مطالب

Purpose- Informal settlement is largely rooted in migration, particularly influenced by parameters such as poverty, lack of expertise and specialization, type of occupation, cultural conflict, illiteracy, ethnic and cultural identity. Most of the residents of these areas are forced to live in ghettos and slums due to factors such as lack of access to jobs in the city coupled with poverty and lack of specialization. Heterogeneous and dispersed constructions without observance of technical principles and urban planning with narrow, meandering alleys, running sewage in the alleys and unsavory sanitary condition are among the adverse consequences of informal settlement. Therefore, the main purpose of this study is to investigate the key factors affecting rural migration with emphasis on the issue of informal settlement in Shirabad neighborhood of Zahedan. Design/methodology/approach- The research method is descriptive-analytical and data collection was conducted by a survey. In the first step of the research, a list of primary factors involved in the spread of migration to informal settlements was identified as research variables using existing documents and previous researches. The variables were analyzed based on two local communities (all heads of households in Shirabad neighborhood) and expert questionnaires. Descriptive statistics and exploratory factor analysis in SPSS software as well as cross-impact analysis model in MicMac software were used for the analysis of data. Findings- The results suggested that four key factors of drought and lack of water resources, reduced productivity and devaluation of the agricultural sector, inappropriate infrastructure in rural areas and wage gap between rural and urban areas play a key role in shaping rural migration and intensifying informal settlement.

It is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for facilitating learners’ pragmatic development has been a central issue for researchers. To respond to the inconclusive findings in intervention studies and to extend the instructional studies in L2 pragmatics to less studied and more complex teaching targets, such as implicatures, the current study inquired into the effects of metapragmatic awareness, interactive translation, and discussion through video  vignettes on the comprehension of implicatures of 51 (15 male and 36 female) Iranian upper-intermediate EFL learners, who were selected based on Oxford Quick Placement Test (2004) from students majoring English Literature and TEFL at Golestan University, Gorgan, Iran. Fifty-six video prompts containing implicatures from Friends sitcom series and Desperate Housewives TV series were taught to the participants who were randomly assigned to four groups (metapragmatic awareness, interactive translation, discussion, and control). The participants attended the classes twice a week for eight sessions. Results of multiple-choice implicature listening test revealed that all three intervention groups outperformed the control group. Results of Tukey’s Honest Significant Difference (HSD) test illustrated that the metapragmatic awareness group outperformed the interactive translation and discussion groups. No meaningful difference was found between the interactive translation group and the discussion group. The paper concludes that providing learners with contextually appropriate input through video using methods of pragmatic instruction (metapragmatic consciousness-raising, translation, and discussion) is effective to promote their ability to comprehend implicatures and signposts some avenues for future research.

This study examined Iranian EFL learners’ preferences regarding oral Corrective Feedback (CF) in a TOEFL speaking course. A 30-item questionnaire was administered to 32 participants in a TOEFL preparation course to elicit EFL learners’ views concerning their CF expectations. The results showed that based on the nature and objective of the course, students cared about their accuracy while fluency for these students was of secondary importance. Therefore, CF was regarded as crucial and necessary by the participants and they considered their grammatical errors as the most important one to be corrected followed by vocabulary and pronunciation errors. In terms of CF type, explicit and delayed corrective feedback were the most preferred error correction forms. Furthermore, males preferred their teacher to correct them, females favored self-correction and peer correction more than males. Finally, it can be concluded Attitudes to different feedback types and types of errors that they prefer to be corrected were mostly affected by the nature and the objective of the tasks and the course in general.