مطالب

Imam Khomeini's reformative movement in the twentieth century with the support of the Iranian awakening is considered the most significant religious revolution of its time. In the face of this spiritual revolution, formed a theological movement in the Latin American region. The struggle against public oppression in Latin American society, social and economic injustice, the exploitation and colonisation of nations by international imperialism were the essential aim of the Latin American Revolutionary Church for its movement. But it failed to implement the goals of its action in establishing social justice and eradicating poverty and oppression in society. The present study primary question is ‘What are the commonalities and differences between the Latin American Revolutionary Church and the social theology of the Imam Khomeini movement in the social function of religion?’ The hypothesis is the most critical goal of Imam Khomeini's movement is to bring man to true happiness, and the only strategy to achieve it is creating justice in a monotheistic society. Despite aligning with its ultimate goals and operational plans, the Latin American Revolutionary Priests Movement has failed to produce the grounds for a human awakening in the Latin American region due to its disbelief in the expansion of justice in the context of monotheistic society and its school subscription with Marxism and Nationalist parties. Belief in the two components of religious democracy and Vilayat-e Faqih formed a vital strategy called the Islamic Republic for Iranian people that the followers of the Revolutionary Church can fill their vacancy through this strategy. The present study, with a descriptive-analytical method and based on library resources, has been done.

The present study, for scientific use, aimed to combine and integrate the presented analyzes of the Islamic Revolution of Iran, which is based on Weber's charisma theory with different approaches and in the form of individual and scattered studies in the form of books, articles, interviews, dissertations and thesis. To this aim, with the qualitative method and meta-analyzed technique, and the scientific method of the volume of research, time, place, the format of works, research methods have been used, and the findings of Weber's analyzes of the Islamic Revolution, similar species have been identified. The statistical population is 56 of the existing works of 37 domestic and foreign authors and analysts. The findings indicated that a group of works acknowledge the power of Weber's theory in analyzing the Islamic Revolution. Another group is trying to empower Weber's thesis in analyzing the Islamic Revolution using adaptation and correction. The third type of works indicates a critical approach confronting the arrival of Weberian analysis and the inconsistency and inability of this theory to analyze the Islamic Revolution of Iran. Thus, meta-analysis shows different and even conflicting types of analysis of Weber's charismatic leadership theory and its usage in studying the Iranian revolution in the contemporary century

The purpose of this study is to identify the roots of cultural policy making in the IRI. Having a historical approach this article has used a thematic content analysis with a “content coding technique” to review the works of three Islamic revolutionary scholars whose views have been frequent reference to many cultural policy makers before and after the revolution. In this regard there have been “thirty headlines” identified as policy making headings which are divided into: ten headlines from Ali Shariati’s book called “Returns”, eight headlines from "The Future of the Islamic Revolution" a book by Morteza Motahari, and twelve headlines from a series of Seyyed Ahmad Fardid’s lectures, titled as "Hereafter Conquest and Meetings of Farahi". According to the results of this research, the sharing feature of these three views, albeit from different origins of ideas, is the two following lines "Confrontation with Being Westernized" and "the Priority of Reform, and the Development of Thought and Culture". Another result of this research indicates the influence of the document "Principles of cultural policy of the country" through the views of these scholars. At the end of this article, it is claimed that the Islamic Republic of Iran's cultural policies, both elective and compound, are rooted in the cultural theorists of the revolution, and it cannot be accepted that the Islamic Republic of Iran, in its forty-year lifetime, departed from the first designed cultural principles. It is a form of early thought that has been recognized and formed as normal

Despite the determining role of culture-bound materials in the enhancement of EFL learners’ productive skills, a scarcity of investigation on the influence of culture-oriented content on their productive skills is staunchly perceived. This gap can be partly filled by implementing Content Based Language Teaching (CBLT) program which contrives the EFL content especially in English for Academic Purposes (EAP) classrooms. In this respect, a culture-oriented EAP course book was designed based on Tomlinson’s (2001) materials development framework. A total of 100 participants were recruited according to their language proficiency results, and were fractionated into two productive EAP task groups embracing Oral Presentation and Systematic Writing as the two befitting techniques to strengthen productive skills. After practicing and teaching the developed course book in each class in twenty treatment sessions, the participants were given a posttest. Correspondingly, a paired samples t-test indicated that culture-oriented content affected the EFL students’ speaking and writing skills separately. Similarly, an independent samples t-test revealed the influence of culture-oriented content on their speaking skill than the writing skill. The findings suggest the significance of the first culture as the benchmark for incorporating second culture contents in EFL teaching arenas.

