درخت حوزه‌های تخصصی

The United States is the world's first producer and consumer of oil and play a special role in international oil market relations. In a sense, due to the differences in the energy programs of the parties of this country, we will see significant changes in the international energy markets. The Trump's economic thinking in business field is based on the neo-mercantilist while the Democrats believe in global and multilateral trade. The most important energy policies of the Republican Party are the development and expansion of fossil fuel production, increasing the share of the oil market, lifting environmental restrictions, confronting OPEC, and unilateralism in the oil and gas trade. In contrast, the Democrats' most important plans in the US election are to return to the Paris Agreement and re-impose environmental restrictions, reduce oil production through legal sanctions such as taxes, expand renewable energy and use financial resources to manage the oil market and trade convergence. The main question of this article is what effect do US parties energy programs have on the oil market? The method of this research is a qualitative in a descriptive-analytical manner using desk research.

Статья посвещена изучению соотносимых способов образования имен существительных в русском и персидском языках. В обоих языках существуют разные способы словоборазования, с помощью которых образуются новые слова. Но не все они могут употребляться при образовании имен существительных. Существуют объективные основания, как внеязыковые, так и внутриязыковые, для отличия имен от слов других типов. Отличительные черты имени как типа слов связанны с особенностями процесса наименования, приводящего к именам, и с ролью имен в предложении. Одним из трудных моментов при изучении русского языка иранскими учащимися является правильное понимание словообразования в русском языке и их равнозначные варианты или примеры в персидском языке. В данной статье анализируются разные соотносимые средства и способы образования имен существительных в русском и персидском языках. Также сделана попытка выявить новые лексические и грамматические значения, проанализировать словообразовательную функцию новых имен существительных.

В последние два десятилетия произошли изменения в социальной жизни Казахстана: вхождение в мировое глобальное сообщество, интеграция экономики, политика трехъязычия, которые способствовали изменению подходов в обучении, модернизации всей системы образования. Для успешной социальной адаптации и коммуникации особой категории студентов-репатриантов, вернувшихся на историческую землю, при обучении их неродному языку (русскому) широко используются всевозможные словари и справочные пособия. Для этой категории студентов в казахстанских вузах проводят дополнительные занятия на всех факультетах, готовят учебно-методические материалы, отдельные рабочие программы, учебные пособия. Специально для этой категории студентов нами создан словарь особого типа – идеографический, который предназначен для активной работы со словарным запасом, расширения и систематизации знаний по лексике русского языка, полезен при самостоятельном изучении языка в качестве дополнительного пособия к основному курсу. В Центрах адаптации и интеграции репатриантов для проведения учебных курсов по русскому языку успешно внедряются учебные пособия, проводятся семинары по методике преподавания языка.

Отношения между Россией и Персией имеют длительную историю, но проблема взаимного осмысления и восприятия иной культуры еще мало изучена. Особенный интерес в этом отношении представляют документальные свидетельства об общественно-политических и культурных контактах между Россией и Персией. Важным источником являются записки, письма, путевые журналы русских путешественников, посещавших Персию в XVIII – XIX вв. Интересным документом, передающим непосредственное впечатление от встречи с «чудным» и «фантастическим» Востоком, являются записки князя Алексея Дмитриевича Салтыкова «Путешествие в Персию». Книга была написана во время путешествия автора в Персию в 1838-1839 гг. и издана в 1849 г. Особенно ценны в этих и подобных записках «живые подробности» авторской рефлексии от встреч и путевых наблюдений. Эти натурные детали и личные впечатления легли в основу ориентального текста русской литературы.

Depuis le romantisme, le paysage est devenu un enjeu majeur de la littérature. En fait, il est question d'une image extérieure donnée en entier au regard, et c'est la mission de la littérature de la copier autant que possible s’appuyant sur la réalité et par le moyen de la description. Dans cet article nous nous appuyons sur la poétique du paysage dans les œuvres de deux grands poètes contemporains, le premier, Jules Supervielle (1884-1960), poète très attentif à l’univers qui l’entourait; et le second, Sohrâb Sepehrî (1928-1980) qui est l'un des plus grands poètes iraniens du XXe siècle. À travers des exemples tirés de leurs poèmes et en se référant aux idées de Michel Collot sur le paysage et les représentations du paysage, cet article vise à analyser tout d'abord le paysage et ses enjeux environnementaux et ensuite à dévoiler la finalité recherchée par les poètes concernant l’articulation du paysage dans leur poésie.

