Dynamic

Motivation for learning a new language does not have an all-or-none impact. It is gradually ‎formed and fluctuated over time and on each timescale has varying levels of influence on a ‎person’s endeavor to learn a language. At the present time, scholars claim that throughout the ‎Second Language Development (SLD) different timescales interact with each other and this ‎interaction is nonlinear, complex and dynamic in nature (de Bot 2015). The present study ‎attempted to investigate the motivational dynamics of a group of Persian learners in longer ‎timescales composed of a number of tasks performed on shorter timescales. Ten participants were ‎interviewed at the onset, while performing tasks and at the end of the course to better picture the ‎interplay of different motivational themes over time. The findings confirmed temporal variation ‎in participants’ motivation. Although some individual specific variation was observed, the ‎average group motivation was increasingly tending toward an overall stable state. Moreover, the ‎data revealed the fact that motivational themes were not equally effective over the course and ‎during task performance. It was shown, for example, that factors influencing learners’ initial ‎motivation were less influential during the task completion. Finally, L2 motivation was found to ‎contain an interrelationship of a number of dynamic and complex factors which varied over ‎different timescales and had different motivational intensity in each specific stage. Finally, some ‎implications were driven from the findings of the study.‎

Teacher professional identity is widely acknowledged as a multi-dimensional dynamic evolving concept contributing to teachers’ self-perception about their professional roles. This qualitative study aimed to explore how different instructional settings of teaching English as a foreign language in Iran impacted on teachers’ professional identities in a comparative way. To this end, 25 English teachers from public schools and private institutes of Kerman were interviewed to collect data and to examine how teachers conceptualize themselves at schools and institutes. All 25 participants (13 school teachers and 12 institute teachers) had a BA degree in English. Data analysis revealed that teachers of public schools had comprehended, strong, and thick initial professional identity in comparison to those teaching in private institutes. However, such an ideal professional identity was more vulnerable to professional identity shock that resulted from the discrepancy between initial professional identity arisen from pre-service training programs and an emergent one derived from the identity-in-practice in class life. In terms of preparation to teach, the findings showed that the teachers of public schools had more extended viewpoints towards teaching and its significance. Moreover, they believed that their identity influenced the teaching profession while the institute teachers believed in teaching influence on their identity that provided evidence for the variable nature of teacher professional identity resulting from parallel interconnections of different macro and micro factors leading to its steady reinterpretation and reshaping. Keywords: dyna

The purpose of this paper is to provide a new approach to incorporating uncertainty into assessing the profitability of investment projects. In the real world, the capital budgeting problem is accompanied by uncertainty and risk associated dealing with imprecise data. The major contribution of this research is the development of a novel approach to evaluating the profitability of an investment project in uncertainty condition. At first, we presented a new discount method that can be used by investors when they wants to be able to make an investment decision. That is, we developed a new method to evaluate the profitability of investment projects by or-dered fuzzy net present value (OFNPV). In addition, ordered fuzzy numbers (OFN) are used to describe the dynamics of changes of the defined investment parameters in the assumed time horizon. By using ordered fuzzy numbers, we develop an effective tool for assessing the profitability of investment projects. This assessment tool not only enables decision-makers to decide under uncertainty conditions whether or not a given investment project should be carried out or rejected, but also facilitates selecting the most effective project, e.g. a project with the most expected probability of success.