درخت حوزه‌های تخصصی

The contribution of migration to urbanisation and urban population growth Internal migration, and net migration to urban areas in particular, drives the urbanisation of a country’s population. Rapid overall population growth often overlaps with rapid urbanisation, creating especially fast urban population growth. Rural-urban migration continues to attract much interest, but also growing concern. Migrants are often blamed for increasing urban poverty, but not all migrants are poor. In many cities, however, migrants form a large proportion of the urban poor with whom they share income and non-income disadvantages, including difficulties in finding adequate housing and in accessing services. Like the majority of the urban poor, they work long hours in low-paid, insecure and unsafe jobs and are exposed to a wide range of environmental hazards because most low-income and informal settlements lack basic infrastructure. In many cases when urban governments try to reduce or control rural–urban migration, this also affects low-income residents and not just migrants.This raises the question of whether policies that specifically target migrants in urban centres are desirable and possible.

In this research, we are present a GIS-based multi-criteria decision analysis approach to evaluating the suitability for industry site selection in the Kurdistan province in Iran. The multi-criteria decision approach considers different criteria which are standardized by fuzzy membership functions and combined by integration of fuzzy analytical hierarchy process (FAHP) and weighted linear combination techniques. The FAHP is used for the elicitation of attribute weights while WLC method weighting layers by use of obtained weights from FAHP and multiply in constraint elements. In preparation the restriction map, we combine different constraint element by union analyst. We used of increase and decreased linear-fuzzy functions to standardization the layers, and the Gamma operator is used for the overlaying these layers. We used of three levels of gamma operator for overlaying the layers, and we compare the three result map, then we recognized that the 0.5 of gamma operator is rational and optimum.in the final stage by overlaying gamma0.5 result map with restriction map we distinguished the suitable place for industry in Kurdistan province. As a result, 0.024 percent of total province area has the best potential to industrialization.

Firefighting station are one of the elements of public security in the city.to make them have the supposed role in public security; we should look at different urban facilities in detail and lend the city structure as a whole. Appropriate site selection of firefighting stations is one of the most important obligations of the city planners, which should be carefully planned and implemented. Better site selection is meant to avoid waste of resources in one hand and better capability of the stations on the other hand. In this research, best sites for the construction of new stations and moving of those stations with improper location in Tehran city has been studied. First, conceptual model of the study was defined, then, spatial layers and other information about site selection of the stations collected.in the next session Analytical Hierarchy process used to assign weights to spatial layers. This process was done based on the expert’s views and pair wise compactionmethod. After collection of expert views and in order to avoid wrong views, judgment compatibility amounts were calculated. After accepting of CR values, these weights used in future analyses. Network analysis, one of GIS spatial functions, used to find best routes from fire stations to affected area and service area of each station. Based on the analyses of this section and field checks, gave good attitude in terms of stations functionality. Regarding to the locations of existing stations, new stations proposed using a moving widow on the potential sites map.

This study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collected through explicitation interviews administered to teachers and students, as well as through students’ written productions. A content analysis was carried out employing three pre-established categories: types of students’ errors (Guénette & Lyster, 2013), types of teachers’ feedback (Guénette, 2010), and types of students’ revisions (Ferris, 2006). Results showed that error identification with error code was the most frequent type of written CF used by the two teachers in the pre intermediate groups and one of the teachers in the upper intermediate group; whereas, the other teacher in the upper intermediate group used mainly direct error correction without comment when providing feedback. In addition, results showed that although students from different levels undertook revisions of their errors in different ways, most were ultimately able to correct their errors.

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FFA) to L2 system (i.e. grammar, lexis, and phonology) and FFS and the effect of increasing procedural task complexity on EFL learners' FFA to L2 system and FFS. The participants comprised one hundred EFL junior students of TEFL. The sample was chosen from the cohort of EFL students at Islamic Azad and state universities in Isfahan and Shahrekod. The participants performed under task conditions of−/+ casual reasoning and −/+ planning time. After each stage, each participant filled in a Likert-type scale to examine his/her attention to different aspects of L2 system .Finally, Wilcoxon Signed Rank Test was used to compare the learners’ instances of of self-repairs at un-increased and increased task complexity occasions. Repeated-Measures ANOVA was used to examine the data. Results showed an overall effect of task complexity on EFL learners' attention to L2 system and FFA behavior across task types.

