پژوهش نامه انتقادی متون و برنامه های علوم انسانی
پیاپی 70 (شهریور 1398)

Textbooks are considered as one of the most essential requirements of any educational process (2003) and play an axiomatic role in many formal educational settings alongside other pivotal elements including teacher and learners. Undoubtedly, the evaluation and appraisal of such a critical component of education is not only a permanent need in any such context but also it directly enhances the quality and efficacy of educational practices. The present study critically appraises a textbook entitled "Understanding Research in Applied Linguistics". For the stated purpose, both content and facial aspects of the text are meticulously reviewed and evaluated. The most notable merits of the book include a good variety of activities designed, an extensive use and review of the related literature, and highly acceptable mechanics of writing, however, lack of rigid consistency and coverage of the stated objectives in the main text, fluctuations in the difficulty level of the language used and the inconsistency observed between the already designed ministerial syllabus and the content of the text are among the most salient shortcomings.

This paper is an attempt to introduce and review Japanese language textbook series Manabō Nihongo! published by Senmon Kyouik. This textbook series at the present time, Due to characteristics such as coordinating the content of the series with the five levels of the Japanese international  JLPT test, covering the ability of the Japanese language from elementary to advanced levels, and preparing various assistant books in order to improve the four skills of language, listening, speaking, reading and writing has been used as a textbook series  in many universities and language teaching centers around the world in recent years. Since the adoption of the new curriculum for Japanese language and literature by the ministry of science, research and technology's ministry of higher education planning in 2015, in the department of Japanese language and literature of university of Tehran, this textbook series has been replaced Minna no Nihongo and gradually has been used. Due to the position of this textbook series in teaching Japanese in the world and Iran, the present paper tries to highlight its advantages and disadvantages.  lingual Method

This research is dedicated to analysis of Russian-Persian dictionaries standardization in terms of the observance of microstructure and macrostructure criteria in lexicography. The obvious note in this study is to use the criteria of dictionary standardization in Russian lexicography for analyzing of Russian-Persian dictionaries. In lexicography, the structure of dictionaries is divided into two main sections: microstructure and macrostructure. For each of these sections have been defined relevant requirements. Macrostructure contains the general structure of dictionaries. For the bilingual dictionaries, macrostructure includes order of headwords, preface, instructions, abbreviations list, grammatical information, and appendixes. The microstructure of dictionary is general structure of the dictionary entry. For bilingual dictionaries, this is headword, phonetic information, grammatical information, discrimination of meaning, semantic information, equivalents and the references. Dictionary, which is based on the standard criteria of macrostructure and microstructure, is called a standard dictionary. In this research work first are gathered the principles and criteria in dictionary compiling from Russian references, then on their basis we examine the three most commonly used Russian-Persian dictionaries in Iran in terms of compliance with these standards. Three analyzed Russian-Persian dictionaries are: "Russian-persian dictionary" edited by I. K. Ovchinnikova, "Russian-persian dictionary" by G. A. Voskanyan and "Russian-persian dictionary" by S. D. Klevtsova.

The materials which are produced to be used at national level are of great importance since they are supposed to feed a wide range of audience. Therefore, critical review of such materials is among the critics’ priorities. In this review article, the newly-published English language materials for grade ten in Iran including the textbook, workbook, and CD will be analyzed qualitatively and quantitatively. After reviewing the history of producing such materials in the previous periods, the current work were analyzed in terms of its structure and theoretical framework. Then its content was analyzed via comparing its elements with those of the communicative approach as the mainstream framework in the realm of language teaching. The analyses indicated that, considering the wide range of audience, the current work is in urgent need of revision if it intends to meet the objectives of foreign language learning in the curriculum.

There seems to be a crying necessity for a coherent and comprehensive framework for teacher preparation in these times of growing economic, cultural, and educational globalization. This book introduces a state of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers.  The main driving force for conceptualizing this modular model is to empower teachers to theorize what they practice and practice what they theorize by providing a scaffold for them to build a holistic understanding of what happens in the language classroom. Some outstanding features, encompassing meritorious objectives, comprehensive technical knowledge, expansive rigor of analysis, consolidated structure, catchy terms of reference, highly user-friendly academic texts make this book an authentic reference for  postgraduate students, researchers, practicing teachers, teacher educators in pre-service as well as in-service program. However, the present model fails to take into account some important features, including emotional intelligence, multiple intelligence, social intelligence, willingness to communicate, stroke, sociopragmatic and pragmalinguistic competence, technology-based needs, and ESP. More comments with regard to appearance, structure, and content are in order. Furthermore, we highlight the strengths, point to some weaknesses, and provide some suggestions.

