فهرست مطالب شهره سادات سجادی

One of the important topics in psychology in recent years is the concept of "stroke," which is highly relevant in the field of education. The impact of emotions on the quality of teaching activities is inevitable to the point that many studies show that teachers can play a significant role in their students' learning by providing appropriate strokes. However, can students also have a role in providing stroke to their teachers and delaying their job burnout? In this study, the researchers aim to investigate the impact of stroke from students to Persian language teachers for non-Persian speakers. To this end, 16 Persian language teachers for non-Persian speakers completed two standardized questionnaires (Badri Gargari, 2012 and Yazdanpour, 2014) online. The results of the study show that just as a stroke from a teacher has a significant impact on students' progress, stroke from students can also significantly affect the quality of teaching and reduce job burnout for the teacher. Furthermore, the results show that providing positive support among different types of stroke has a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. If the stroke the students provide is negative or not provided, it can lead to job burnout and low teaching quality for Persian language teachers. In other words, negative stroke or lack thereof has a direct relationship with the level of job burnout for Persian language teachers.

 The concept of stroke (emotional support) has gained a significant amount of attention in the field of psychology in recent years. Stroke refers to providing empathy, understanding, and care to individuals experiencing emotional distress or challenges. Stroke can come from various sources, including friends, family, colleagues, and professionals.
In education, stroke is a vital component of effective teaching and learning. Numerous studies have shown that when teachers provide stroke to their students, it can lead to increased engagement, motivation, and academic achievement. Stroke can help students feel more connected to their teachers and peers, improving their overall well-being and mental health. Teachers who provide stroke are seen as caring and empathetic, which can also contribute to their job satisfaction and retention in the teaching profession.
However, it is also important to recognize that students can play a role in providing stroke to their teachers. This is particularly relevant in cases where teachers may be experiencing job burnout or other forms of emotional distress. Job burnout is a common issue among teachers, as they are often required to work long hours, manage large class sizes, and deal with challenging behaviors and academic pressures. When teachers experience burnout, it can have a negative impact on their mental health, job satisfaction, and overall quality of teaching.
It should be noted that Berne (1988) initially only refers to the physical aspect of stroke and states that individuals need physical stimuli in addition to social and rational stimuli for personal development. Then he went beyond the physical aspect and stated that stroke needs meet individuals' emotional need to be seen and this need to be seen has been named "craving for recognition." In addition to Berne, there are other individuals who considered the concept of stroke beyond its physical meaning and paid attention to its psychological aspect. Among them can be mentioned (Shirai, 2006), (Stewart & Joines, 1987), (Friedman, 1993), and (Francis & Woodcock,1996).

This study examined the effects of stroke supply from different sources on occupational burnout in Azfa language teachers. Previous research conducted by (Yazdanpour, 2015) had identified 5 potential sources of stroke supply for teachers. government/public, head of institution, colleagues, students, and parents. Due to the nature of teaching Persian to non-native adult students (no contact with parents, separate from the government), this study focused on supply from the head of institution, colleagues, and students. Two validated questionnaires measuring stroke and burnout were used to collect data from 16 available Azfa teachers at Allameh Tabataba‘i University Language Center. The questionnaires had reliability coefficients of 0.86 and 0.81. Results from the online questionnaires were statistically analyzed using SPSS to determine the relationship between stroke supply and occupational burnout in this group of language teachers.

The results of the study indicate that there is a significant relationship between the provision of Stroke from language learners to teachers and the reduction of job burnout among Persian language teachers teaching non-Persian language speakers. The study found that the Stroke provided by students can have a direct impact on the quality of teaching and a reduction in job burnout for the teachers. It was also observed that the level of attention received by a teacher is directly related to their job quality. Additionally, the study confirmed that job burnout among teachers is higher than among ordinary individuals, but due to constructive social relationships, teachers have higher social capital.
Furthermore, the study revealed that the provision of Stroke from students to teachers has a significant inverse relationship with job burnout, and the absence of reinforcement or negative reinforcement directly affects the level of job burnout among Persian language teachers. The study also highlighted that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact.
To conclude, the study suggests that providing Stroke to teachers from students can delay job burnout and increase job satisfaction. It also emphasizes the importance of constructive social relationships in mitigating job burnout among teachers.