La culture de chaque groupe social se manifeste par le langage de ce groupe. Dans la littérature française, L'Assommoir est considéré comme le premier roman dans lequel Émile Zola met en œuvre le langage populaire des ouvriers parisiens pour faire un tableau très exact de la vie de la classe inférieure de la société sous le Second Empire. Mais ce qui nous intéresse, c'est la perception de la culture dominante du monde ouvrier par le langage de ce monde. Cela implique le déchiffrement des diverses expressions langagières des personnages du roman dans des situations et avec des intonations différentes. Dans cette recherche, nous étudions la relation entre la culture et le langage populaire de la classe ouvrière en nous appuyant sur la notion de Cultulangue (culture + langue). Chaque Cultulangue se compose de l'ensemble des expressions langagières et l'ensemble des Cultulangues désignent l'Extracultulangue ou la culture dominante d'une société. À cette fin, nous analysons les Cultulangues dominantes dans ce roman, comme la Cultulangue franche, irrespectueuse, déterministe et infantile. Nous essaierons ainsi de répondre à cette question si l’ensemble des Cultulangues tirées de ce roman peut nous mener vers une même Extracultulangue de ce groupe humain social ?

L’œuvre romanesque d’Olivier Adam en général et Les Lisières en particulier reflètent les crises, écarts, conflits, et rancœurs de la société contemporaine française. Par l’intermédiaire de maintes descriptions spatiales et d’innombrables personnages dont il nous relate la vie privée et le parcours professionnel, le romancier s’évertue à traiter l’instauration du système qui a entraîné de telles conséquences de même que les mécanismes qui ont favorisé sa durabilité. Au cours de ce travail, par le biais de la sociologie bourdieusienne et ayant recours aux termes propres au sociologue français tels que « l’espace social », « l’habitus », « la champ » et « la domination », on étudie la façon dont le jeune auteur a analysé la hiérarchie sociale en  concrétisant le concept de « l’espace social » à l’aide des figures qui représentent de multiples « positions sociales ». On démontre également les stratégies de « domination » qui ont été retracées par le romancier en premier lieu dans les champs limités et à une plus grande échelle par l’État. Enfin, la théorie de « la distinction », si méticuleusement concrétée par le romancier, est traitée pour montrer les obsessions d’un écrivain qui se veut engagé au XXI e siècle.

Синтаксис может рассматриваться как система способов представления ситуаций, как своего рода каталог типовых ситуаций, причём в плане корреляции структуры и семантики языковой материал неоднороден и часто эта связь не прямая и не однозначная. Способ представления ситуации определяется не только её реальными характеристиками и перцептивными моментами, но также определёнными прагматическими факторами – коммуникативной организацией высказывания и др. В докладе рассматривается соотношение семантических и прагматических факторов в выборе синтаксической структуры высказывания применительно к некоторым конструкциям русского языка. Для многих денотативных ситуаций возможно более одного способа синтаксического представления, в том числе при полном или почти полном сохранении лексического состава, что даёт возможность выявления собственно синтаксической семантики, особенно в контекстах противопоставления; кроме того, специфика синтаксической структуры проявляется в наибольшей степени в нестандартных употреблениях (то есть с глаголами, для которых такая конструкция нехарактерна).

The purpose of the study was to investigate the effect of mediation on the development of a novice teacher and in turn the effect of transformation of the teacher on the behaviors and emotions of the learners using Vygotskian sociocultural view of learning. For this purpose, a novice teacher teaching the general English course at an Iranian university was selected. To develop an understanding of the instructional setting and to diagnose her weaknesses and strengths, she was observed by a teacher educator during the first five sessions. Different instruments and tools like the teacher and students’ narratives, stimulated recall of voice-recorded actual teaching, and observation were also used during the study to trace the teacher’s cognitive and emotional development. As most of her practices displayed over-reliance on translation and deductive teaching of grammar, and her oral narration showed instances of cognitive/emotional dissonance, strategic mediations, both implicit and explicit, based on her needs were offered after the fifth session in a face-to-face interaction to help her develop gradually. Analysis of the results showed the gradual development of her and the positive attitudes and active engagement of the learners during she was being mediated. Implications of the findings are presented and discussed.

Learning in every context is influenced by the social factors such as the people with whom the learners are communicating in that specific learning environment. As the role that social factors can potentially play in the process of education seems not to have been explored comprehensively in the field of English language teaching, in general, and in the Iranian educational context, in particular, the purpose of the present study was to investigate the impact of both social goals and achievement goals on emotional, behavioral, and cognitive engagement, in an academic context. The participants of the study consisted of 302 undergraduate students (88 females, 206 males, 8 unspecified), majoring in English literature at two state universities and two private universities in Iran. The data were collected through one questionnaire consisting of items relating to different types of social goals and various types of engagement. Confirmatory Factor Analysis (CFA) and Regression Analysis were conducted to analyze the data. The results of CFA confirmed the validity of such goals in our context. Also, regression analysis showed that mastery goals, social status goals, and social concern goals predicted variance in different facets of engagement.

