درخت حوزه‌های تخصصی

The present study conducts an ontological study of the Quran, explaining its existential layers in the Divine Realm, also known as the World of God or the World of Necessity, and the Created Realm, also known as the World of Being or the World of Contingency. Based on the views of mystics and Quranic verses, it explains the existential ranks of the Quran and its specific names. The importance of this issue lies in proving the single, multi-ranked existence of the Quran and demonstrating that the Quran is present at every stage of existence, from the World of God to the World of Creation, each with a specific station and name. Through a comparative study of these ranks with Quranic verses, this article concludes that the Quran, as divine knowledge in the form of divine speech, saying, book, and both creative and written words, is present in an integrated manner at every rank of existence, accompanying the Perfect Human. A key finding of this article is that the ontological ranks of the Quran are sometimes expressed with a specific name in the Quran, such as Umm al-Kitāb (The Mother of the Book), Kitāb Mubīn (The Clear Book), and Nūr (Light), each pointing to a specific rank of the Quran's existence. In some cases, there is no specific name for a particular existential rank of the Quran in the verses, but the rank is referenced. For example, it is stated that the Quran was sent down from the rank of the name Allāh or the names al-Raḥmān or al-Ḥayy . This paper was written using a hybrid research method (textual-argumentative) and based on library and software data collection. It is an attempt to, for the first time in a coherent study, use mystical sources and Quranic verses to articulate the specific name of the Divine Book at each existential rank or at least the name of its existential rank.

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of individual attributes within the context of integrated assessment. The objective of the current research was to investigate the relationship between integrated listening/speaking assessment and individual characteristics of ambiguity tolerance (AT), use of cognitive/metacognitive strategies, and foreign language anxiety (FLA). Oxford Quick Placement Test was used to homogenize 60 EFL learners in terms of language proficiency (B2-C1). Additionally, integrated listening/speaking performances were collected using sample TOEFL-iBT tests. The transcribed spoken samples were evaluated by two raters using TOEFL-iBT rubrics in terms of overall description, delivery, language use, and topic development. Additionally, information on individual characteristics was gathered by means of 3 different questionnaires. Data analysis revealed that FLA had a negative relationship while AT and the use of cognitive and metacognitive strategies had a positive correlation with integrated listening/speaking test performance. Individual differences have generally been neglected in the assessment literature, but this study revealed that performance on integrated listening/speaking tests can be affected by language-irrelevant constructs such as individual attributes in addition to test-takers’ language competence.