The recent study on stroke from students to Persian language teachers for non-Persian speakers sheds light on the importance of stroke in both directions. The study found that stroke from students can significantly impact the quality of teaching and the level of job burnout experienced by teachers. Specifically, providing positive stroke had a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. However, the study also found that negative stroke, or lack thereof, had a direct relationship with the level of job burnout for Persian language teachers. It also emphasizes that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact.
Overall, the study suggests that providing stroke to teachers from students can delay job burnout and increase job satisfaction. It also underscores the importance of understanding the impact of stroke on the job satisfaction and well-being of teachers in the context of language education.
To foster stroke in education, it is essential to provide resources and training for teachers and students alike. This can include professional development opportunities for teachers on how to provide stroke to their students and how to recognize signs of emotional distress in themselves and their colleagues. Students can also benefit from training on how to provide stroke to their peers and teachers, as well as on how to recognize and manage their own emotions.
Furthermore, schools can play a key role in fostering stroke by creating a culture of care and empathy. This can involve policies and practices prioritizing well-being, relationships, inclusion, and care, not just academic achievement. Supportive policies could include protected time for teamwork, limits on high-stakes testing, affordable counseling access, peer support programs, and educator input into decision-making. Resources are needed to implement policies in a meaningful, sustainable way. Moreover, leadership at all levels, from superintendents to principals to teachers, must model the supportive practices being promoted.
In addition to the benefits of stroke for teaching and learning, there are also broader societal benefits. Stroke can help foster a sense of community and social connectedness, which is important for overall well-being and mental health. When individuals feel supported and cared for, they are more likely to engage in positive behaviors and contribute to their communities. This can have a ripple effect, leading to healthier and more supportive communities overall.
Furthermore, stroke has been found to be particularly important for individuals who have experienced trauma or adversity. Trauma can have a profound impact on mental health and well-being, and individuals who have experienced trauma may require additional strokes to cope with their experiences. Schools and educational institutions can play a critical role in providing stroke to these individuals by creating a safe and supportive environment that prioritizes empathy, understanding, and care.
However, providing stroke can be challenging, particularly in education, where teachers often have limited resources and face competing demands. In order to provide effective stroke, it is important for teachers to develop emotional intelligence and communication skills and be aware of trauma-informed practices. Teachers must also be able to recognize when they need support themselves and to seek out appropriate resources when necessary. 

Thanks to the professors and management of Azfa Center of Allameh Tabataba‘i University who helped us in conducting this research.

Corona is a phenomenon that the living human being has not experienced before, and it happens so suddenly that it causes the closure of Persian language classes in the world. There are 14 Lebanese students studying at the Center of Teaching Persian to Speakers of Other Languages at Allameh Tabataba'i University, who were getting ready to attend academic study in Iranian universities for the year 1399. They have spent half of their Persian-learning course in face-to-face classes where they have encountered Coronavirus problems. In order to solve their problem, Azfa center has shifted their class to virtual online classes. This article reports the result of the virtual Persian classes that took place in this center. The question of this research is: Whether virtual online classes can be replaced with face-to-face education in emergency conditions? The results showed that the rate of language learners' progress in Coronavirus epidemic conditions (virtual education) was not significantly different from face-to-face teaching. Lebanese learners were also largely satisfied with learning Persian virtually. It can be concluded that in emergency situations, the web platform can be used for language teaching. In order to answer the question of the research, we have used students' progress tests and compared the grades of face-to-face classes with virtual online classes and also used a researcher-made questionnaire to measure students' satisfaction.

