درخت حوزه‌های تخصصی

Vladimir Propp en tant que structuraliste et folkloriste russe, a bien essayé de formuler un système unique qui fonctionne dans tous les contes sans tenir compte de la divergence entre la langue, la littérature et la culture. Le Livre du Roi ou Shâhnâmeh de Ferdowsî est l’un des chefs-d’œuvre de la littérature persane qui est considéré comme l’héritage et l’identité culturels de notre passé historique. Cette étude a pour but de déterminer si toutes ces structures constantes et les fonctions permanentes proposées par Propp sont applicables à travers une partie de Shâhnâmeh intitulée Zahhak. Propp a développé sa théorie en étudiant les contes populaires, qui ont une structure narrative relativement simple. Shâhnâmeh, étant une œuvre épique, est beaucoup plus complexe. Il serait important d’examiner dans quelle mesure les fonctions de Propp se rapportent à cette narration épique et si certaines d’entre elles sont plus pertinentes que d’autres. En plus, étant donné l’aspect indissociable de la forme et du fond, nous allons mentionner l’impact de l’épopée sur la société iranienne. Cela nous amène à bien analyser aussi les caractéristiques du conte et les notions atemporelles au confluent de la forme et du contenu qui caractérisent l’œuvre de Ferdowsî. Il serait intéressant d’examiner comment une représentation allégorique de la société ainsi que l’imperfection humaine se manifestent à travers le conte de Zahhak.

Navigating the technology-saturated landscape of language education poses a daunting task for present-day parents. As primary companions in EFL learners’ online learning journey, parents need to help them cultivate online language education. Guided by the parental mediation theory, the present study's primary objective was to examine any correlation between parental mediation strategies and Iranian EFL learners' online learning self-efficacy. Inspired by Vygotsky’s (1978) social development theory, which posits that knowledge is constructed within a social context, and Valkenburg et al.’s (2013) autonomy-supportive mediation, the second aim of the study was to uncover strategies that help promote digital parenting to foster learners’ self-efficacy in online language learning. Using an explanatory sequential mixed-methods design, data were gathered through questionnaires from 414 Iranian EFL learners aged between 12 and 18, selected through non-probability convenience sampling. Additionally, 47 learners, their parents, and 15 EFL teachers were voluntarily interviewed. Multiple linear regression analysis demonstrated that restrictive mediation and monitoring strategies reduced learners’ online learning self-efficacy while active mediation enhanced it. Reflexive thematic analysis of the interviews also revealed that digital parenting practices, which consider learners’ autonomy and encourage cooperative engagement between learners and parents, will nurture self-regulated online language learners. The findings could set a new benchmark for digital parents, helping them bring up children capable of judiciously leveraging online opportunities.

Although email correspondence is a common means of communication between scholars from different cultures, little attention is paid to writing academic emails in tertiary education. The present investigation is aimed at studying the influence of genre education on the formation of academic writing skills and understanding the principles of academic correspondence. The main methods used in the study were experiment and survey. The research was carried out on the basis of National Research Nuclear University MEPhI. The participants of the study were postgraduate (PhD) students (n = 100) with a major in Physics, Electronics, Computer Science, and other technical areas. The results of the study show that the students made considerable progress in their academic email writing skills even after a short period of explicit instruction applying the genre-based approach. Most of the students changed their way of thinking about writing emails for academic purposes in English and became aware of the norms of formal writing. Moreover, the results of the experiment and survey justify the necessity of including academic email writing in the curriculum of teaching Academic English and demonstrate strong potential of genre-based learning in other genres involving academic writing.

The present study examines the role of translation in promoting new sciences in Dar al-Fonun, the first modern school of higher education in Iran during the Nasseri period (1831-1896). Amir Kabir, the chief minister under Nasser al-Din Shah – following his modernization programs for the development of Iran subsequent to the Western industrial revolution after which Iran experienced a delay in benefiting from advancement in science and technology during the early 19th century – established Dar al-Fonun school in a Western and European style with the aim of promoting and strengthening science and knowledge so that Iranian specialists could be trained in various scientific fields. As a result, translation became one of the tools for introducing modern sciences to Iran in order to fight against the country’s backwardness in various fields. The period covered by this research is from 1851 to 1896 – from the foundation of the school to the end of the Nasseri era. The results of the study, conducted by using library method, second-hand sources and their content analysis, show that translation in various ways enabled Iranian students to benefit from modern higher education and after graduation, they served as experts in various fields, making a huge contribution to the expansion of modern sciences for the development of the country.