Foreign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through several methods. However, such methods are likely to be restricted to only passive learning methods, such as repetition, reading and lectures. In this study, 118 Japanese students of Spanish were tested in their articulation ability of the Spanish liquid [r] segment; the students were divided into two groups: the control group (GA), composed by 59 students, which did not undergo any special PA training, and the PA trained group (GB), composed as well by 59 students, which underwent only one PA intervention. The articulatory accuracy rate of GA for such segment after their first year of language acquisition was 27.16, while for GB it was 72.54 after the PA intervention. The improvement of GB after the PA intervention was highly significant in regard to the learners’ phonological accuracy (p < 0.001)

This paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level. It is a cross-sectional study of 40 EFL learners enrolled in the Department of English, Faculty of Education, Taiz University, Yemen. Data were collected through a questionnaire based on Oxford’s Strategy inventory for language learning (SILL). The findings revealed that the respondents not only used listening and speaking strategies in Oxford’s inventory but also invented some other strategies to cope with their learning environment. It was also found that the more they advance in the EFL program, the more their strategic competence improves. The results confirm previous studies that high-achieving learners employ several OCSs which facilitate their success. These strategies are put forward to low-achieving learners so as to elevate their English learning.

Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Iranian EFL students participated in this study, and each student wrote on two writing tasks of IELTS Academic module. The written essays were rated by three experienced raters using IELTS rubrics. Paired sample t-tests revealed that test takers performances did not differ significantly across these two tasks. Besides, two one-way ANOVAs indicated the difference between the raters in rating integrated writing task while they were not performed differently in rating independent task. The results are followed by a number of suggestions with the aim of improving the EFL students’ performance in writing skill.

The present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teaching and classroom management. In this connection, the Spearman Rank-Order correlation was used as the analytical method to analyze the data and to come to the conclusion. The obtained result showed that there was a positive correlation between teachers’ reflective teaching and class management. A strong relationship was observed between reflective thinking and class management and there was also a positive correlation between teachers’ reflective thinking and reflective teaching.

This experimental study considered the effects of learning style variations on EFL learners’ performance in different question types of the reading skill and their strategies to get higher scores. To achieve such goals, ninety learners with different academic backgrounds from IELTS classes of Shukuh English Language Institute in Tehran, participated in this study. The researcher first utilized two questionnaires with regard to learning styles and strategy uses. According to the Kolb’s questionnaire it is believed that learners have Activist, Theorist, Pragmatist and Reflector learning styles. A majority of candidates were recognized as Reflector but activist candidates had a better performance in IELTS and also for strategy use. In considering learning style variation according to the results of the one-way analysis of variance, we were on the safe side to say that variation due to belonging to different style groups causes variation of performance for Yes, No, not given questions in reading skill. The most favorable learning strategy of the activist learners, who were the most successful students according to their band scores, was making summaries which had not only the highest frequency, but also the highest weighted sum.

Although there have been several previous investigations on the role of auditory training for the development of auditory processing skills, it still remains unknown whether children with auditory processing difficulties can get improved auditory skills after exposure to a multi-modal training experience comprising both visual and tactile stimuli. The present study, therefore, attempted to use electronic game applications to foster the auditory processing skills of children who suffer from deficits in their listening abilities. For this purpose, the Listening Inventory for Education (LIFE) questionnaire was administered to the potential number of learners and those learners scoring below the mean were selected as the participants. Children were then assigned to one of two experimental groups: bottom-up (n = 15) and top-down (n = 15). Each group was required to complete a training program on an iPad, using the Auditory Workout app for top-down training and Auditory Processing Studio app for bottom-up auditory training. Their progress was recorded through their responses to the LIFE questionnaire. Results were then analyzed quantitatively through the use of an independent samples t test. Findings revealed the significant effectiveness of both bottom-up and top-down approaches in bring about enhanced auditory skills; results are further discussed with respect to the existing literature.