نشریه پژوهش های زبانشناختی در زبان های خارجی
سال ششم شماره 1 (بهار و تابستان 1395)

Although, in his lyrics, Shamseddin Mohammad Hafez has adapted the abundance of his predecessors such as Khaghani, Ohadi, Sadi and Khajoo in form and content, he is viewed as the only key figure in Persian lyrics. It might be safely argued that the earlier great works of lyrics have often been overshadowed by those of Hafiz. The reason for this is the comprehensiveness/totality of his poems. Hafez's poetry— although in its components has nothing more than the poems of the previous poets— in general it has the qualities that make his poetry superior to others. Since the totality of Hafez's ghazals has substantive significance it is necessary to examine this issue in a particular theoretical framework. We argue that the best theoretical framework for the study is the theory of "Gestalt". Gestalt theory has been used in the field of human sciences such as architecture, art and psychology. In this article, we examine the characteristics of the ghazals of Hafez from the perspective of this theory.

This study aimed to investigate the meta-theory curriculum of high school students took first and second. In terms of the purpose of the method is a descriptive survey.
The research population includes first and second secondary school students studying in schools in the academic year 95 94 was 6 Tehran. From 4496 secondary school students of first and second class of 204 students were selected randomly and a questionnaire completed meta-theories of the curriculum.Results showed:1.The most dominant high school students first and second meta-theory, meta-meta-theory of humanism and the lowest ones were behavioral theory.
2.The meta-theory among students in technical and non-technical high school in two of the first period and the second period there was no significant difference.
3.The students studied in non-technical meta-theory, had a higher tendency; they concluded that most students in first and second period, with traditional teaching methods and curriculum have been challenged. New higher education policies, are coordinated and aligne

The inter-relatedness of form and content is a basic principle in both modern Western stylistics and traditional Islamic rhetoric, particularly in Abdolghaher Jorjani's theory of construction. According to this principle, form and content are not two separate elements but two aspects of the same phenomenon, namely “text.ˮ Thus, literary figures and techniques should not be reduced to a mere decoration of the text, for they constitute an important part of the process of signification. Since from a linguistic viewpoint no two forms are synonymous or produce the same effect, even a minor change in the form results in a change in the content. The present essay first offers an analysis of the theory of form-content unity from three perspectives, i.e., philosophical, linguistic and literary-critical, and rhetorical. Then, highlighting the necessity of a pathological approach to current research in Quranic rhetoric and stylistics, three sample Persian essays are analyzed and evaluated to show that substantive research in this area of study seems a long way ahead.

The present study intended to investigate the effect of assessment types on the development of L2 writing among Iranian EFL learners. To do so, 60 homogenized upper intermediate learners in Qazvin Islamic Azad University in Iran took part in the study in four groups (three experimental groups and one control group). The learners experienced pretest of writing, intervention, and posttest of writing. The results of the study revealed that different types of assessment including teacher, self, and peer assessment increased the familiarity with writing model, correctness, wording, dictation, grammar, pragmatics, and the like. The findings revealed that via such activities the learners’ writing could improve. Analysis of the results revealed that different types of assessment such as teacher assessment, peer assessment, and self-assessment significantly affected second language writing development of Iranian EFL learners. The findings also revealed that self-assessment took priority over other assessment types; meanwhile peer assessment was conducive to more fruitful results compared to teacher assessment.

Nowadays, several producing companies offer their products in their domiciles and also abroad. Henceforth; translating commercials from the culture and language of the origin to the culture and language of the target has got much importance. The makers of commercials hire various visual and linguistic elements to attract the attentions of addressees and encourage them to purchase advertised merchandises. Advertisement language is a creative language and the makers of commercials do their best to make the best use of playing with words, idioms etc. Also; we have to keep in mind that commercials are deeply correlated with the culture of the addressed country. Herein; we confront with two issues: firstly; whether it is possible to present commercials directly in the culture and target language or changing in illustrations or the source language is required and secondly; which points a translator faces when converting commercials. This article attempts to response the above questions and present solutions for them.