Employing reliable evidence-based academic word lists has been a noticeable concern for numerous educators, students, and researchers in English for Academic/Specific Purposes (EAP/ESP) courses. Currently, many of these courses still lack research-oriented materials and rely heavily on traditional ways of teaching field-specific terminologies. This study aimed to create a specialized corpus to identify the most frequent academic words in Welding Metallurgy (WM) and to analyze the most prevalent three- and four-word lexical bundles (N-grams). We employed a corpus-based approach, and identified top-tier journals of WM; then, we analyzed the articles from 2017 to 2023 that followed the Introduction, Methodology, Results, and Discussion (IMRD) format. As such, 875 empirical research articles were compiled and analyzed to establish a specialized corpus with four million words. After applying word selection criteria, 608 lemmas were identified. Furthermore, we recognized 68 technical acronyms in the field and grouped them into an independent list. We also highlighted the most prevalent N-grams to explore the field's formulaic language. Consequently, 61 prevalent technical N-grams were recognized. As part of pedagogical implications, this study would deepen ESP course instructors’ knowledge and urges them to be more mindful of evidence-based material. It also encourages students to give more weight to their fundamental discipline-specific needs by incorporating authentic word lists in practice.

General English Course (GEC), considering its syllabus, is a misnomer for the English for Academic Purposes (EAP) instruction in Iran. The major goal of GEC, as set by the Ministry of Science, Research and Technology, is to help undergraduate students develop a reasonable ability to read and comprehend their reference textbooks in their majors. Since a lot of time, money, and energy are spent on GEC and given the dropout rate among students, its efficiency needs to be evaluated meticulously. This study was an attempt to assess the efficiency of GEC in achieving its purported objectives. Two hundred and sixty-six university students taking their GEC sat for the pretest of the study in order to get a preliminary profile of their reading comprehension ability as well as their knowledge of vocabulary. After 15 sessions of treatment, based on the GEC syllabus, the learners took a posttest. Results of a Wilcoxon Signed Rank Test revealed an improvement from the pretest to the posttest, which is negligible with regard to a small effect size. This state of affairs denotes that GEC has not achieved its goals completely. The implications of the study for policymakers, curriculum developers, and educators are discussed.

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.

The optimal implementation of Computer Assisted Language Learning (CALL) in Iranian EFL higher education faces some challenges despite its incremental growth. It is, therefore, necessary to investigate the current challenges affecting university professors' and students' adoption of CALL in Iranian EFL contexts. For this purpose, data were collected through semi-structured interviews with three purposeful sampling groups of participants, both before and after the temporary shutdown of the educational sector due to COVID-19 spread. Therefore, 33 interviewees—university EFL professors, students, and Information Technology Support Engineers (IT-SE)— took part in an interview which took approximately 90 minutes for each, conducted in person or over WhatsApp and Skype platforms. All the interviews were audio recorded and transcribed for thematic analysis by the first researcher and an assistant researcher. The obtained results highlighted nine major categories of themes that indicated the obstacles and challenges of optimal CALL implementation. These challenges are related to 1) technological dimension, 2) teacher dimension 3) student dimension, 4) software and hardware dimension, 5) sanctions and filtering dimension, 6) curriculum dimension, 7) the nature of e-learning dimension, 8) socioeconomic and cultural dimension, and 9) university administrators' dimension. It was the sanctions and filtering dimension, the nature of e-learning dimension, and the socioeconomic dimension that were exclusive to this study. Each of these major themes includes a set of minor themes. The results can contribute to educational planners, curriculum and material developers, and teachers to develop education programs for optimal CALL implementation in Iranian EFL higher education by removing the challenges.

Developing ESL learners’ speaking skills who study in Iranian senior high schools poses significant challenges due to the domination of traditional grammar-focused methods. This study investigates the effect of dialogic teaching rules, based on Alexander’s (2017) model, on the speaking skills of Iranian high school ESL learners. In a quasi-experimental pretest-posttest design, 43 Iranian twelfth-grade students were assigned to an experimental group (n=22) taught with dialogic rules and a control group (n=21) taught conventionally using Vision 2 and Vision 3 materials. Speaking fluency, accuracy, cohesion/coherence, and interactive skills were assessed (scored out of 25). Repeated measures ANOVA showed significant improvement in the experimental group's speaking performance as a whole (F (1, 41) = 14.50, p <.001) compared to the control group, with significant improvements in fluency and interactive skills. According to Vygotsky's (1978) Sociocultural Theory, Communicative Language Teaching, Constructivism, and Bakhtin's Dialogism, these findings demonstrate that dialogic teaching enhances communicative competence. These results suggest that implementing dialogic teaching strategies can transform ESL classrooms by improving dynamic, learner-centered contexts in which oral interaction is prioritized.

