انگیزش

Motifs are one of the most important structural and unifying elements in artistic and literary works. In the field of literature, motifs are among the important elements of many texts, both poetry and fiction, as recurring stylistic elements. Of course, there are differences in the definition and role of motifs in poetry and fiction, and in this research, motifs are considered in their poetic function. In the history of Persian poetry, from the beginning, poets have used various motifs; For example, "candle and butterfly" and "flower and nightingale" are among the oldest motifs of Persian poetry. Some poets are more related to the use of motifs, and some have a special relationship with one or more specific motifs. With a more detailed study of the poetry of the Safavid period, known as Indian style poetry, we find that the use of motifs in the works of most of the poets of this period has a high frequency and significance. In addition to using this literary element a lot, the poets of this era also made some changes in the motifs in order to differentiate between their poems and the tradition of Persian poetry. One of the most important of these poets is Saeb Tabrizi, a poet of the 17th century and one of the most famous poets of the Indian style. He has a great tendency to thematize through the use of poetic motifs. Apart from that, the other characteristic of his poetry is the changes he makes in the meanings of the themes compared to their common and conventional meanings in the previous poems. In Persian literary research, these symbolic meanings are referred to as associations. In the present research, an attempt has been made to examine the evolution of poetic themes from a new perspective by matching the concept of the term association with the term motivation in the works of Gérard Genette, a contemporary French theoretician. In the end, by basing the theme of cypress and lunar/cuckoo in Saeb Tabrizi's sonnets, it has been concluded that one of the characteristics of Saeb's individual style and on a more general level, his period style is that his great desire to create new and original motivations for Poetic themes have caused a feature that was called "fluidity of motifs" in the present research. In many cases, this feature has led to the abstraction of multiple and sometimes chaotic and contradictory motivations for a single motif. In fact, the fluidity of the motifs can be seen as the excess of thematization and unbridled imaginations in the poetry of the period in question and a reaction to the possible loss that the poets of this period felt when looking at the great poets before them.

The purpose of this study was to investigate the effect of flipped classroom on the motivation and learning biology then compare it between girls and boys. The statistical sample of the study includes 91, 11th grade students in the field of experimental sciences in Amol city in the academic year 2019-2020, These students were trained in four classes by a teacher in two normal high schools for boys and girls, traditionally (control groups) and reverse class (experimental groups) by pre-test-post-test method. Data analysis of biology academic achievement test was done by a researcher and motivation questionnaire was performed with descriptive and inferential statistics using SPSS software. In general, it can be concluded that there is a significant difference between students who have been taught in reverse class and students in the control group in terms of motivation and academic achievement. Reverse class teaching leads to increased learning compared to the traditional method. This increase is greater in girls than in boys. The results showed that the inverse class strengthens group collaboration and deeper learning and understanding of concepts. Examination of the parents' questionnaire also showed that they are inclined to this method, but factors such as lack of trust in the themes of the virtual world and the existence of a heavy shadow of the entrance exam are among the existing obstacles.

The aim of this study was to investigate the effect of Arabic language teaching with Jig Sao participatory teaching model on the academic achievement motivation of ninth grade students. The research method was quasi-experimental with pre test-post test design with experimental and control groups. The statistical population was all male students studying in the ninth grade of Harsin city. To achieve this goal, first a sample of 30 people was selected by multi-stage cluster random sampling and then divided into experimental and control groups. The research tool was Wellernd motivational questionnaire. Pre-test of academic motivation was performed by the researcher in two experimental and control groups. In the experimental group, the teacher first presented his her lesson to the students and used the Jig Saw participatory teaching model as a complement to the taught concept. In the control group, he used his usual method to teach the concepts of the Arabic language. The academic motivation test was performed by the researcher and the data were analyzed using Spss software. Data analysis using repeated measures showed that after training there is a significant difference in the results of academic achievement motivation of the experimental group compared to the control group. The effect of repetition with a value of F equal to 37.57 at the level (p ≥ 0.001) is significant. The findings of this study generally confirmed the validity and reliability of the Jig Sao participatory education program as an effective tool to increase students' motivation for academic achievement.

