مطالب

Abstract: This study aims at measuring the relationship between students‟ attitude toward govern-ment‟s virtual social network policy making with social security feeling, in another word, to which extent social security feeling emphasizing on social networks is determined via users‟ attitude toward government‟s media policy making? Analytical-descriptive method including survey is used in this paper; the method used for data collection is the design of the question-naire. The statistical community was “all the students in Azad University of East Tehran Branch”; the sample included “363 persons” and the sampling method was proportional sort-ing probable. Findings show that, the most correlation is related to the legitimacy index with a correlation coefficient of 85%, planning with correlation coefficient n of 45%, and decision making of government with correlation coefficient n of 41% and government policy making execution index with correlation coefficient n of 44% has the least correlation coefficient. Thus, it can be said that, by increasing legitimacy, planning, and decision making of the gov-ernment, students‟ attitude toward policy making is accelerated and amount of social security of students increase intermediately, that is, a direct and an intermediate correlation relation between three mentioned indices of government‟s media policy making with variable of stu-dents‟ social security. However, there is a weak correlation relation in another index, i.e. poli-cy execution, in another word; there is a direct and weak correlation relation between the re-lated index and social security of students. It means that, students have a negative attitude to-ward non-significant execution of policies and a weak feel of social security.

Formulaic language and sequence as the core characteristic of real-life language and native-like fluency, has been a subject of inquiry in recent decades. The aim of the present study is to investigate the effects of two extensive reading text types, i.e., adaptive and authentic, on Iranian EFL learners’ development of lexical bundles. To this aim, 20 intermediate EFL learners were chosen to participate in a time-series experiment, in which one class received adaptive texts as their extensive reading project, while the other experienced authentic texts of graded readers. The learners were required to read texts and write summaries, out of which the frequency and percentage of lexical bundles were extracted. The results of frequency and t-tests revealed that learners who benefited from adaptive texts were more successful in lexical bundles progress. While the other group also indicated to have improved in terms of multi-word chunks, the shift was not statistically significant. It is recommended that teachers allocate more class time to explicit and implicit instruction of lexical bundles.