درخت حوزه‌های تخصصی

Earlier research has shown that fair assessment plays a crucial role in the classroom and is closely associated with students' academic success. Besides, multiple studies have consistently indicated that the cognitive aspect of test anxiety significantly and meaningfully influences test performance, highlighting the connection between test anxiety and academic achievement. Therefore, this correlational study was done to investigate the relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It followed a quantitative method and a total number of 201 learners, 88 males along with 113 females, participated in the present study voluntarily. A convenience and random-sampling method were applied, using fair assessment and cognitive test anxiety questionnaire. The results of the study, using Pearson-moment correlation and Regression analysis, revealed that there was no significant relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It also indicated no significant difference between male and female learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. The findings of the study can be implemented in educational systems by teachers, learners, programmers, and researchers. It can be considered as a guideline for teachers, especially EFL teachers in academic environments to find solutions for the problems and difficulties in the fairness of classroom assessment.

Despite the widely recognized significance of values education in a rapidly changing world and teachers’ education-related beliefs, little research has investigated how English as a Foreign Language (EFL) teachers navigate values in their classrooms. The study reported in this paper explored in-service EFL teachers’ perceptions of values education and their conceptions of their moral roles, aiming to develop an instrument related to values education. To this end, this exploratory sequential mixed-methods study recruited 10 EFL teachers selected through maximum variation sampling. Semi-structured interviews were conducted with the teacher participants and the data were analyzed inductively through thematic analysis. Furthermore, the existing literature and the insights gleaned from the initial phase of the study led to the development of a questionnaire, which was administered to 332 EFL teachers in the quantitative phase of the study. Six overarching themes were identified through thematic analysis of the interview data, namely relational values, personal growth, academic excellence, regulatory values, teachers’ personal standards and global values with teachers prioritizing students’ motivation and wellbeing over other value types. In addition, confirmatory factor analysis of the developed questionnaire verified a five-factor structure. Only 23 items out of 53 initial items were retained in the final version of the questionnaire. Overall, the results revealed that master obligation of teachers, associated with nurturing students’ dignity was prioritized over teachers’ prima facie obligation which promotes students’ learning and intellectual growth. After a detailed discussion, implications and suggestions for future research are presented in the end.

Le langage familier de Sadegh Hedayat reflète de nombreux éléments culturels et folkloriques dans ses écrits. Ceux-ci incluent les expressions, les termes argotiques et les éléments culturels non-existants dans la langue cible. Tout cela a rendu difficile le travail des traducteurs. Dans cet article, en examinant la traduction française des Trois gouttes de sang faites par Frédérique Razavi, une nouvelle qui, du point de vue de la forme et du fond, semble être la plus complexe, nous avons mis en évidence sa méthode de traduction des éléments culturels du persan vers le français. Pour atteindre ce but, il nous faut confronter, dans la trame de cette nouvelle, les concepts ayant les connotations culturelles avec leurs traductions. Selon les modèles de Newmark et d’Aixela concernant la traduction des éléments spécifiques à la culture, nous avons montré que la traduction de Razavi est basée sur les équivalents fonctionnels avec différents degrés d'approximation culturelle.

On a considéré la première traduction du Gulistan de Saadi en français par André du Ryer en 1634 comme un tournant dans l’histoire des échanges culturels franco-iraniens. De ce point de vue, cette première traduction d’un chef-d’œuvre persan en France est très importante ; elle fait connaître Saadi et son Gulistan non seulement en France, mais aussi dans le monde occidental. Autrement dit, c’est l’œuvre qui initie l’Occident à la poésie persane. Cependant, en lisant attentivement le Gulistan ou l’Empire des Roses, nous découvrons d’abord que cette œuvre n’est pas une traduction complète et qu’ensuite, elle porte de fréquentes et graves erreurs de traduction. L’objet de notre article est d’étudier les défauts de cette traduction imparfaite, à savoir sa monotonie (la présentation matérielle du texte original non respectée), les ajouts, les suppressions et les modifications injustifiables (ceux qui dénaturent complètement le sens des idées de Saadi, allant parfois jusqu’à les contredire) et le contresens dont les exemples ne sont pas rares dans l’œuvre en question.

