درخت حوزه‌های تخصصی

An understanding of language as ‘open, dynamic, constantly evolving and personal encompasses the rich complexities of communication (Shohamy, 2007, p.5). Knowing about the important role of culture as well as psychological aspects of language can give us a broader view of languageteaching and learning. In order to obtain a better understanding of different aspects of language teaching, the present study aims to investigate the possible relationship between Iranian EFL teachers’home-culture attachment and its underlying components, with their emotional intelligence. To this aim two questionnaires namely: Home culture Attachment/dependency and Bar-On EI test were distributed among 80 EFL teachers, both men and women who taught at different levels in state schools in Birjand, Kermanshah and Zabol. Data were analyzed using Pearson’s correlation coefficient and multiple regressions. Finally results of the study revealed no significant relationship between Iranian EFL teachers’ home culture attachment and its underlying components, with their emotional intelligence. The most important result of this study is bringing about awareness for EFL teachers, EFL syllabus designers, teacher educators and policy makers about the important factors in cultural attachment or detachment of Iranian EFL teachers that consequently affects their teaching and transfer of cultural values into their students.

Almost little is known about creative writing. In this research, creative writing has been introduced as an alternative to academic writing. The aims were to introduce creative writing as an alternative to academic writing to boost the participants’ attitude towards writing in general. The participants were 32 senior university students studying English Translation at Islamic Azad University, Tehran. The study includes two phases: quantitative and qualitative. For the quantitative phase, the participants were given a questionnaire so that the researchers could measure their attitudes about writing. Then, a creative writing pretest was administered, followed by a posttest to see to what extent the treatment could help the participants improve their writing skill. For the qualitative phase, a videotaped oral interview with the participants was closely examined to find out about the participants’ attitudes towards writing. The means of the pretest and posttest indicated a three-fold increase in the scores after the treatment was over. The oral interview, furthermore, showed that most participants had a negative attitude towards creative writing. It was finally concluded that creative writing might be considered as a useful asset in academic contexts, expected to alleviate the negative attitude of learners towards writing to feel more confident.

این مقاله به بررسی تطبیقی سه اثر اختصاص دارد که همگی بر اساس یک مضمون افسانه ای واحد - انسانی که سایه اش را گم کرده است- نوشته شده اند. این آثار عبارتند از: دو داستان بلند از آدلبرت فون شامیسو و هانس کریستیان آندرسن و یک نمایشنامه افسانه وار از یوگِنی لوویچ شوارتس. در این بررسی، شباهت ها و تفاوت هایی در تعبیر نویسندگان از این مضمون، در ترکیب بندی و شخصیت پردازی آثار و همچنین در برداشت نویسندگان از عنصر کانونی این آثار، یعنی سایه یافت شد و نتایج زیر به دست آمد: در داستان فون شامیسو، سایه ای که پیتر اشلِمیل، قهرمان اصلی اثر به بهای کیف پول «فورتونات» (که هیچ گاه خالی نمی شود) به «مردی با کت خاکستری» می فروشد، نمادی از عزت نفس انسانی است؛ در حالی که در افسانه های آندرسن و شوارتس این سایه جلوه ای از جنبه تاریک و منفی شخصیت قهرمانی، مبارزه او با خویشتن و بارقه های منفی روحش است. به این ترتیب، مضمونی که شامیسو پدید آورده، در آثار آندرسن و شوارتس به مضمون «همزادی» و پیدایش سیمای همزاد یا «انسان سیاه» انجامیده است که در ادبیات جهان نمونه های مشابه بسیاری دارد.