Learning and teaching must have an effective relation, but of course, there is a gap between these two fields of study. That’s because of two points of view: study of learning and acquisition on the one hand and teaching and curriculum design on the other hand. However, in recent years, much attention has been paid to the nature of second language learning, because understanding the nature of the second language learning will help us to adapt our syllabus and curriculum design in accordance with the learning system and make logical connections between learning and teachings. To this end, this study scrutinized the sequence of acquisition of two types of relative clauses: restrictive and non-restrictive. So, 493 texts from a corpus of Persian learners’ written texts were analyzed. Then, the relative clauses were tagged and according to the level of language learners, they were divided into six categories. After the restrictive and non-restrictive clauses were distinguished, the acquisition of these clauses was examined. The results showed that Persian Learners, regardless of gender, nationality, method of previous teaching and age, learned restrictive relative clauses sooner than non-restrictive ones. Even after learning, they tended to use restrictive clauses more often. The implication of this study is that it is better to teach restrictive clauses sooner to accord with the learners’ sequences of learning. Extended abstract</strong> Learning and education must have an effective relation. Of course, there is a gap between these two fields of study. That’s because of two points of view: study of learning and acquisition on one hand, and teaching and curriculum design, on the other hand. However, in recent years, much attention has been paid to the nature of second language learning/acquisition because understanding the nature of the second language learning will help us to adapt our syllabus and curriculum design in accordance with the learning system. Previous studies (e.g. Fries, 1945; Lado, 1957; James, 1998) during the past decades have shown the importance of first language in acquisition of second language, but the recent studies (e.g. Selinker, 1972; Nemser, 1971; Corder, 1971) indicated that although the role of the first language in learning/acquisition of second/foreign language cannot be ignored, language learners with different first languages, follow the Universal Grammar (UG) and learners’ inter-languages are somehow similar. So, second language learners follow a sequence and order in their acquisition. Thus, in this study, sequence and order of acquisition of two types of relative clauses were scrutinized. Relative clauses can be divided into two types: restrictive and non-restrictive. A restrictive clause is a “clause which functions as an adjective to identify the word it modifies. It is essential for the intended meaning and it is not offset with commas”. On the other hand, “A nonrestrictive modifying clause (or non-essential clause) is an adjective clause that adds extra or nonessential information to a sentence. The meaning of the sentence would not change if the clauses were to be omitted and also they are usually set off by commas”. Knowing that which kind of relative clauses were learned sooner and more accurately by the students could help us to understand how and when Persian language (here relative clauses) is learned. So we can utilize these findings in our teaching, and designing our syllabi and curriculum. The question of this study is “What is the acquisition sequence of Persian relative clauses?’. We supposed that, non-Iranian Persian language learners, learn restrictive relative clauses sooner than non-restrictive clauses and they use this type of relative clause more often than non-restrictive one. The reason behind this hypothesis is that this kind of relative clauses are syntactically easier because there is no movement or extra structure on their derivation. In order to test this hypothesis, 493 Persian learner’s written texts were analyzed. The learners were from various countries such as Austria, Argentina, Spain, Australia, Afghanistan, Slovakia, Slovenia, Algeria, the United Kingdom, Ukraine, Italy, Azerbaijan, Argentina, Germany, USA, Belarus, Belgium, Bulgaria, Bangladesh, Bosnia, Pakistan, Portugal, Tajikistan, Taiwan, Turkey, Tunisia, Czech, China, Russia, Romania, Syria, Switzerland, Serbia, Iraq, France, Kyrgyzstan, Croatia, Colombia, Georgia, Lebanon, Poland, Hungary, Egypt and India. Therefore, the first language of learners is not influential factor in this study. The data were collected from two exams (placement test and progress test which is conducted by Sa’di Foundation in 2015 & 2016) and the learners had to use at least 120 words in their writings. After that, the data were gathered and tagged as a restrictive relative clauses and non-restrictive relative clauses. According to the level of language learners, they were divided into six groups; beginner, elementary, low intermediate, intermediate, upper intermediate, advanced, and proficient. The results showed that regardless of gender, nationality, method of previous teaching and age, in general, the higher level students use restrictive relative clauses in their language more accurately. And the emergence of non-restrictive relative clause occurs later and less than the other type even in advanced and proficient levels. Thus, we can conclude that the Persian language learners will learn restrictive relative clauses sooner than non-restrictive ones. The interesting point of this study is that even after learning non-restrictive relative clauses, the Persian language learners tend to use restrictive clauses more often. Perhaps this happens because of the economy principle (the least effort) of language which was introduced for the first time by Zipf (1949). The aim of this principle is the maximum effect with the least input. So, as non-restrictive relative clauses have extra information, language learners prefer not to use it as long as they can. On the other hand, they tend to use restrictive relative clause because of the meaning that it determines. Since one of the most important issues in second/foreign language learning/acquisition is native-like competence, we can conclude that it is better to teach restrictive clauses before non-restrictive relative clauses to incorporate education and sequences of learning/acquisition for effective teaching and learning.

