Narrative Structure

Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present study then aims at scrutinizing the structure of personal English stories as told by EFL learners. To this aim, three hundred narratives were collected through classroom discussions and interviews. Qualitative analysis methods were utilized to find how narratives were recounted. The results of data analyses indicated that EFL learners’ narratives consisted of 4 parts with the abstract and coda sections absent from them. Besides, there were other differences between the collected narratives and those told by English native speakers.

Mosques, as symbol of Islamic architecture must play an important role in reflecting the superiority of Allah the Almighty. There are many ways in making it successful and one of them is through the high quality of aesthetic value. Aesthetic value in Islamic art and architecture is normally portrayed by the highest degree of motifs and ornamentation. Contemporary mosque designers normally focused on the majestic looks of the exterior part of the mosques and leave the manipulation of the interior space to the users. This research method is descriptive - analytic gathering tool: library studies and documents referring to the theories of thinkers has benefited the field. So, this paper explain Reflecting the symbolic meanings of Islamic mysticism in design of Mosque in Hermeneutic and Semiotic as research methodology. At the end of some of the concepts related to reread the configuration mystical concepts discussed in the relevant analysis is presented.

People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL learners’ lived narratives. For this purpose, 125 oral stories were voice recorded. Seventy-five EFL learners’ narratives and 50 Persian narratives as told by Iranian native speakers were collected via classroom discussions and interviews. To examine the substantive effect of L2 knowledge, the EFL learners were selected from pre-intermediate and upper-intermediate proficiency levels. The Labovian analytical narrative model was employed for the analysis. The findings indicated that EFL learners’ narratives were mostly affected by L1 rather than L2. Furthermore, English linguistic knowledge, rather than the English narrative structure itself, affected the organization of EFL narratives