This study was conducted aimed at investigating the motivation of learning Arabic as a foreign language (L2) among the students of this field at Shiraz University based on the Dörnyei's L2 Motivational Self System (L2MSS) Theory. Dörnyei's 16 variables were studied to identify motivational factors using a questionnaire developed by Dörnyei (2010) to measure learning the L2. To this end, 96 students of Arabic Language and Literature at Shiraz University, who were admitted to the university between 2015 and 2018, were examined. Data were analyzed using SPSS software, and the structural model of the relationships between variables was designed with AMOS software. According to the findings, criterion measures had the most positive correlation with the variables of instrumentality promotion, attitudes toward L2 community, attitudes toward learning Arabic, and ideal self, respectively. Moreover, parental encouragement had the most negative correlation with this factor. The criterion measures were most directly affected by the attitudes toward learning Arabic and then by the instrumentality promotion. There was often a positive interaction between the factors, and only the parental encouragement had a declining effect on the instrumentality promotion while being affected by the attitudes toward learning Arabic.

Students'weaknesses in the four Arabic language skills and the identification of barriers to learning and motivation with a brain-based approach led the researcher to a scientific and field study, in addition to analytical-statistical methods aimed at identifying these problems from the students' perspective, Persuaded. The statistical population of the study consisted of female high school students in district 15 of TehranOf the students, 165 were randomly selected and a 25-item questionnaire including 5 questions related to the content of the textbooks, how to teach and evaluate, and other topics was designed and distributed among the 10th grade students. The eleventh was distributed that after analyzing the data using descriptive statistics and inferential statistics (audit analysis), the following results were obtained: Number of students, lack of educational facilities, lack of standardization of questions, student decentralization, problems Family, illiteracy in some families, inefficient teaching, lack of attractiveness of texts are factors that decrease learning levels and are the most important ways to increase motivation. Problems can be centralized, educational environment reinforcement, interactive feedback, visual and auditory memory utilization, and meaningful modeling. The findings of the study confirm the results of previous studies and show that brain-based learning instruction It affects students' learning and motivation.

In today's competitive world, more languages ​​are trying to end English imperialism and promote their native language as one of the most important indicators of national identity. Language is one of the most important elements of national culture and the relationship between culture and language has always been debated whether language is a reflection of culture or constitutes the language of culture shows the importance and relationship between these two components. If we are to spread Iranian culture, we must seriously pursue the issue of teaching Persian, but in the first place, we must encourage the audience to learn this language. Persian language as one of the indicators of Iranian cultural identity has a special place in the region. In the competition between languages ​​to attract more learners, the first issue is to motivate those interested in learning Persian. In other words, why should they learn Persian? This section is actually a promotional dimension to attract more learners. Motivation plays an important role in language learning throughout the learning process. From the first step to attract the audience to the teaching method, content, evaluation and so on. But in the first step, we must take seriously the motivating component in attracting the audience to learn Persian. Assessing their needs and setting goals for learning Persian helps to produce content that is targeted and appropriate to the taste of the audience. One of Azfa's challenges is to produce content in accordance with second language teaching standards. Production of attractive content appropriate to the needs of learners, use of e-learning capacities, benefiting from the potential of Persian literature; Operational strategies such as using education to promote Persian education are all methods that will be discussed in this article to further develop the Persian language.

This study, prompted by a critical incident within the language classroom, is based on Darvin and Norton's (2015a) model of investment and an analysis of narratives of two Iranian EFL learners with different levels of investment in their language learning. The findings revealed that success in and continuity of language learning in different phases of participants' lives depended not only on their investment in language learning but also on their willingness to learn the language and motivation for it. Furthermore, emotional and temporal kinds of capital were found significant in determining participants' success or failure in language learning. Additionally, the concept of demotivation was proved inadequate for explaining one of the participants' loss of motivation for language learning over a particular period of time. Finally, a model was designed concerning the interactive effects of willingness to learn, motivation, and investment in applied linguistics.