This research was carried out to find the reliability and validity of Bar On’s Emotional Quotient Inventory for Iranian language learners. The Persian version of this inventory includes 15 components and 90 items. The inventory was distributed among 600 university students majoring in English. 509 questionnaires were left after collection and discarding illegible copies. The test of normality of distribution was run and 54 respondents were not homogeneous with the sample, therefore, the analysis was carried out on 455 respondents. This research used confirmatory factor analysis for estimating validity and Cronbach alpha for reliability. The goodness of fit was estimated to be 1.96 and the lack of goodness of fit as .04 with a confidence level of 90%. The Cronbach alpha was .942. Therefore, this inventory is reliable and valid for the sample of the study and it is possible to use this inventory for measuring the EQ of English majors.

The aim of this study is investigating the relationship between resilience and self-compassion with Arabic Language Classroom Anxiety of female students of Kharazmi University. The present research was descriptive and correlative. The population of this study included all undergraduate students of Arabic Language and Literature Kharazmi in 2014 that were totally 127 individuals. Using Sample size with help of Cochran’s formula for sample size, 101 of persons were selected through simple random sampling method. The data was collected using Conner-Davidson Resilience Scale, Neff self -compassion Scale and Foreign Language Classroom Anxiety Scale. Pearson correlation and stepwise regression were used for analyzing data. The results showed that there were significant and negative correlation between resilience and self-compassion with Arabic Language Classroom Anxiety. In addition, it was found that Resilience could respectively explain 41 Percent and with self-compassion 48 Percent of self-compassion of variance Arabic Language Classroom Anxiety among students. Therefore, increasing positive psychology structures like resilience and self-compassion can improve decreased Arabic Language Classroom Anxiety among female students.

The purpose of this study was to investigate importance signaling in the lectures of the fields of social sciences, humanities, medical sciences and physical sciences. The study was conducted based on a corpus-driven and discourse analytic approach. The importance markers in this study were extracted from the 160 English academic lectures of the BASE corpus. The results of the study showed that in importance marking the field of study of the lectures is not an issue. The results showed that signaling importance in the academic lectures of social sciences, arts and humanities, life and medical sciences and physical sciences is done through (1) dividing the lecture into points and asides, (2) using evaluative language, (3) extensive topic coverage, (4) revealing the contents of the assessment, and (5) audience engagement. The results also indicated that the lecturers in the disciplines of life and medical sciences tend more than other lecturers to have interaction with the audience.

the purpose of this research was study of issues and problems associated with developing and organizing Arabic books content from perspective of teachers and students in Yasuj City. Research type was descriptive correlative. The statistical population consisted of teachers in academic year 2015-2016 that by Cochran Formulate, 228 students and 68 teacher's chosen by using simple randomized sampling as sample. The information gathering tools was a questionnaire about developing and organizing Arabic books content with 30 items in three components, individual needs, social realities and curriculum rules with Likert five scales. Questionnaires content validity confirmed by expert. Reliability coefficients were obtained equal to 0.87. Finding showed means of perspective of teachers and students about developing and organizing Arabic books content are average. Also revealed that issues and problems associated with developing and organizing Arabic books content from perspective of students was slightly less from the perspective of teachers but this difference is not large and not statistically significant.

This study aims to investigate the role of critical thinking skills on reading proficiency of English learners. In order to assess the hypothesis, two groups of 29 students in the first grade of a high school were selected, a girl school in District 12 of Tehran. For the first group, teaching English lesson plans with critical thinking and pragmatic approach, based on dialog and an inquiry community and in 20 sessions were implemented, and the second group received only the English language training. In this research, micro navigation with a quantitative approach in addition to a questionnaire and an open questionnaire were used. In order to analyze the data, the mean difference test and analysis of content were employed. The pretest and post-test average of critical thinking and high level reading test of the first group in comparison to the other group has increased more. Compared to the second group, the first team could also use more pragmatic items considered in this study in their writings.