مطالب

The aim of the present study was to present a curriculum model based on executive functions of the brain. The approach of the present study was qualitative and its method was synthesis research. The research population was all articles (211 articles) that have been presented from 1385 to 1403 AH and 2010 to 2024 AD on curriculum and education and executive functions of the brain. The research sample was 30 articles, which were selected purposefully based on thematic monitoring, theoretical saturation of data, and research data were collected from qualitative analysis of the articles studied. By analyzing the data, the dimensions of the curriculum based on the executive functions of the brain were classified into 4 dimensions, 14 factors, and 105 categories, including individual factors (behavioral dimension, psychological dimension, cognitive dimension); scientific factors (knowledge factors and content factors); school factors (school management indicators, physical indicators, school context) and educational factors (teaching and learning approach, interactions, teacher characteristics, classroom management style, and program characteristics). The results showed that to create a curriculum based on the executive functions of the brain, paying attention to only one factor is not effective and there is a need to pay attention to different dimensions and aspects

Impoliteness has become a crucial aspect of digital communication, particularly on social media platforms such as Instagram. Despite the vast expansion of online discourse, research on gender-based differences in impoliteness strategies remains limited, especially in the context of English comments on Instagram’s broadcast pages. This study fills this gap by examining the impoliteness strategies employed by female and male’ Instagram users.  For doing this study, a corpus of 520 comments (17,850 words) posted by 256 female and 264 male users on CNN, BBC, Fox News, and The New York Times Instagram pages between 2022 and 2025 based on Culpeper’s (2011) five impoliteness strategies was analyzed. After coding and analyzing comments, a Chi-square test was conducted to determine the significance of gender differences. Results indicated that the bald-on-record strategy was the most frequently used strategy (29.9%), and withholding politeness was the least frequent (11.81%). The results of this study also revealed that, although females exhibited a slightly higher usage of negative impoliteness strategy (19.90%) than males (18.79%), the overall gender differences in the employment of impoliteness strategies were not statistically significant. These findings showed that impoliteness on Instagram is influenced more by platform norms than by gender differences. The study highlights the importance of understanding impoliteness in online discourse for language instructors, online communicators, and digital content developers. For future studies, researchers can explore nonverbal cues, cultural differences, and the evolving nature of impoliteness strategies across multiple social media platforms to gain a more comprehensive understanding of gender and online discourse.

Cette étude se concentre sur l’exploitation des recettes de la cuisine iranienne dans la classe de FLE en Iran. Les apports linguistiques, culturels et socio-psychologiques de ces recettes ont été visés d’où notre question sur les modalités de leur exploitation plus efficace dans les cours de langue. Centré sur un corpus spécialisé, Les saveurs de mon pays, l’article a abordé dans la partie analytique tous les points importants à dégager sur les plans précités. L’étude des exemples du corpus sur différentes catégories dans le domaine culinaire nous a persuadées que l’entraînement avec de tels documents mais dans une autre langue permet aux apprenants de s’exprimer sur leur propre art culinaire, partie intégrante de leur culture et leur identité, pour se faire connaître à « l’Autre ». Cet entraînement authentique dans un cadre didactique pourrait être pratiqué à l’oral et à l’écrit via diverses activités adaptées au niveau de nos apprenants.