مطالب

The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education.

In recent decades, differences, competitions, increased distrust, and conflicts between the countries bordering the Persian Gulf, as well as the presence and influence of extra-regional countries, have made it impossible to achieve comprehensive and lasting security arrangements, and on this basis, Arab countries in the region have sought to place themselves under the protective umbrella of other powers. In this regard, and after the Islamic Revolution, the major conflicting interests of the Arab countries in the Persian Gulf region with the Islamic Republic of Iran have made the realization of a security order more difficult and faced it with serious challenges. Especially during the past two decades, simultaneous with the increase in Iran's regional power, with the support of the United States, a groundwork has been provided for reconciliation and rapprochement between the Zionist regime of Israel and the Arab states in the region. In this context, it seems that the policy of reconciliation and convergence in Tel Aviv may have implications and consequences for the establishment of security arrangements in the region. Accordingly, the main question of the research is: what impact can the convergence of the Israeli regime and the Arab countries of the Persian Gulf have on the process of achieving regional security arrangements? The research hypothesis is that the expansion and development of Tel Aviv's relations with the governments of the Arab countries in the Persian Gulf region can make it difficult to achieve an internal security order by complicating regional equations and intensifying security problems in the region. The research method is qualitative and with an analytical-explanatory approach, and the data have been collected from library and internet sources. The balancing of threats theory has also been used to explain the research topic.

The remarkable popularity and success of foreign feature films and television series as a source of entertainment cannot be disputed. The emergence of amateur subtitling communities has led to dramatic changes in individuals’ viewing habits and styles as fansubbers offer an ideal opportunity for people to access international audiovisual materials, especially in dubbing countries like Iran. However, empirical research on audience viewing preferences and habits in terms of audiovisual translation is scarce. To bridge the gap, over 1200 Iranian viewers filled in an online questionnaire. The results suggest the emergence of new habits and preferences as proportionately more Iranians nowadays access international films and TV series with Persian subtitles, at least among young adults. Also, a small number of the respondents prefer to watch foreign films and programs dubbed. Additionally, there was a weak interplay between viewers’ English proficiency and their tendency towards watching dubbed or subtitled programs, and national TV channels do not appear to be the primary entertainment source when it comes to international cinematic products. Understanding viewers’ preferences and viewing styles forges possible future paths for the translation industry to cater for the needs of individuals with different viewing styles and needs.

The present study investigated the role of explicit instruction on the acquisition of English relative clauses by focusing on resumptive pronouns among Iranian learners of English at an intermediate level of proficiency. The study focused on two structurally different languages (Persian and English) regarding the use of resumptive pronouns.  A grammaticality Judgment Test (GJT) and a Sentence Combination Task (SCT) at three phases of pre-test, immediate, and delayed posttests, have been used; paired samples t-tests showed that exposure to input through teaching materials can improve the learners’ performance in specific types of relative structures, but not in all.  The findings propose that if language learners, especially in a foreign language context, are provided with enough input and still don’t acquire an uninterruptable feature (resumptive pronouns in this case), then it can be said that fossilization has occurred and the interpretability hypothesis (Tsimpli and Dimitrakopolou, 2007) will be confirmed. It also shows that explicit teaching can lead to future noticing in input and result in more stable acquisition.