درخت حوزه‌های تخصصی

Trends that have emerged in the epistemological field (of divine and non-divine origin) have commonalities due to the focus on the spiritual dimension of human existence, like the eye of the heart in Islamic Sufism that has similarities with the third eye on Yoga. The most important similarities are the effect of Zikr in the opening of the eye of the heart and the third eye, the need to get Zikr from Sheikh/Guru, solitude, the necessity of observing certain conditions before and during Zikr, steps of Zikr, and the manifestation of the unseen after the opening of the eye of the heart and the third eye. However, there are some differences, too. In Yoga, the physical location of the third eye is determined in the body, but in Islamic Sufism, the eye of the heart is a non-physical concept. In Islamic Sufism, the extent of manifestation of truths that one sees with the eye of the heart is fully described and symbolized, but in Yoga, a brief description is given.

The relation between geographic knowledge (particularly geographic names) and Persian poetry is one of the important literary categories which is studied in this article. This category has been talked about less up to now and has been rarely under research and evaluation. There is no doubt that a noticeable part of the poetry themes and Persian poets' witticism is about the names which are mentioned. The familiar appendices which are regulated and published under the title of "list of places" on the final pages of most of the Persian poetry Diwans are briefly clear confirmation of this claim. In this article, there will be an endeavor to familiarize and introduce different forms of reflection of "geographic names" in Persian poetry including a various spectrum of poetic themes, figurative speech, inspiring symbolic and mystical meanings, melodious compounds, proverbial quotations, and wisdom, description, praise, expressing erudition, and developing geographic knowledge. Keywords: Persian poetry, geographical names, poetic theme, literary geography, collocation

В фокусе внимания исследователей миграционных процессов находятся различные аспекты предлагаемой тематики: политические, экономические, социологические, правовые, культурологические, психологические. В связи с этим и подходы к определению понятия «миграция» варьируются. Проблема заключается не только и не столько в дефиниции, а в определении и выявлении ключевых концептов миграционной лингвистики, таких как интеграция, аккультурация, идентичность. Отсутствие единой терминосистемы, а как следствие дивергентное использование концептов миграционной лингвистики в различных научных направлениях усложняют моделирование как миграционных процессов, так и их ключевых концептов. Объектом миграционной лингвистики становится не только модель динамических языковых процессов, не только модель миграционного дискурса, но и такие аспекты как мотивация, обстоятельства, факторы протекания миграции, последствия миграционных процессов. Каждый из названных аспектов может представлять самостоятельную сферу исследования.

Рассматривается жанр новеллы и ее жанровые модификации в литературе: связь с анекдотом, легендой и сказкой, очерком и рассказом. Показывается, как фривольно-эротическое и анекдотическое содержание ранней итальянской новеллы Боккаччо определяет композиционные особенности жанра. Это лаконичность и динамика развертывания сюжета, отсутствие лирических отступлений, диалогов, описаний и др. Ранняя новелла связана с комическим в литературе и близка к басне, анекдоту, фаблио. Автор прослеживает связь классической новеллы с такими жанрами, как сказка, легенда. Романтическая новелла совершила сдвиг в жанровой структуре новеллы. В новеллу проникает стихия фантастического, волшебное двоемирие, фатализм. Новелла приобретает черты гибридного жанра, объединяющего особенности романтической сказки и новеллы. В послеромантический период структура новеллы тоже меняется, хотя и слабо, и во многом сохраняет свой структурный тип. В статье рассматривается связь новеллы с такими жанрами, как очерк и рассказ, анализируются цирковые новеллы Куприна. Особое внимание уделяется их сюжетно-композиционному своеобразию.

Teachers pose different perspectives toward teaching. Some teachers share this attitude that teaching is just a job and a sole source of income, while others believe that teaching is a vocational and moralistic career associated with love, commitment, and devotion. This study, in the form of a qualitative grounded theory approach, aimed to deeply investigate the interrelationship of data emerged from teachers’ perspectives toward teaching as profession to develop a model in this regard. Therefore, twenty-six Iranian English teachers, teaching at schools and Farhang language institute, were requested to share their ideas as to how they view teaching as a profession. A semi-structured interview, in three sessions with 20 participants and focus-group interviews with 6 participants were conducted. Based on Corbin and Strauss's (2014) systematic steps for grounded theory, the data then transcribed and codified. The findings ended with an eight-factor model containing 40 categories. The factors include: a) source of income, b) decreasing motivation, c) poverty and inclination to become a teacher, d) insufficient salary, e) deteriorated quality of teaching, f) experience, g) society negative attitude, h) dissatisfaction. The proposed model opens a new window for teachers and reminds the government educational policymakers, training centers, ministry of education, and those who care about quality education and students’ academic achievements to observe income inequality, and salary differentials, increase teachers’ social status, and motivation, facilitate difficult working conditions, reduce resource wastage, support teachers appropriately, decrease teachers’ financial concerns, terminate the sense of socioeconomic inequality, and speak out the voices of marginalized teachers.

Many types of research are carried out in the field of ELT. Therefore, different types of studies are performed by post-graduate students, teachers, professors, and researchers. However, the main concern of the present article is that whether the post-graduate students, teachers, and professors have the necessary knowledge on three important research points: validity, reliability, and ethics. To this end, this article discusses these three issues and sheds some light on them. In fact, validity is concerned with the correctness of inferences according to the results and instruments. Meanwhile, reliability deals with the quality and consistency of the data collection procedures. In order to calculate the reliability of the data, Cohen Kappa’s inter-rater agreement is presented and explained by means of a vivid example. Finally, ethics is an area of moral philosophy concerning the rules by which behavior needs to be directed. Finally, some means and ways of increasing and enhancing the validity, reliability, and ethics of the research are introduced and elaborated on. By providing comprehensive details and vivid examples, this article can be useful and helpful to post-graduate students, teachers, professors, and researchers in carrying out research and ensuring and quarantining their data, data collection procedures, and instruments.

This study investigated the effect of two different types of offline planning, namely cooperative and individual, on the oral proficiency of impulsive and reflective EFL learners. Accordingly, 114 intermediate learners studying at a private language school in Tehran were chosen nonrandomly through their performance on a Preliminary English Test (PET). The participants also filled out the Eysenck and Eysenck’s (1991) Impulsiveness Questionnaire (EIQ) through which they were categorized into two subgroups within each offline planning setting consisting of impulsive and reflective learners. All in all, there were four subgroups: 28 impulsive and 28 reflective learners undergoing the cooperative offline planning treatment, and 32 impulsive and 26 reflective learners experiencing the individual offline planning treatment. Following the 14-session treatment, the mean scores of all four groups on the speaking posttest were computed and a two-way ANOVA was run to test all the four hypotheses raised in the study. The results revealed that the effect of offline planning to a great degree depends on the cognitive learning style of the learners: while impulsive learners benefit more from cooperative offline planning, reflective ones prefer to perform the task individually.