In this article will be addressed the suitability, from a methodological point of view and due to its significant success, of using the book “How to comment a literary text”, by Fernando Lázaro Carreter and Evaristo Correa Calderón, as a basic manual for the acquisition of literary skills in different subjects, such as “Analysis and comment on literary texts”, “Examples of prose and poetry” and “Spanish literature I, II and III”, that are being taught at Iranian universities in the Spanish Language degree studies. And also, taking into account the major significance it has acquired, thanks to its methodological excellence, in the secondary and university education, both in Spain, Hispanic America and in other countries of the world where the Spanish language is taught as a second language, to the point that it is systematically included as one of the fundamental bibliographical references the literature studies of diverse eras, authors and specific literary movements and, undoubtedly, in analyzing and commenting literary texts.

The foregoing article is a study on the teaching Spanish language at the Faculty of Foreign Languages ​​of the Islamic Azad University (North branch) in Tehran, along with the critical review on the usage of the Manual of Carreter and Tusón, and the correspondence of the textbook with the teaching methods available in Iran. To this end, we present this work thoroughly, review and criticisms that result from some years of teaching experience in the Islamic Azad University of Tehran. Also, by designing a questionnaire of ten questions. We evaluate its goals. The results include the views and suggestions of the professors, masters and students of this field and suggest that this book is very effective for the educational mechanism of Iran and only by adding a few concepts insights by the professors, it will be up to date.

Given the importance of materials evaluation in language teaching, particularly in Persian language teaching, the present study investigated Persian Vocabulary in Use (Volumes 1 & 2) from the perspectives of Rubdy’s (2003) model and task-based syllabus design. To this end, a number of Persian language instructors and learners were interviewed and the two volumes of the book were analyzed. The results revealed that, according to the instructors, the book was successful in creating and developing cooperative learning, providing authentic tasks, and classifying and grading the content. However, the learners believed that the book could not develop innovative techniques for vocabulary teaching and learning, but it could provide an opportunity for cooperative learning, and authentic materials. It also well introduced Iranian culture. However, the book was not able to develop creativity. According to the learners, learners’ needs were not met throughout the book either. Regarding the tasks used in this book, it was found that the necessary tasks were missing and that there was a need for more tasks. It can be concluded that the book should be revised based on the learners and the instructor’s ideas and that more communicative tasks should be inserted to the book.

The formalists like Shklovsky for reviewing of a writing put the hypertext view aside, and by considering the text and intra-text components reach to the literary sides of text; and they pay less attention to entrance of hypertext components to text. They catch attention to the specialty of "wonder" in literary language of ordinary affairs. Moreover, in this way they know different types of deviations as the cause of defamiliarization. ParvizShapour in addition to his different look at comedy which ended to a new genre under the name cari-kalmator, he uses some methods of defamiliarization, especially semantic deviation, to show his language non-repetitive the same as his genre. In this research, according to the concepts to be mentioned, we reviewed the caricatures of Pervez Shapur's book "welcomed to my sight", in order to find out with careful examination the mystery of simple but interesting statements of this cari-kalmator writer.

In the present research, the poems of the book "Eastern motifs" by Vasily Levovich Velichka have beenstudied.Morethanhalf of this work has been formed with Persian and Persian literary concepts. He was fluent in Persian, traveling to Iran and the city of Isfahan, he loved Iran so much that he nicknamed Esfahani. The main purpose of the present research, is introduction of unknown Poet in Iran, and also the comparative analysis his book "Eastern motifs".Examining poems such as "From Khayyam", "From Ansari", " From Hafiz", "Ghazal (The persian song)," "Moon and Rose", indicate the special interest of Velichka in Persian literature and poetry as well as Islamic concepts and it reflects the universality of the concepts of Iranian literature and wisdom. Velicka's poetry is a unique combination of Persian and Russian literary concepts and is one of the best examples of self-reflection in the "Other" style. Velichka has given his poetry and enriched his poetry with the use of the vocabulary, anecdotes and sentences of the eastern Persian. This fact reflects the dynamics of Persian literature, which has been very influential not only in Iran but also in world literature.

