درخت حوزه‌های تخصصی

Popper, by proposing the theory of falsifiability as a prerequisite for the scientific nature of theories and hypotheses and by rejecting inductive method as the conventional scientific methodology up to that time, presented a new criterion for distinguishing science from pseudo-science, which sparked much agreement and disagreement. Inspired by the Socratic dialectical method, he affirmed the un-certainty and conjectural nature of theories and beliefs, and by equating reason with criticism, he considered the only method of approaching truth to be through continuous dialogue while observing the principles of liberty, tolerance, and fallibility in a free environment guaranteed by the democrat-ic state he envisioned. The democracy Popper had in mind, contrary to the prevailing interpretation, did not mean rule by the people or rule by the majority but rather stemmed from critical rationality and its foundations such as falsifiability and fallibility, which had a negative rather than a positive character. Popper, through a negative interpretation of how democracy functioned in ancient Greece, particularly during the Periclean era, first regarded the age-old question of “Who should rule?” as fundamentally mistaken and defined the correct interpretation of democracy as the ability to remove or dismiss an undesirable government without bloodshed. He redefined the punishment of exile in ancient Greece as a method of preventing tyranny and despotism stemming from popular-ity, thereby presenting evidence of the negative and deterrent aspect of democracy. In this study, the researcher, based on a descriptive-analytical method, attempts to show the close relationship be-tween the theory of critical rationality and Popper’s theory of democracy based on the main ques-tion and hypothesis.

Teachers’ cognition, as an important entity in determining the level of efficient teaching, has been the target of recent studies. Metacognitive awareness is also claimed to be the manifestation of the underlining cognition. Therefore, this study took a new move in the area of teacher cognition research. It integrated teaching experience, one of the main factors of cognitive/metacognitive building blocks, in language noticing. It also managed to perceive the relation between teachers’ cognition and metacognitive awareness, taking experience into account.  For this, at first, Noticing Concept Inventory (NCI) was given to 60 experienced and novice teachers, then the same teachers took teacher metacognitive awareness Inventory (MALT). The independent sample t-test confirmed the role of teaching experience in conceptualizing noticing; in the next statistical step, Pearson Correlation Coefficient and Multiple Regression Analysis detected the relation between teachers’ cognitive status and metacognitive awareness. Experienced teachers were found to be more metacognitively aware hence holding up higher level of noticing cognition. In the final step, the ANOVA pertained the procedural knowledge, as a metacognitive component, actively involved in the teachers’ noticing cognition. Findings illustrated the key role of teaching experience in forming and modifying teachers’ cognition on noticing. 

Despite extensive research on factors influencing student engagement (SE) from a positive psychology perspective, the connection between adaptability and SE has been underexplored. The present study investigates the relationship between learners' adaptability, plurilingual and pluricultural competence (PPC), and SE in second language acquisition, guided by the PERMA model, which posits that well-being consists of Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2018). The researchers employed stratified random sampling to collect data from 599 male and female Iranian English as a Foreign Language (EFL) learners. These students then completed questionnaires, including the PPC scale (Galante, 2022), the adaptability scale (Feng et al., 2005), and the SE scale (Lam et al., 2014). Findings have shown that adaptability significantly predicts enhanced PPC, which in turn fosters greater SE. However, analysis of covariate variables revealed that gender and age were not significant predictors of PPC. Grade was a significant predictor of engagement, and language background was a significant predictor of PPC. These results underscore the importance of integrating adaptability training and PPC development into EFL curricula to cultivate culturally responsive learning environments and enhance SE. Further research is needed to determine the moderating roles of demographic variables. This will contribute to a more engaged, adaptable, and globally competent student body, better prepared for success in diverse contexts.

By employing insights from the theory of intertextuality (Bakhtin, 1981; Kristeva, 1980; Popovic 1990) and Farhazad’s Model (2009), this research seeks to shed light on how a versified translation of a poem stands in intertextual relationship with other poems. Through a case study of the translation of “The Solitary Reaper” into Azerbaijani Turkish, the study aims to explore how the Turkish versified translation of this poem stands in intertextual relationship with other poems explicitly and implicitly. The results showed that the author’s Turkish translation of “The Solitary Reaper” stands in an intertextual relationship with Turkish poetry of Shahriar, Zelimkhan Yaqub, Aliagha Vahid, Rowshan Zamir, Seyyed Azim Shairvani and Persian poetry of Shahriar on the one hand and English poem of Wordsworth on the other hand in terms of content and genre. Moreover, the translation of “The Solitary Reaper” is not the English ballad reproduced in Turkish, but a ghazal that quotes from and refers to Wordsworth’s ballad intertextually. In the second attempt, some translations from and into Persian and Azerbaijani Turkish are provided to carry out a crosslinguistic analysis. The results of the paper showed that the themes of poems play a key role in translation. Religious or political poems need different strategies to convey the associated themes. For instance, in the religious poem examined in this study, using loan words to convey the religious themes properly is one of the strategies used by the translator while in the political poem of Ashraf, transferring the harsh tonality of the Turkish poem into Persian is the strategy applied by the translator through phonological transfer to show the political context of the poem in the poet’s revolutionary era.