After studying 50 languages, Keenan and Comrie (1977) introduced the Noun Phrase Accessibility Hierarchy Theory. This theory claims that in order to form relative clauses, languages follow a universal hierarchy. Based on this, language learning researchers introduced a hypothesis using which the learning difficulty of the relative clause in the second language can be predicted. This article attempts to determine the learning order of relative clauses in Persian as a second/foreign language through a study of the interlanguage of non-Iranian Persian learners. To this end, after examining 493 written texts from the non-Iranian Persian learner's corpus of Sadi Foundation, sentences with relative clauses were labeled. Then, the relative clauses were sorted into 6 levels of basic, pre-intermediate, intermediate, upper-intermediate, advanced, and upper-advanced, based on the student's levels, and all samples were classified based on the relative clause heads. An analysis of the data collected from the 361 relative clauses demonstrated that the learning of the Subject and Object relative clauses exactly follows Keenan and Comrie's Accessibility Hierarchy, while other relative clauses indicate evidence of non-compliance with this hierarchy.

This study was going to measure the readability of the 7th grade Farsi textbook )academic year 1395-96( based on the three readability formula. We wanted to find out how much the mentioned book is in accordance with the readability formula from the viewpoint of the principles of the material development. The research method was descriptive content analysis according to Fog, Fry and Flesch formula. The research questions included: 1. is the readability of the book’s material in accordance with the 7th grade students, considering their age and learning levels criteria? 2. Could the material and content of the book be learnt without the teacher, independently? 3. Have the principles of curriculum planning, including the principle of simple to difficult, been observed in the development of the textbook? 4. How much the readability of the related textbook measured by the Fog, Fry and Flesch formula correspond to each other? Findings showed that in the 7th grade Farsi textbook of the 1395-96 academic year: 1. the content is not in accordance with the 7th grade level. According to the Fog, Fry and Flesch formula, the readability of this book is at the level of the University and even it is appropriate for the higher levels. 2. Due to the very much difficulty of the material, the textbook could not be used independent of the teacher. 3. The material at the beginning, middle and end of the textbook shows that to some extent the principle of simple to difficult has been observed according to the Fog formula, but not according to the Fry and Flesch formula. 4. The readability of the mentioned textbook measured by Fog, Fry and Flesch formula correspond to each other to a great extent.

A prerequisite for designing an efficient and successful curriculum is the analysis of learning/teaching environment and the analysis of the learner’s needs and goals. The results of these analyses are vital for determining the content of instructional resources and adopting appropriate instructional procedures and processes. In many language teaching centers, there is usually no opportunity to carry out such analyses. In such conditions, the best option is to conduct periodic curriculum evaluation. Curriculum evaluation has various dimensions of which evaluation of the learner satisfaction is of special importance. In the present study, we tried to evaluate learner satisfaction in two Persian language teaching centers: Dehkhoda (affiliated to Tehran University) and Almahdi (affiliated to Almostafa Open University). For this purpose, a questionnaire was designed which drew on Bailey's (2009) criteria and some other criteria developed in educational psychology. The criteria included the understandability of learning materials, attention to formative assessment, attention to L1 of the learners, the curriculum flexibility, appropriateness of the curriculum to learner conditions, enjoyability of learning materials, attention to learner's present and future needs, and apprpriatenes of the curriculum to the learner's age. 80 Persian learners answered the questionnaire. Results indicated that, in the two centers, the learner's satisfaction of content and curriculum was nearly 50 percent. Nation and Macalister's (2010) curriculum development model was consulted to offer suggestions for the improvement of curricula of Persian language teaching centers.

Today, teaching language through the use of technology has become considerably widespread in many countries. The present research aims to investigate the extent to which computer software and new technologies are employed in teaching Persian language. In addition, it studies the reasons for success or failure of these tools. The study, which was conducted in a comparative framework, used a researcher-made questionnaire to collect the data. Investigating the current status of Persian language learners of Imam Khomeini International university and Dehkhoda institute under three main fields of interest/motivation, knowledge (familiarity), and facilities, the results revealed that most students are interested in learning Persian language through technology and computer, but lack of facilities as well as non-mastered teachers in using computers were reported as the destructive factors in learners’ motivation in both pre-mentioned Persian language teaching centers. Finally, some suggestions were given for enhancing the application of technology tools in Persian language centers for teaching this language.