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Showing 16 results for Rahmatian
Volume 2, Issue 3 ((Articles in Persian) 2011)
Abstract
The main purpose of this study was to determine the degree of using cognitive learning and strategies of learning by Iranian French Language Learners. Furthermore, it aimed at determining the effect of using cognitive strategies on learner autonomy. In doing so, a questionnaire of 12 questions was filled in by 38 post-graduate students of TMU. The frequency of utilization of cognitive strategies including summarizing, memorizing, guessing the meaning of words, repetition, extra-curricular practicing, learning through comparative reasoning, note taking, using mnemo techniques, paraphrasing, review and research is studied. The results of Freidman test showed that the difference between the mean ranks was significant, and the most frequent strategies were note-taking (76.3%), guessing the meaning (75.65%), and elaboration (71.71%). In general, the results showed that among the cognitive strategies, there was almost a correlation between documentary research and extra-curricular activities. There was also a positive correlation with autonomy(58%).
Volume 4, Issue 2 (No.2 (Tome 14), (Articles in Persian) 2013)
Abstract
Learning a foreign language, like other fields, undergoes forgetting. Paying attention to forgetting in foreign language writing and speaking abilities is more important since these two realms indicate the learner's competence and performance. This study aimed to investigate the phenomenon of forgetting of Iranian Language learners (French) at the level of language production. To achieve this objective, descriptive and analytical methods were used for reviewing the related theories of forgetting, memory and data storage. In the field study, forgetting of concrete and abstract words between two sexes and two age groups (25-30, 31- 40) was measured by two different tests. According to the results, forgetting depends on the type of words. On this basis, abstract words are more frequently forgotten. The obtained data demonstrated that age and sex have a significant impact on forgetting words. More precisely, these factors affect forgetting, when words appear in a context. So in the age group of 25-30 years, forgetting of abstract words is significant among men and 1.82% more in comparison with women. While in the age group of 31- 40 years, the forgetting degree of women is 2.5% more.
Volume 5, Issue 4 (12-2001)
Abstract
Ali A Rahmatian Ph.D. Graduate Faculty, Criminal Justic Program Florida Metropolitan University The purpose of this paper is to describe domestic violence which is a widespread problem affecting families, law enforcement agencies, and the court system Studies investigating the effects of arrests on recidivism in domestic violence cases have led to the implementation of pro-arrest policies in many police agencies. The changing policies have lead to an increase in the number ol domestic violence cases in the court system with limited prosecution of these cases. Police training in the specific dynamics of domestic violence is believed to provide officers with skills necessary in handling these calls safely and accurately, The Lakeland Police Department has developed a comprehensive community project, the Domestic Abuse Response Team (DART), that is designed to reduce the recidivism of domestic violence .in order to serve the victims more efficiently. Examination of components of this program may help to target specific aspects of the training that are useful in reducing recidivism rates, Specific attention is paid to concepts, theories, and models that support the findings that batterers and victims are reacting in a manner they have learned through their family environment and as part of a pattern or cycle of violence in which the abuse is expressed.
Volume 10, Issue 4 (Vol.10, No.4, (Articles in Persian) 2019)
Abstract
The neurolinguistic approach (NLA) is a new pedagogical approach to foreign language learning conceptualized by Netten & Germain in 1997 in Canada. This pedagogical approach is based on recent researches in neurolinguistics, especially Michel Paradis’s neuro -linguistic theory of bilingualism. The NLA started to be used outside Canadian territories for teaching learning of French as a foreign language (FFL) both in institutional and academic setting starting from 2010. Before that, the NLA was used- and still is- in Canada as the basic approach of the intensive French program (FI) for young English-speaking and adolescents from 11 to 17 years old in school context. In NLA, the main principle is to develop the ability to communicate orally without learning explicit knowledge. The NLA is based on Michel Paradis’ neurolinguistics theory of bilingualism.
