فهرست مطالب khodayar mehrabi

This study reports on a corpus-based study of action nominalizations and their distribution in the thematic structure of introduction sections of research articles (RAs) across hard and soft sciences. Using the UAMCorpus Tool software, the corpus was tagged to locate the action nominalization instances. Manual text analysis was undertaken to exclude cases which did not comply with action nominalization criteria and to include instances of zero-derivation nominalizations. Action nominalizations were significantly more frequent in the introduction sections of hard science RAs (χ2= 39.850, P=.000). Results, however, did not show a significant difference in the lexical densities of the introduction sections of the two text groups. Moreover, the writers of RAs indicated a higher tendency to employ the action nominalizations in clause rhemes which may be attributed to the role of clause rhemes in the information structure of clauses. ESP writing instructors may use the findings of the present study to raise the awareness of the novices of the vital role of nominalization in facilitating their production of appropriate academic discourse.

There are well-established benefits of mindfulness in clinical settings, but the different roles of mindfulness facets in each disorder yet remain unclear. The purpose of the current study was to investigate between-group comparisons of the facets of mindfulness among patients with Major Depression Disorder (MDD), Social Anxiety Disorder (SAD) and healthy individuals.
The present study employs a. Using convenience sampling method, a sample composed of three groups of students with SAD (n=67), MDD (n=51) and healthy (n=81) completed the Five Facet Mindfulness, Beck depression, and the Social Phobia Inventory. To analyze the data, MANOVA test was conducted.
Results indicated that for the observing facet, SAD group significantly had higher scores than the MDD and Healthy groups and MDD group exhibited least scores For describing, non-judge and acting with awareness facets, both SAD and MDD groups had significantly lower scores than the healthy group, while there was no significant difference between the SAD and MDD groups. For the non-reacting facet, the SAD group had significantly lower scores than the MDD and healthy groups, while there was no significant difference between MDD and healthy groups.
The results of this study suggest that non-judging, acting with awareness, and describing are facets within the umbrella concept of mindfulness facets, which have a common role in SAD and MDD. However, observing and non-reacting have distinct roles in the SAD and MDD. The findings of the present study will certainly have important implications for clinical health psychologists while tailoring mindfulness-based treatments for SAD and MDD patients.

High penetrability of wireless, mobile, portable, and handheld devices has resulted in education for all as the mobile’s challenge coincides with an unprecedented growth in access to pedagogical materials technology, particularly in developing countries (UNESCO Mobile Learning Week Report, 2011). The present study set out to discover how Muslim learners of English as a foreign language (EFL) are encouraged to think about and learn the Islamic instructions—as an integral part of their native culture—in TL by incorporating communicative skills through the pedagogically mediated application of cell-phone. The user groups of interest were 218 Iranian second-year male and female students of translation studies at Payame Noor University, from age range of 21-24, homogenized as upper-intermediate through conducting Nelson English language proficiency test, level 400 A. They were spread randomly across 109 dyads to learn technology-enhanced materials in 36 nonformal sessions. To equip the Muslim learners with lifelong linguistic and social knowledge for constructing conversational bridges for full participation in civic life at international level, abbreviated letter writing notes were already adapted to the cell-phone screen to be accessed by the learners via the SMS application. The final application was given to the participants for actual use and evaluation for a period of 1 academic semester. After the students had finished learning didactic messages, interactive SMS quizzes were sent to evaluate their performance. The analysis suggested that significant gains occurred as a result of mobile-based representation of shortened Islamic contents in English which was congruent with the learners’ favorable attitude towards embracing brevity for lifelong learning of TL contents via SMS.

The current study provided cross-cultural and cross-disciplinary analyses of the distribution of directives in discussion and conclusion sections of English and Persian research articles (RAs) in disciplines of physics, chemistry, counseling, and sociology, representing hard and soft sciences, respectively. To that aim, 80 RAs from both English and Persian journals between 2000 and 2012 were selected. The RAs were textually analyzed to determine the distribution of directives. Findings revealed a significant difference between Persian hard and soft science RAs in the employment of directives, with soft science writers employing directives more frequently in discussion and conclusion sections in comparison with hard science writers. However, no significant difference was found in the distribution of directives across discussion and conclusion sections of English soft and hard RAs. Moreover, findings did not show a significant difference across Persian and English RAs. Overall, results suggest that Persian and English academic writers tend to follow a similar generic and discursive trend in the employment of directives in their discussion and conclusion sections pointing to the universal nature of directives as persuasive strategies employed by academic writers in canonical branches of science. The findings of the present study might raise learner's awareness of the conventions and lexico-grammatical features of academic writing in Persian and/or English RAs.