درخت حوزه‌های تخصصی

World literature investigates literary works that circulate beyond their cultures and demonstrates what like-but-unlike is. It considers a certain motif and sees how it represents its cultural aspects. . The Jungian archetype of the bird is the common thread that has been analyzed in this comparative study. Bird’s flight sheds light on metaphysical ascendance and transcendence. Moreover, the bird archetype conveys meanings associated with death, rebirth, awareness, consciousness, enlightenment, and wisdom. This article compares the archetype of birds in the poetry of Attar’s The Conference of the Birds (1177), Coleridge’s The Rime of the Ancient Mariner (1992), and Agbemabiese’s “ Sankofa” (2008). The reason for such a choice is that, although they belong to different ages and literary heritages, all three portray a journey toward an individual’s Self-perfection.  These poets utilize the bird archetype to manifest how Simurgh , Albatross, and Sankofa, reveal their archetypal meanings in Persian, English, and African cultures. By a comparative method based on Jung’s archetypal “process of individuation”, the bird is a uniting archetype, that represents the “Self” in Jung’s terminology. Binding the poetry of these nations demonstrates that through a self-realization journey, the individual can achieve perfection or become one with the whole.  

The present article seeks to read Thomas Hardy’s Tess of the d’Urbervilles and Sadeq Chubak’s Puppetry (Kheymeh-Shab-Bazi in Persian) in order to demonstrate their similar treatment of both ‘the natural’ and the fate of human beings when positioned in contrast with the natural. Hardy and Chubak, despite belonging to distinctive contexts, were both under the influence of the premises of Naturalism. The present paper aims to explore these two works of fiction in order to compare the way both authors employed the Naturalist literary trend in their style of writing, characterization, and perspective. Both authors employed an objective viewpoint, pretty similar to how scientists approach their object of study; they kept their distance from their narrations, with no particular effort to interfere in or to comment on the occurrences of such narrations. This research focuses on how, through utilizing Naturalistic principles, they endeavored to expose the quivering position of human beings when exposed to the powerful impacts of the natural. The study focuses on their similar approaches towards apparently dissimilar issues which, despite the considerable discrepancy concerning the socio-cultural contexts of their works, lurked below the surface of the fiction they produced.  

The present study attempted to investigate the role of digital testing on EFL learners’ vocabulary learning and retention. Sixty EFL students were divided into two groups: control (n=30) and experimental (n=30). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 18 sessions. where participants of the experimental group used an English vocabulary that included unknown vocabulary and different online tests while participants of the control group practiced vocabulary in the class but without any application. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the post-test with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that digital testing enhanced both vocabulary acquisition and retention among EFL students. The findings of this study have implications for teachers. It can be used by other researchers and EFL students.

The process of language socialization also occurs through the language production which in the present study refers to the spoken productions of the participants, who are five EFL in-service teachers in a private English institute, through 20 sessions of group-discussions monitored by their supervisor, who is also the researcher, over two semesters. The microanalysis of linguistic data produced by the participants can help figure out ideational, interpersonal and textual functional choices as well as contextual factors including field, tenor and mode of the spoken language which are produced by the participants and how this may influence their group discussions. Systemic Functional Linguistics approach can be seen as a suitable linguistic tool for analyzing the oral texts which are produced by learners to track their progress. The findings were obtained from the recorded interviews and group discussions of the participant teachers. The data was mainly analysed based on SFL (Systematic Functional Linguistics) Approach along with Appraisal Method.

This qualitative study aimed to investigate the perceptions of teachers regarding the impact of Task-Based Language Teaching (TBLT) on teaching listening skills. The research was conducted with 20 instructors, comprising 14 males and six females, with an average age of 32 years, who were interviewed using a structured questionnaire that consisted of four fundamental questions. The following results indicated that TBLT significantly impacted teaching listening skills. The findings revealed that TBLT provided a practical framework for teaching listening skills, allowing students to communicate authentically. The instructors reported that TBLT helped students develop their listening skills by providing opportunities to practice listening in different contexts and situations. Moreover, TBLT encouraged students to use their existing knowledge and skills to solve real-life problems, enhancing their motivation and engagement in learning. The instructors also highlighted the importance of task design in TBLT. They reported that well-designed tasks could facilitate the development of listening skills by providing students with clear goals, instructions, and feedback. Additionally, the instructors emphasized the need for appropriate assessment methods in TBLT, which should align with the learning objectives and provide students with opportunities for self-reflection and improvement. Overall, the study revealed that TBLT is a practical approach to teaching listening skills, as instructors acknowledged that TBLT provides students with opportunities to engage in authentic communication and problem-solving. The findings revealed that TBLT significantly and undeniably impacts teaching listening skills.