مطالب

In order to respond to the problem of urban decline, different approaches have been defined in such a way that urban regeneration approach became current in the 1980s (and more wildly after 1995) as a replacement for urban renewal. Urban regeneration is the holistic process of reversing economic, social and physical decay in areas where it has reached a stage when market forces alone will not suffice. This article approaches aimed at using urban regeneration planning in Dolatkhah case study situated in 19th Tehran municipality region using Analysis of Interconnected Decision Areas technique in order to respond its urban decline. Findings of this article show that the attitude of decision-makers to deal with urban decline is more physical than social and economic. Urban regeneration planning at the local level cannot answer all the problems of social, economic and physical urban decays and there is the necessity of planning system reform from top to down. The results of this article states that with a technical office establishment based on Tehran renovation organization support and with assuming of institutional planning implementation, community development asset-based approach is more adapted with Dolatkhah conditions. Institution planning and its process in Dolatkhah have been introduced in this article.

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners’ first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediate posttest as well as a delayed posttest showed that the DDL activities led to greater improvements by the participants. Based on the results of the study, it is argued that paper-based DDL activities can be used effectively in EFL classes to enhance learning and help learners to become more autonomous in their learning efforts.

Dynamic assessment (DA) which is rooted in Vygotsky’s (1978) sociocultural theory involves the integration of instruction and assessment in a dialectical way to achieve two main purposes: enhancing learners' development and understanding about their learning potential. However, the feasibility and appropriateness of mediation are two main concerns of DA. The former is concerned with the application of DA for a large number of students, while the latter is concerned with providing test takers with appropriate hints. The purpose of the current study was three-fold: to examine the difference between dynamic and nondynamic tests, to understand about test takers' potential for learning, and to find out how mediation works for high and low ability students. To achieve these aims, computer software was developed. The software is capable of both providing the test takers with graduated hints for each item automatically, and adapting the overall difficulty level of the test to the test takers' proficiency level. To test the efficiency of the software in employing dynamic assessment, 83 Iranian university students participated in the study. The results of the study indicated that the computerized dynamic test made significant contribution both to enhancing students' grammar ability and to obtaining information about their potential for learning. Based on the findings of the study, it can be concluded that the use of dynamic assessment can simultaneously lead to the development of the test takers' ability and provide a more comprehensive picture of learning potential. Accordingly, teachers are recommended to use dynamic assessment to make more informed decisions about their students.