درخت حوزه‌های تخصصی

Purpose: The use of solar energy has long been human interest. Some countries are trying to gradually replace fossil energy with solar energy because of special benefits such as lack of environmental pollution, frequency, immortality, and sustainable access. The potential of solar energy provides a good platform for the development of marginal villages and regions that are deployed away from urban centers or rural population centers. However, in some countries, despite the favorable weather conditions, for various reasons, the use of solar energy technology is still not commensurate with the potentials. Design/Methodology/Approach: This research adopted a descriptive-analytical method to explain the potentials of solar energy technology for sustainable rural development in the study area on 400 randomized samples. The potential and process of developing and expanding solar energy technology, as an effective factor, was determined by 34 items under indicators such as education and awareness-raising, knowledge and skills, trust-building, capacity building, participation, and partnership in investment. The dependent research variable was also measured through 106 items in ecological, socioeconomic, and physical dimensions of settlement development. Findings: The results suggested that the utilization of solar energy technology was effective in promoting sustainable development indicators of rural settlements in the study area. Hence, it is suggested to pay further attention to improving training and raising awareness as well as building support for villagers to increase the level of employment, participation, and investment in the utilization of solar energy technology.

Interlanguage pragmatics, as an inseparable part of communicative competence, has been emphasized as an ultimate objective in language learning. This study explored the perceptions of Iranian English as a foreign language (EFL) students regarding interlanguage pragmatics and the impact of textbooks tasks on shaping their pragmatic competence. To accomplish this objective, 137 senior EFL students from 12 state universities, ranging from 23 to 28 years, were selected based on convenience sampling procedures. The researcher utilized teachers' perception questionnaires, first used by Jandt (2011), to investigate the students' perceptions. A semi-structured interview as well as a document analysis of the university English textbooks were applied. Moreover, thematic analysis was carried out regarding the interview. Themes were identified for meaningful interpretations based on a document analysis to investigate if they were either linguistically or pragmatically oriented. Results from quantitative analysis revealed that university English students specified a perception that pragmatic knowledge is as imperative as linguistic knowledge. Besides, by analyzing the qualitative data via the participants’ interviews, the researcher extracted three codes, including the inadequacy or the quantity of pragmatic information, the suitability or the quality of pragmatic information, and also cross-cultural diversities. Moreover, students acknowledged that meta-pragmatic information is lacking in ELT textbooks, and the textbooks provide learners with more linguistic resources. The findings of the study suggest that university English teachers need to provide more pragmatic knowledge and design more pragmatically oriented tasks for students in their classroom teaching to help students become pragmatically competent.