Discourse markers play a crucial role in textual cohesion and coherence. By identifying patterns of discourse marker usage, valuable insights can be gained into the underlying communicative strategies employed by text producers. Qur’anic discourse markers are of particular significance for several reasons, making their translation a critical area of study. Accordingly, this article aims to examine the second most frequent, complex, ambiguous, and multifaceted Qur’anic discourse marker, fa, in a Persian and English Qur’anic parallel corpus from a pragmatic perspective. To this end, six ajzā (parts) of the Holy Qur’an were randomly selected as the research sample and served as the source text of the corpus. The Persian translation by Ali Maleki and the English translation by Tahereh Saffarzadeh were chosen as the target texts through purposive sampling. The bilingual parallel corpus was designed to facilitate the investigation of variations and trends across the two languages, thereby providing a more in-depth understanding of the translation process. The analysis of this corpus revealed that translators rendered this Qur’anic meta-discursive component figuratively, communicatively, and dynamically by employing four different types and 81 unique discourse markers to establish various logical relationships between discourse units. These discourse markers conveyed discursive functions of contrast, elaboration, inference, and temporality. This figurative and communicative system, adopted and adapted in the construction of discourse, is substantiated through different theoretical perspectives in discourse analysis and pragmatics. Beyond its contribution to discourse analysis by highlighting the complexities of language use and the interpretation of sacred texts across languages, the study’s findings offer valuable insights for translators in general, and for Qur’an translators in particular, by shedding light on the intricate yet subtle process of discourse construction and its crucial role in facilitating more effective communication.

Foreign language test anxiety (FLTA) affects learners' cognitive, emotional, and behavioral responses to language assessments. Despite extensive research on its causes and effects, a comprehensive understanding from the learners' perspective remains underexplored. This study aims to synthesize qualitative and mixed-methods research on the antecedents and consequences of FLTA, with a focus on learners’ experiences and perceptions. A systematic search was conducted across primary education and psychology databases for studies published from 1990 to 2025. The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Studies were appraised for methodological quality using the Enhancing Transparency in Reporting (ETR) checklist of the Critical Appraisal Skills Programme (CASP). Thematic synthesis and meta-ethnographic translation were used to integrate findings from the selected studies. The review identified key antecedents of FLTA, including learner-level factors (e.g., low self-efficacy, perfectionism, prior academic failure, and inadequate self-regulatory skills), test-design features (e.g., time pressure, difficulty, unfamiliar formats, and unclear criteria), and broader assessment cultures marked by high stakes, exam-driven teaching, and social pressures. The consequences of FLTA were multifaceted, ranging from cognitive interference and reduced performance to avoidance behaviors, reliance on short-term strategies, and negative impacts on long-term engagement with language learning. Positive changes were associated with alternative assessment practices, such as portfolios and formative assessment. The findings suggest practical recommendations for language teachers, curriculum designers, and policymakers to create assessment environments that reduce FLTA and support learner well-being.

Cette étude s’intéresse à la façon dont l’univers des œuvres de Mauriac dévoile la complexité des luttes intérieures de ses personnages, illustrant ainsi les dilemmes universels de la condition humaine. En explorant ces drames psychologiques, il apparaît que les tensions entre aspirations profondes et attentes sociales s’articulent comme une réflexion intemporelle sur l’identité, le désir et la culpabilité. Ces thèmes, riches de sens, résonnent avec le contexte contemporain, révélant leur pertinence toujours vivante. Il s’agit d’analyser comment la méthode psychocritique de Charles Mauron — en dévoilant la dualité des personnages — permet d’éclairer ces enjeux profonds. L’étude propose que les combats intérieurs dépeints dans l’univers mauriacien transcendent leur époque, ouvrant une voie pour une identification moderne. En adoptant une approche analytique mêlant psycho-analytique et exploration littéraire, la recherche vise à déchiffrer les profondeurs de l’âme humaine, révélant ainsi la richesse et la modernité des réflexions de Mauriac. De plus, cette étude met en lumière la mythologie personnelle de Mauriac, un processus créatif qui a façonné ses œuvres et leur donne une portée universelle. Nous avons ainsi identifié comment son univers symbolique, façonné par ses expériences et son rapport à la foi, constitue une véritable clé pour interpréter ses personnages et leur quête d’intégrité. En définitive, cette réflexion met en lumière la permanence de l’œuvre mauriacienne comme miroir de nos propres psychés, invitant le lecteur à une introspection sincère.