The present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly from a few language institutes in Shiraz. Two questionnaires and a proficiency test were used: Chametzky’s Online World Language Anxiety Scale, Rotter’s Locus of control questionnaire, and The Examination for the Certificate of Proficiency in English. Pearson-product-moment correlation, multiple regression analysis, and independent-samples t-test were run to answer the research questions. The results of the study revealed a strong negative correlation between locus of control and language proficiency, meaning that those who had higher scores on the proficiency test were internal. In addition, a strong negative correlation was found between language anxiety and language proficiency, indicating that anxiety has adverse effects on language proficiency. Thirdly, both locus of control and language anxiety could predict language proficiency, but the former was a better predictor. This means that the effect of locus of control is much higher than anxiety on the language proficiency of Iranian EFL learners in online classes. This research can help students and teachers to recognize individual differences better.

This study aimed at investigating the effect of reading-based vs. discussion-based pre-writing activities on the writing ability of Iranian EFL learners. To this end, a quasi-experimental study was conducted with 40 Iranian intermediate EFL learners within16 to 20 age range who were selected based on their performance on an Oxford Solution Proficiency Test. They were divided into two experimental groups: Reading Group and Discussion Group. The former group was made to involve in some reading activity prior to doing the main writing task, and the latter group was made to participate in a discussion activity before the main writing task. After the treatment for 10 sessions, both groups were post-tested. The pre-test and post-test involved free compositions, which were scored analytically. The findings indicated that both groups’ writing ability improved over the course of the study, but the difference between the performances of the groups on the post-test was not statistically significant, although the Reading group’s mean score was greater than the Discussion group. The results of this study have some implications for students, language teachers, syllabus designers and material developers.

In recent years, the personal characteristics and attitudes of teachers have attracted the attention of various scholars. The teacher’s immunity level is one of the newly proposed concepts in this area. The present study aimed at exploring the difference between the immunity level of the Iranian EFL teachers at language centers and public schools. In order to achieve this objective, one hundred EFL teachers teaching in public schools (N = 50) and language centers (N = 50), in Isfahan, were selected through convenience sampling to participate in this study. Then, the Teachers’ Immunity Level questionnaire was administered to them, and they were interviewed as well.  The obtained results revealed that teachers working in public schools have higher levels of immunity compared to the ones working in language centers. This finding can have some implications for the decision-makers in the Iranian Ministry of Education to provide adequate amenities to improve teachers’ immunity in language centers.

This study focuses on complexity matching and lexical matching to investigate speech convergence in the conversations of bilingual Persian-English speakers in three language conditions namely Persian, English, and mixed in the context of lingua receptiva as an attempt to investigate such matching mechanisms between a Latin-based language and a non-Latin-based language. Complexity matching investigates convergence in terms of the hierarchical temporal structure of human speech while lexical matching explores convergence in terms of the frequency occurrence of the matched lemmas. For this purpose, 14 master’s students from the Shahid Chamran University of Ahvaz majoring in English language conversed with one another in dyadic groups in three language conditions each of which had its own topic namely movies, music, and books. In complexity matching, Allan Factor analysis in terms of multiscale clustering of onset events was considered. In lexical matching, the focus was on the distribution of all lemmas and matched lemmas and the possible correlation between the two. The results revealed a gradual increase in Allan Factor log-log plots in relation to the longer timescales that correspond with discourse patterns for complexity matching. For lexical matching, the positive correlation between all lemmas and matched lemmas (r<sub>s = .607) suggested that as participants talked to each other more, they unconsciously tried to match their psychological perceptions with each other more. This suggests that speech convergence is vigorous in both bilingual and monolingual interactions.