Annually, researchers in various scientific fields publish their research results as technical reports or articles in proceedings or journals. The collocation of this type of data is used by search engines and digital libraries to search and access research publications, which usually retrieve related articles based on the query keywords instead of the article’s subjects. Consequently, accurate classification of scientific articles can increase the quality of users’ searches when seeking a scientific document in databases. The primary purpose of this paper is to provide a classification model to determine the scope of scientific articles. To this end, we proposed a model which uses the enriched contextualized knowledge of Persian articles through distributional semantics. Accordingly, identifying the specific field of each document and defining its domain by prominent enriched knowledge enhances the accuracy of scientific articles’ classification. To reach the goal, we enriched the contextualized embedding models, either ParsBERT or XLM-RoBERTa, with the latent topics to train a multilayer perceptron model. According to the experimental results, overall performance of the ParsBERT-NMF-1HT was 72.37% (macro) and 75.21% (micro) according to F-measure, with a statistical significance compared to the baseline (p<0.05).

Presenting the writer's voice and positioning it within the larger body of alternative voices is essential in academic writing. Realizing the challenges novice academic writers might experience while doing this, we selected and analyzed a corpus of 40 discussion chapters (timespan: 2010-2019) written by Iranian master's students. Following systemic functional perspective (Martin & White, 2005), we explored the engagement resources in the corpus to discover evaluative language choices and stance types. The results showed that although student writers actively engaged other voices and adopted a more balanced dialogically contractive and expansive stance, they employed fewer and less diverse linguistic devices. Moreover, these novice writers tended to avoid certainty and preferred more modest and cautious assertions. There was a great tendency to remain neutral toward other voices. In aligning with other voices, they preferred to present more supportive evaluations than critical ones as well as more explicit structures. They opted for implicit attitudes in evoking resources to show criticism. The implication of this study is for EAP and dissertation writing to novice writers. 

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching.

Synesthesia, among other rhetorical devices, has played a prominent role in conveying the intended messages in the realm of poetry. Nonetheless, it has not grabbed adequate attention to its nature and function. Belonging to the domain of comparative literature, this essay has benefitted from analogy studies as its methodology to render novel perspectives in the meaning and reading of the poetry of Sitwell and Ebtehaj. Here, we have attempted, firstly, to foreground the function of synesthesia and, secondly, to enrich the understanding of the mentioned poets. This paper concludes that the realization of synesthesia heavily and helpfully affects the perception of literary poems. In addition, to showcase such influence, a reasonable number of poems by Sitwell and Ebtehaj were subjected to scrutiny, indicating that a great deal of their poetry is best understood only after investigating synesthesia. This essay is merely concentrated on two poets, yet its findings can be helpful for the whole field of poetry.

Since teachers’ creative behavior or innovation-promoting inclination affects the quality of education, some recent studies have aimed to explore teachers’ willingness to practice teaching for creativity (TfC) in various education contexts. As an attempt to identify the correlates of TfC, the aim of this research was to test a model of model of TfC in EFL contexts based on teachers’ creative self-efficacy and their growth mindset. A number of 472 Iranian English as a Foreign Language (EFL) teachers partook in this survey as the participants. The electronic versions of the questionnaires for the three latent variables were administered to the participants. Structural equation modelling was utilized to test the suggested model of TfC in the EFL context. The results indicated that both teachers’ creative self-efficacy and their growth mindset substantially influenced EFL teachers’ TfC although the contribution of creative self-efficacy was greater than. Additionally, teachers’ growth mindset had a slight effect on their creative self-efficacy. These findings can offer remarkable implications for EFL teacher educators