درخت حوزه‌های تخصصی

Dari apparently began to spread in Greater Khorasan only in the aftermath of the Arab invasions of Iran. As the official language of the Sasanian court, it would experience a substantial proliferation following the shift in power from Ctesiphon and Fars to eastern Iran, particularly Khorasan, which appeared as a safe haven for the king and the prominent court families during the first two decades of the invasions. The question then arises as to the relation between the spread of Dari in Khorasan and the resettlement of western and southern Iranian populations in the eastern part of the collapsing empire. Our inquiry into the Sasanian-Islamic transition in quest of the fire temples that persisted in the early Islamic centuries led to the conclusion in view of the fluctuating numbers of coeval sites that the earlier harsh attacks had apparently forced inhabitants of southern Iran in particular Fars and Ctesiphon to take refuge in Khorasan, the land of Adur Burzen-Mihr Fire. In their new home, these refugees would adopt two different modes of subsistence, thereby settlement, systems: sedentary rural life, and nomadic lifestyle involving periodic moves within a certain area. This dichotomous approach would guarantee their survival. Among the manifold results of the late Sasanian peace treaties between the dehgâns and the Arabs was the preservation of Iranian culture and language in Khorasan, where it contributed to several advances. Several years of efforts by Iranian immigrants to revive architectural and poetic styles in Khorasan proved that they were triumphant in the cultural battleground despite of losing the actual battle.

This study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state universities of Isfahan, Shiraz, and Tehran were selected conveniently and purposively. The model used in this study was developed by Barati (2005) consisting of planning, monitoring, evaluation, and test-wiseness strategies. After selecting the participants, the modified questionnaire developed based on Barati’s test-taking strategy taxonomy was distributed among the participants. Based on the analysis of results, it was revealed that the EFL learners made frequent use of planning, monitoring, evaluation, and test-wiseness strategies, but only the level of use of planning and monitoring strategies reached statistical significance. Moreover, male and female EFL learners were only significantly different in their use of evaluation strategies, but in terms of using planning, monitoring, and test-wiseness strategies, males and females were not significantly different from one another. The findings of the study bear useful implications for EFL learners, teachers, materials designers, and test constructors.