مطالب

This paper aims to explore the emergence of a political and social phenomenon, namely political parties, during a specific period in the history of contemporary Iran, in order to move beyond simple analyses and present a deeper and more accurate understanding of political parties in Iran. The question thatthis paper aims to answer pertains to the emergence of the Executives of the Construction of Iran Party (Kargozaran-e Sazandegi-e Iran) and the role of the Hashemi Rafsanjani administration’s modernization efforts. In order to do so, among three main theories, modernization theory has been selected as the theoretical framework. The paper also uses secondary data analysis as its methodology. In new theories of modernization, instead of focusing on ‘ideal types’, the focus is shifted toward historical features specific to each society. The findings of this research demonstrate that there is a direct link between the HashemiRafsaniani administration’s modernizations and the emergence of the Executives of the Construction of Iran Party (Kargozaran Party). This administration’s modernization efforts caused a significant shift in Iran’s development indexes, which resulted in the revival of Iran’s new middle class and provided a basis for the foundation of Kargozaran Party and its victories in subsequent elections. The party became the major proponent of political and economic reform, social liberties, and cultural tolerance in Iran’s political arena.

Lorestan’s Balageriveh, is a lowland passage area, located in between two rivers, Dez and Kashkan in South Central Zagros; the area itself is divided into three parts, northern, southern and central. In previous studies in Lorestan, a form of complete shift was depicted from sedentary lifestyle to a mobile one, in transition between the Late Chalcolithic and the Middle Bronze Age. Central Balageriveh is important to be studied on this matter due to its central position among Susiana (Elam), Central Zagros, Bakhtiyari region, Posht Kouh and Mesopotamia, as well as paleoclimatology and archaeological studies conducted over there. Due to the above reasons, the present study has taken into account paleoclimatology and archaeological data, the transition process from Chalcolithic Cultures to the Bronze Age, a change in settlement patterns and the role of socio-economic and environmental changes in this pattern alteration. The findings indicated that long-time climatic change which occurred in the middle of 4th millennium B.C. in the region cannot be regarded as the cause of the complete cultural gap and the change of settlement pattern at the time. Instead, it seems that with the collapse of the Uruk System and its commercial organization, the areas like Balageriveh which were intermediary in this commercial network, lost their charm. When people like Kura-Araxes, on whom some would put the blame of the Uruk collapse as they were mobile pastoralists, settled in some areas which the previous power had lived, the commercial paths withered and Balageriveh’s intermediary role diminished and instead due to socio-political reasons, the lowland characteristics of the area became highlighted and the change in settlement pattern occurred.

Transmission-based teacher education programs have mostly dominated the field of teaching English as a foreign language. Considering the prominent position of critical pedagogical principles in prospective teachers’ perceptions of their professional roles and responsibilities, there is a need for detailed investigations of teacher education programs informed by the tenets of critical pedagogy in prospective teachers’ professional identity. There has been a paucity of research that addresses the impact of such programs on prospective teachers’ professional identity in an EFL context; therefore, this study intends to address the gap. This qualitative study was conducted to examine the role of a critical-informed teacher education program in influencing prospective EFL teachers’ professional identity construction. Participants were 19 prospective teachers whose process of professional identity construction were analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed three major shifts in prospective teachers’ professional identity: “from a student’s voice to a teacher’s voice”, “from an uncritical attitude to developing agency”, “from a narrow view of ELT to a broad view”. To foster critical ideas in EFL prospective teachers, the study recommends the use of dialogic discussions and written reflective tasks in teacher education programs.

Despite its direct relevance to second/foreign language learning, quality of life has been a neglected area within Second Language Acquisition (SLA) research. The present study sought to investigate the relationship between quality of life factors and speaking skill as one of the most challenging parts of L2 learning. To this end, an adapted version of life quality questionnaire originally devised by the World Health Organization (WHO) was administered to 100 female intermediate Iranian EFL learners. In addition, 30 of the participants were randomly selected to take part in follow-up semi-structured interviews which asked why the respondents felt the way they reported. The analysis of data obtained from questionnaire and interviews revealed that although all the four domains of life quality namely physical, psychological, social, and environmental domains had impact on the speaking ability of the participants, a number of facets in physical and psychological domains were more influential. Furthermore, the statistical Pearson correlation analysis demonstrated a positive correlation between life quality factors dominating learner’s success in speaking tasks. The findings of this study have implications for teacher educators and educational decision makers in bringing about higher levels of speaking ability and Quality Of Life (QOL) among English language learners.

This study explored the relationship among EFL teachers’ self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered in two different sessions while two sessions of each teacher’s class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teacher’s teaching. To find out the relationship among the three variables of this study, that is the teachers’ self-efficacy, language proficiency, and classroom management, a Pearson correlation was carried out. The results revealed that teachers’ self-efficacy was correlated with their language proficiency and that language proficiency and effective classroom management were not correlated. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their self-efficacy.