Evaluation of teaching materials has a significant impact on the development and implementation of educational programs and it is by means of evaluation that course book developers and instructors can judge the influence of materials. The current study, using mixed method, evaluated third year high school English course book i.e. Prospect 3. 83 teachers and 470 students of this grade participated in the study, nationwide, to complete the questionnaires. In order to gain a deeper understanding of the concepts under study, 10 teachers were also interviewed. The data collected by questionnaires were analyzed using two separate descriptive statistics. The results of two multiple regression analyses revealed that for teachers the component of skills and for students the components of practices and activities were the stronger predictors of book evaluation. It could be concluded that taking these results into account helps instructors to have a clear critical evaluation of the book and to devise a more comprehensive lesson plan.

With the central role of textbooks, particularly, in centralized educational systems such as that of Iran where a single textbook is recommended for nation-wide use, evaluation textbooks, esp. whilst-use evaluation, can highlight points of strength and weakness in a book and pave the way for its improvement in later editions. The present study set to evaluate Vision 1, English textbook for year 10 in the new Iranian educational system. To this end, a questionnaire taken from Ahmadisafa et al. (1396) was distributed among 150 English teachers (selected from different provinces of the country through convenience sampling). Furthermore, 20 of the above teachers responded to a researcher-designed semi-structured interview involving: 1) general evaluation of the book, 2) advantages of the book over those previously used, 3) viewpoints of the teachers' over realization of the aims of the book, 4) its points of weakness, and 5) the teachers' suggestions for improvements in its later editions. The results indicated that the teachers were relatively satisfied with: 1) supplementary materials and teacher's book, 2) grammar, vocabulary and language functions, 3) content and language skills, 4) tasks and exercises, 5) design and layout, and 6) teaching methodology. However, the interview revealed the teachers' relative dissatisfaction with the book, with most of them considering the book unsuccessful in fulfilling the set objectives.

In this article, first we will give a brief reference to the history of Sonnet Genre and the crown of sonnets and how it entered into Russian literature. then, we will referred to the origin of the sonnet in the world literature, and then in Russia. We will review the effect of the Minarets, a crown of sonnets by Valery Mitrokhin, a poet from Crimea, that was founded on this basis. After Pushkin, the creator of the poetry Fountain of Bakhchisaray and the poem "To the Fountain of the Palace of the Bakhchisaray", in  poems of the other Russian poets, Crimea's irreplaceable space, his talent, geopolitical sensibility and his love to Crimea are tangible. The traces of the poems of the Pushkin Bakhchisaray are also seen in Mitrokhin's Minarets. The main hemistichs of the "Minarets" of Mitrokhin are artistic reflection of the Pushkin Bakhchisaray. The main issue in the "Minarets" of Mitrokhin is the peaceful life of people with various and prevailing opinions about the religions in the Crimea. By using this kind of literature, he focuses on geopolitics. So by criticizing the "Minarets" of Valery Mitrokhin, we can conclude that he follows Pushkin's will and, like him, believes in maintaining unity among the peoples of the Crimea, and the historical and natural symbols of geopolitics of Crimea has influence on the creation of his sonnets.

A critical glance at certain researches and articles on "Persian Word-selection", especially in some issues of Name-Ye Farhangestan quarterly, tells of adopting a one-sided approach of science-oriented 'word selection' in response to the pacing overflow of foreign terms, particularly English. It is implied by reading and reviewing such studies that Iranian Academy of Persian Language and Literature (Farhangestan-e Zaban va Adab-e Farsi-ye Iran) has taken on-board the act of foregrounding the 'scientific word-selection' program via centralizing the approach of 'scientific word-selection'. In other words, the approach adopted in the studies and writings published by this planning institution are more towards centralizing the activity of 'scientific word-selection'. This is while equivalent-providing for the increasing input of foreign languages is not to be solely restricted to scientific words or, more expertly expressed, to scientific terms. Undoubtedly, lingual equivalent-providing covers a wider scope of language, that is it incorporates the more general supra-scientific discourses as well as their related lexicology. The study of the mainstream trend of equivalent-providing in Persian language and the status and magnitude of the need for lexical equivalent-providing in other supra-scientific discursive fields, as compared with the scientific discourses, is the question which the present study is going to deal with.