmes fondamentaux de la littérature de voyage, c'est « l’étranger ». L’objectif de ce travail est d'analyser l’image de l'Iran dans le récit de voyage d'Ella Maillart ; une femme-écrivain suisse. Cette recherche s’intéresse à la manière dont les images se construisent. En premier lieu, en s’appuyant sur la conception du paysage chez Michel Collot, nous analyserons les images de l'espace géographique et historique présentées par l'auteure. En deuxième lieu, nous nous attacherons aux définitions de Daniel-Henri Pageaux à propos de la représentation de l’Autre du point de vue de l’imagologie, et nous allons voir comment cette image élaborée de l'Iran a-t-elle été abordée. Finalement, pour étayer notre analyse en profondeur, nous nous pencherons sur les données culturelles et sociales de la communauté iranienne à l’époque.

Acknowledging translator’s agency, the present research argues what remains relatively under-explored in translation studies is how translators’ demographics and professional background closely interacts with their decision-making when it comes to book selection criteria. Therefore, this quantitative research examines whether professional factors of, among other things, translation experience, educational degree, significantly affect translators’ selection criteria for book translation in contemporary Iran. Based on a snowball sampling method, 248 professional translators answered a self-report questionnaire, which collected their professional data and measured their preferences based on a range of book selection criteria, including socio-cognitive considerations, externally driven motivations, success guarantee factors, translators’ authority and agency, internally driven motivations and publishers’ authority and agency. Results indicated that only translators’ educational background, experience, and field of study significantly predicted their book selection criteria. Further, their educational degree affected their book selection criteria, such as externally driven motivations, publishers’ authority and agency, success guarantee factors.

Adhering to Hyland’s (2019) Interpersonal Model of Metadiscourse, this paper examines the distribution of interactive metadiscourse markers across various topics in popular science commentaries. The corpus comprises 300 popular science commentaries, including 150 magazine articles and 150 newspaper articles, spanning nine years from 2015 to 2024. This period saw increased public debates due to significant scientific discoveries, making the analysis of such engaging content particularly relevant. A corpus of 346,825 running words was analyzed using Antconc software, identifying 24,492 instances of interactive markers. The study shows that subcategories of interactive metadiscourse are frequently used in both popular science magazine and newspaper articles. However, interactive markers appear more frequently in magazine articles than in newspaper articles, indicating that the former has more structured content. Chi-square test results for subcategories of interactive metadiscourse reveal significant differences in the distribution of transition markers, endophoric markers, evidentials, and code glosses between the two corpora. This suggests that ESP and EAP material developers should create more explicit learning resources. Such resources could help language instructors and novice researchers, especially those whose first language is not English, understand how the rhetorical functions of interactive markers influence writing styles across different genres and facilitate successful reader interaction.