This research sought to investigate the relationship between simultaneous interpreters’ oral cloze performance, their emotional intelligence, and gender. In other words, the study tried to predict the variability in performance on simultaneous interpreting (SI) oral cloze test based on the variability in gender, emotional quotient (EQ) and its subscales. To this end, a number of seventy participants majoring in English Translation attending the course Oral Interpretation were selected. The Emotional Quotient Inventory (Bar-On, 1997) questionnaire was given to participants to gather the data. The students were also asked to take an oral cloze exam. The results of the study showed that no significant relationship was found between total EQ and oral cloze performance. However, two of the subscales of EQ, i.e. Flexibility and Stress Tolerance were found to be positive predictors of SI oral cloze score together. The results of the study indicated that the mere acquisition of oral cloze skill as one of the skills required for simultaneous interpreting, cannot guarantee students’ achievement in interpreting. Rather the consideration of personality traits can have a facilitative effect. Moreover, with regard to gender no association was found between student interpreters’ performance and their gender.

Given the vital role that vocabulary plays in learning a language along with the fact that sense-induced emotions are noteworthy due to their influence on cognition, this study examined the impact of emotioncy-based language instruction on the long-term memory (LTM) vocabulary retention of Iranian EFL learners. To this end, 32 participants were selected based on their level of trait/state anxiety, working memory span, language proficiency, neophobia, and emotioncy towards the selected words to be instructed. Two weeks after the instruction session, the participants were given a retention test. To compare the mean scores of each participant exposed to the three emotioncy-based language instruction conditions (i.e., avolvement, exvolvement, and involvement), a one-way repeated measures ANOVA was employed. The results showed that the participants outperformed in recalling the words that were taught through the involvement level of the hierarchy of the emotioncy model in comparison to those taught through the exvolvement level as what is currently practiced in language classrooms. Finally, drawing on the concepts of emotioncy, emo-sensory quotient, embodied cognition, and multisensory learning, the study elaborates on the value of senses in evoking emotions conducive to cognition and memory enhancement. After all, the study suggests that senses act as the main gears that stimulate the evocation of certain emotions, and the resultant emotions shape cognition, resulting in better LTM retention of vocabulary items.

Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present study then aims at scrutinizing the structure of personal English stories as told by EFL learners. To this aim, three hundred narratives were collected through classroom discussions and interviews. Qualitative analysis methods were utilized to find how narratives were recounted. The results of data analyses indicated that EFL learners’ narratives consisted of 4 parts with the abstract and coda sections absent from them. Besides, there were other differences between the collected narratives and those told by English native speakers.

: This study aims to explore the relationship between syntactic and lexical complexity and also the relationship between different aspects of lexical complexity. To this end, speech monologs of 35 Iranian high-intermediate learners of English on three different tasks (i.e. argumentation, description, and narration) were analyzed for correlations between one measure of syntactic complexity (mean number of clauses per Analysis of Speech Unit) and two measures of lexical complexity (diversity and sophistication). Spearman’s rho was used to calculate correlations between the average scores for syntactic and lexical complexity obtained from the three tasks and also for each of the three tasks individually. The results showed that the average scores for lexical diversity and lexical sophistication correlated positively, but the correlation was found only for the narration task. Also, the average scores for syntactic complexity did not correlate significantly with any of the average scores for the two measures of lexical complexity. However, the pattern of results differed across the three tasks. In the argumentation task, syntactic complexity correlated significantly only with lexical diversity. Syntactic complexity did not correlate significantly with any of the two measures of lexical complexity in the description task. In the case of the narrative task, there was a significant correlation between syntactic complexity and both measures of lexical complexity. The results are discussed in light of Levelt’s (1989) speaking model

: This study aims to apply active learning in a foreign language context to improve L2 learners’ listening comprehension. Participants in this attempt were 56 EFL learners between 13 and 15 years old. To amass the required data, learners went through a ten-week treatment, in which participants in the experimental group received computer-mediated active learning intervention and those in the control group had computer-mediated listening activities in traditional lecture-based format. Since the focus of this study is on listening comprehension, tasks were designed in such a way so as to teach the basic tenets of listening including: a) reflective listening to comprehend meaning and content, b) reflective listening to clarify feelings, and c) listening to nonverbal cues. The aim was to find the possible effects of such intervention on learners’ listening comprehension. Scores on final exams and an attitude interview were compared between the two groups. Results of independent samples t-tests revealed that, as opposed to students in the control group, students in the experimental group performed significantly better and had much more positive attitudes toward the course. It was found that the proposed intervention is beneficial for English-language learners by reducing their anxiety in listening tasks and enhancing their motivation to take part in classroom activities and to do independent test tasks as their homework