مطالب

investors and managers are always faced with uncertainty in the information environment, which uncertainty can be due to factors such as the synchronization of stock returns, extraordinary fluctuations in stock returns and the number of equations. The purpose of this study is to investigate the political uncertainty caused by the size of the firm under the influence of risky information environment, the irregular behavior of accruals anomaly and the anomaly behavior of the cost of normal stock equity of companies. For this purpose, the data of 99 companies listed on the Tehran Stock Exchange and Iran TSETMC during the years 2009 to 2019 were examined and tested through combined data. The results showed that the political uncertainty caused by the firm size affected the concurrency stock returns with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship. The results also showed that the political uncertainty caused by the firm size is affected by the extraordinary fluctuation of stock returns with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship. In addition, the political uncertainty caused by the firm size is affected by the number of equations with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship.

How easily people are able to initially learn foreign language vocabulary depends on a number of different factors including effective variables such as motivation, anxiety, the cognitive processes involved in utilizing different strategies, and most relevant to the present study, linguistic features of the words themselves which is also known as mental lexicon. Thus, one of the major problems learners face in language learning either in EFL or ESL settings is the issue of vocabulary or the mental lexicon that has been changing constantly over time. Therefore, the current study aimed to find out if EFL learners’ crystallized intelligence can significantly correlate with their mental lexicon. To this aim, 80 EFL learners were asked to fill out a C-test which is a reliable instrument to measure crystallized intelligence, and the Lex30 word association test to measure their mental lexicon. Moreover, the study aimed at finding any significant differences between male and female EFL learners concerning their mental lexicon and crystallized intelligence. To analyze the data, Pearson Correlation and Independent sample T-Test were run. The results showed that there is a significant positive relationship between crystallized intelligence and mental lexicon with no significant differences between males and females. This research has some implications for teachers, supervisors, as well as syllabus designers in a way to achieve better language acquisition.

This study was carried out to explore the effects of a mobile application on the learning of L2 grammar and vocabulary among Iranian intermediate EFL learners. In this research study, the target population comprised 30 male and female EFL learners who were identified at the intermediate level of language proficiency based on their performance scores on a sample copy of the Oxford Solutions Placement Test (OSPT). The participants were selected from among 40 learners who were studying EFL at Talk English Institute in Rasht, Iran. Using a digital randomizer called Super Cool Random Number Generator, the final pool of qualified participants was randomly assigned into two groups of experimental and control, each consisting of 15 learners. Next, the experimental group received treatment on their English vocabulary and grammar during a four-week period where they were assigned to learn 20 grammar and 20 vocabulary items by playing games through a mobile educational game called Elevate. The control group, on the other hand, received treatment on the same L2 grammar and vocabulary items through a conventional method (i.e., teacher-fronted instruction). Analysis of the scores obtained on a post-intervention measure of L2 grammar and vocabulary knowledge revealed that both groups made significant progress over the course of the experiment; however, the experimental group performed significantly better than those who were trained using the conventional method. The results carry the implications that mobile applications provide a more felicitous condition for expanding learners’ L2 grammar and vocabulary repertoire.