درخت حوزه‌های تخصصی

Mourning of Seyyed al-Shohda (AS) is one of the ritual-religious ceremonies of Shiites that were held in various historical periods. With the coming of the Pahlavi government, the restriction of Seyyed al-Shahada's mourning was part of a wider effort to secularize and modernize Iranian society, which led to conflict and challenges with the clergy and the people. Isfahan is the main area of ​​research due to the concentration of great Shia scholars and the formation of the seminary there. Descriptive-analytical research method based on documentary-library sources has been developed with a focus on Isfahan. The main question in the research is, what policies did the Pahlavi government (1304-1357 A.H.) undertake in holding religious ceremonies in Isfahan and what was the reaction of popular groups towards it? The results of the research show that the Pahlavi government applied policies in holding the mourning ceremony of Sayyid al-Shohada as a tool for the government to establish its authority and shape social behavior according to its political program and with measures such as monitoring the execution of the mourning ceremony, the need to control and Taking care of preachers and clerics, preventing the presence of Europeans in mourning ceremonies, publishing advertisements and announcements, and verifying the records of those who pray for prayer by the city police were able to implement some restrictions on the celebration of Seyyed al-Shahada, but still could not completely prevent the celebration of mourning.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.

 Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF). This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF). To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data. The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others. Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.

This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning