e. abdollahzadeh

Listeriosis, an important illness with a high mortality rate (up to 30%), is caused by Listeria monocytogenes. Nowadays, there are several reports that display the prevalence of L. monocytogenes in fisheries products. Therefore, it is important to investigate and control the expression of virulence genes and adhesion-related genes in different strains of this bacterium in foodstuffs. In this study, the expression levels of inlA, hly, lmo1634, lmo1847, sigB, and prfA genes in two isolates (food and clinical) were investigated under the influence of NaCl and lime juice in the shrimp broth. The results of the independent t-test for the prfA gene demonstrated that the expression level in the treatments of clinical strain was significantly higher than the food strain (p<0.05). Similarly, the average expression of both adhesion genes (lmo1847 and lmo1634) and stress gene (sigB) in the studied treatments for the clinical strain was significantly higher than the food strain. In both strains, the role of lime juice in increasing the expression of virulence and adhesion genes was significantly higher than in NaCl treatments (p<0.05). Overall, it can be stated that the transcription level of virulence- and adhesion-related genes upon exposure to preservatives may be different in the various L. monocytogenes isolates.

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.