درخت حوزه‌های تخصصی

The Holy Quran has used the word "Inda" many times to convey its meanings. In its initial meaning, this word encodes the concept of "with", but in all cases, the use of this word is not limited to this meaning in the Quran, and being placed in different contexts, it shows news conceptual metaphors, amd in most verses, this word has the same meaning of "Inda". The present study descriptively-analytically examines the conceptual metaphors of the word "Inda" in the Holy Quran and its equivalent translations to determine the extent to which the translations of Fooladvand, Mousavi Hamedani, Khorramshahi, Elahi Qomshei are close to its metaphorical meaning. It is concluded that the selection of equal metaphorical concepts for "Inda" has been difficult for translators and it has been limited to conventional equivalent expression. Conceptual metaphors used by the word "Inda" in the Holy Quran include divine judgment, certainty/maintenance, knowledge, and ownership, from (assignment of lordship), proximity, Qurb (closeness), and Fi (in). By examining the translation of 23 verses of the research on the metaphorical meanings of the word "Inda", Khorramshahi’s translation has used more metaphorical concepts in translation than other translations.

In recent years, there has been increasing interest in understanding how cognitive skills influence second language acquisition. Cognitive control, a set of mental processes that include attention, inhibition, and working memory, has been shown to play a significant role in language learning. This study examines the impact of cognitive control skills on language development among adult Iranian English learners, comparing it both in online and in person settings. Forty adult EFL learners were divided into two groups and underwent a 9-week instructional period, with cognitive control skills assessed using the Attention Network Task (ANT), working memory tasks, and a Raven’s IQ test. Data were analyzed using Pearson correlation, regression, and ANCOVA to determine relationships between variables. The results of the study revealed that while aspects of cognitive control like orienting and altering do not have a significant impact on language development, the more complex, controlling aspect exhibits a positive relationship (F=4.937, p=0.033). This relationship was contingent upon controlling for differences between post-examination and primary examination of ANT results, indicating that controlling attention is a stronger predictor of language outcomes. Furthermore, the study demonstrated that the mode of instruction—online or in-person—has no significant impact on this relationship (F=0.009, p=0.925), suggesting that cognitive control operates independently of teaching mode. The study’s findings suggest that educators and curriculum developers should emphasize activities targeting the controlling component of cognitive control in language learning, as this is linked to better language development. Additionally, since the mode of instruction does not significantly impact this relationship, effective language instruction can be delivered in both online and in-person settings, providing flexibility in course design.