فصلنامه فناوری آموزش
سال سوم شماره 2 (پیاپی 10، بهار 1388)

The present study seeks to investigate the relationship between the L2 motivational self system, second language learning anxiety, and motivated behavior. 1309 junior high school and high school students from all over Iran completed a questionnaire which demonstrated acceptable reliability and validity. Drawing on evidence from L2 motivation research, studies in motivational psychology, and research on L2 anxiety, a model was proposed to be tested via structural equation modeling. The data was submitted to statistical analysis software programs and the proposed model was confirmed: seven out of ten hypothesized paths were significant. The results of the study show that learners’ ideal L2 self significantly contributes to their English learning experience and intended effort, and has a significant but negative relationship with their English anxiety. L2 learning experience most strongly amplifies intended effort; and the ought-to L2 self, as a less internalized future self-guide, significantly leads to the increase of anxiety. Not surprisingly, the ought-to L2 self was observed to significantly contribute to intended effort as well. Based on the results, several practical suggestions along with suggestions for future research have been presented.

In this paper, A mathematical model for cold rolling of symmetrical tri-layer strip is proposed using the upper bound theorem to investigate the plastic deformation behavior of the strip at the roll gap. With implementation steps to express in order to analysis of cold rolling process, can calculate and forecast the rolling power, rolling force, average pressure between layers and thickness reduction of each layer. In order to validity the theoretical model ,experiments on sandwich strip rolling are conducted by employing aluminum, mild steel (Al/St/Al)as the layers of the sandwich strips and results is compared together. It is found that all of theoretical predictions are in good agreement with the experimental measurements

The aim of this research is find effective factors to enhance the quality of Residential complexes design education .To achievement this aim we use the views of six related groups include, professors of architecture design , professors of related lessons , architectures engaged in house design ,the students of architecture that work in  engineers office, the undergraduate of architecture and M.A students of architecture in house branch .This research is an applicable study  . to gather the  information  we use the questionnaire . the information is  descriptive with survey branch. The results of research show that convergence integrated (teach- student) education , modern education , consider the prerequisites  and related lessons, coordinate and transfer learning about house design education , accept the architecture as cross-course and use the related knowledge , pay attention to creativity and use the creative  approaches in workshop of architecture design 5 , usefulness of communication with experienced architectures in house design education, consider the cultural , national and religious values in house design, participate user in design and utilize the thought and systematic communication of user with professional engineers office are important factors  to enhance the affectivity and quality of environment complexes design education.

Courses in Architecture can be classified into three categories; Knowledge, Skill, and Attitude. The "Human, Nature, Architecture" course, which falls into the attitude category and is one of the basic and specialized courses in teaching architecture, is supposed to be a preface to basing students’ general approach to this area of expertise. So far, nonetheless, this course not only has not moved in this direction but has also caused feelings of demotivation and indifference in students. Current methods in teaching the course often depart from the general content and objectives of the course, thereby reducing the intended impacts of the course on students’ attitudes. The present study investigates the impacts of effective presentation of this course via reintroducing the course and emphasizing the significance of environment in architecture education. Using a questionnaire survey, this study was conducted based on the comprehensive examination of the basic features of the course and comparative analysis of its different teaching methods. The participants of this study include 35 teachers and 180 students from five architecture departments in different Iranian universities. Various teaching methods with authorized syllabuses were investigated comparatively. Results of the study led to the development of a coherent method for teaching the course Human, Nature, Architecture, which is expected to be employed by teachers in recognizing a comprehensive method.