درخت حوزه‌های تخصصی

The present study is an attempt to find if there is a relationship between silent reading speed and reading comprehension score in undergraduate students a pre-requisite study before starting a research involving factors related to metacognition and the affective domain. The sample of the study consists of twenty-four undergraduate students pursuing various foreign languages such as French, Russian, Arabic, Japanese, and German. To assess the reading comprehension of the students, two passages with multiple choice questions were selected from a book designed to check and improve reading speed and reading comprehension. The students worked in pairs, keeping a record of time taken to read for their partner. The word count of the passage was divided by the student’s speed of reading to analyze the reading speed simultaneously the students answered the multiple choice questions given after the passage which was used to assess the comprehension level. The findings of the t-test revealed that there is a significant difference between the reading speed and reading comprehension scores and the Pearson’s correlation shows that there is a positive and moderate relationship between the two variables. Secondly, it revealed that there is a significant difference between male and female students with respect to their reading comprehension scores and reading speed. In both cases the female students performed better in comparison to the male students. Finally, it reveals that there is a significant difference between the students pursuing different languages at their undergraduate level with respect to their reading comprehension and reading speed. The results indicated that the students from Japan had the highest scores, followed by those from Germany, France, Arabic, Spanish, and Russian.

Utopian thoughts have precedence as old as human history. Islamic civilization utopian thought owes its progress to the Farabi&rsquos utopian concept and expansion and academic study of utopian term in west owes to the Thomas More Utopia book. Theoretically, Farabi&rsquos utopian thoughts influenced development of utopian system in both Islam and Western civilizations. By emphasis on Farabi&rsquos Utopia as an example of utopian ideas in Islamic civilization, and Thomas More&rsquos Utopia as an example of utopian though in the western civilization, this research tries to investigate the commonalties and differences of these utopias. The architectural and urban building spaces of these examples were studied in the conceptual viewpoint. Thomas More Utopia consists of fifty four similar cities. All of the cities have been constructed well according to the same plan as possible as. The nearest cities have approximately twenty four miles distance, and the furthest ones are not so far from each other so that the people can travel less than one day. Because of similarities in the cities, only one of them has been referred in the &ldquoUtopia&rdquo this city is Amaurot. Each city sends three wise old men to Amaurot every year to negotiate on their common affairs. Amaurot is the main city of the island and it is near the center of the island. &ldquoThe opinions of the Utopians&rdquo and &ldquoThe Policy of the City&rdquo are two books of Farabi. He expresses the political and philosophical systems of Utopia comprehensively. He divides communities qualitatively and in addition, there are cities in contrary to Utopia. He pays attention to the quality of communities from perfectionism and auspicious perspective. In other words, the goal of the city determines type of the city. Farabi likens utopia to a creature that has independent existence beyond the members of the city. The comparison of the architectural and urban building spaces of Farabi&rsquos utopia and Thomas More&rsquos utopia showed that both of the cities are placed in the defined space from urban structure perspective both of them have defined volume and level, and the difference is that Thomas More&rsquos utopia is located in an islands and Farabi&rsquos utopia is universal. The More&rsquos city has a defied localization but Farabi&rsquos city does not posse this characteristic. Farabi has referred to the market space and transaction regarding to the urban micro spaces while Thomas More has referred to passages, hospitals, market and hall and other specification, situations and services. More has not explained the social and geographical divisions, but Farabi divides his utopia into complete and incompetent city and offers subcategories of human communities. Thomas More has emphasized on the urban divisions on streets and fragmentation of the city and also has referred to details like type of material, material used and entrance of city while, in Farabi&rsquos utopia has no references to the details of the architectural spaces and he has emphasized on educational and social goals.

L2 learners' pragmatic development could be manifested by their proper speech act production. Due to the existing differences among languages, errors in speech act realization are inevitable. Employing well-established teaching methods could help L2 learners overcome their problems in speech act production. This endeavor aimed to explore the effects of explicit metapragmatic instruction on Iraqi EFL learners' use of English requests, apologies, and refusals examining the possible intervening role of error type and gender. The study sample comprised 80 English major B.A. students at Al-Kufa University, Iraq. Within six online sessions, the EG received instruction through direct awareness raising and being provided with metapragmatic information. Data analyses indicated that explicit pragmatic instruction significantly improved the students' speech act realization. Additionally, while the female learners benefitted more from the intervention and a higher percentage of sociopragmatic, compared to pragmalinguistic, errors were amended after the treatment, the variables of gender and pragmatic error types did not have significant intervening effects. The findings imply that developing pragmatic competence via direct pragmatic intervention and metapragmatic knowledge awareness needs to receive much attention on the part of Iraqi language instructors, materials developers, and curriculum designers, as it could greatly help learners avoid pragmatic failures.