In NLA, priority is given to oral language development because only the frequent use of oral language can help develop implicit competence or internal grammar. Before being able to read and write in the L2, the learner must be able to speak spontaneously about the themes that affect his/her life, personal experiences, as he /she does in L1. Indeed, when a student enters school he/she has already developed an internal grammar or implicit competence to communicate verbally in L1. He/she is able to speak and communicate with others but he /she is not aware of the grammar rules that underlie his /her productions. However, when a learner begins to learn L2, he/she does not have oral skills (internal grammar). He/she must first develop his internal grammar, that is to say, the ability to address an oral theme and then be able to learn to read and write on the same theme. Thus, according to NLA, learning to speak an L2 consists in first acquiring the ability to communicate orally before knowing the explicit rules about the language
The purpose of this research is to answer 2 questions: First, how can neurolinguistics help in foreign language acquisition? And in second place, to what extant can the NLA help Iranian learners develop better oral communication skills? In order to find the answers, the authors paralleled the NLA with a current method of teaching / learning French as a Foreign Language in Iran.
The present research is based on an experimental method with a quasi-experimental design, the authors have chosen an experimental group comprising 10 beginner adults and a control group with the same characteristics. To collect the research data, the authors have used one quantitative (class video recordings observation and analysis) and one qualitative research (questionnaire) instruments.
The results showed that during class interactions the experimental group made fewer mistakes while speaking and autocorrection was higher among this group.
Volume 10, Issue 5 (Vol. 10, No. 5 (Tome 53), (Articles in Persian) 2019)
Abstract
The current research investigates the role of Action in “Ahle Gharq”- the novel by Moniro Ravanipour. In this respect the authors tries to show how the cognitive process engages in producing value and meaning which is influential in manipulating the reader’s mind. The results of the research suggest that an innovative discourse, due to the influence of the parameters of magical realism, could lead the reader to expect a central discourse; belief in the conditions governing the creation of the object of value compels the subject to act and induces a central discourse. Throughout the process of conjunction and disjunction from the object of value and in order to remedy the loss of meaning that is happiness and the fulfillment of happiness what changes the negative status of actantial regime of discourse into affirmative one and vice versa. Sometimes the disjunction of the object of value and the temporal transformation changes the value of the components of the changing conditions from disorganized to organize during the action-oriented discourse, and changes the prescriptive regime of action that was at the beginning of history to the virtual regime of action. The psychoanalyst has created the contractual process of action between the actors and the actant to reach the object of value and identify the actor of his position and detach himself from the object of value in an induction operation to provide the main action of the discourse and to provide a semiotic analysis of the so- called novel narrative.
Rouhollah Rahmatian, Majid Darabi Goodarzi,
Volume 12, Issue 1 (1-2005)
Volume 12, Issue 1 (1-2005)
Abstract
Learning vocabulary constitutes a crucial step in language learning. Amongst different word categories, compound words have failed to attract the attention they deserve. This led us to conduct a study trying to pinpoint the difficulties learning these words and to suggest some techniques facilitating their acquisition. To that effect, a questionnaire as well as a vocabu-lary test were given to two groups of FFL (French as a Foreign Language) learners. Carried out from a descriptive and analytical point of view, this study was based on a real corpus and led to the following results: Firstly, learners showed little tendency towards making use of compound words, both in writing and in speaking. Secondly, teachers can contribute to a better learning by providing learners with convenient strategies. Thirdly, familiarity with Greco-Latin roots enormously help learners to guess the meaning of an unknown word.
Volume 12, Issue 6 (January & February 2022 2021)
Abstract
In recent years, the development of sociolinguistics basis along with the effective role of contextual features in didactics, have led language teaching policy makers to “localization of language teaching” approach all over the world. The attempt to resolve the educational deficiencies and shortcomings in the current methods of language teaching such as ignoring the language learners’ needs and context, led to development of theoretical basis and practical strategies in localization. This research, following an intercultural approach, intends to study the localization concept in French language teaching in Iran and to suggest a theoretical and practical framework for localization of foreign language teaching according to social, cultural, educational and political contexts in our country. In this research we aim to answer the two following questions: what are the mechanism and necessities of French language teaching localization in Iran, and, how is teaching culture in existing French textbooks and how far is it applicable .The present research is applicatory in nature and in terms of methodology, it is descriptive analytics, answering the main questions by means of content qualitative evaluation techniques. Our findings confirm the fact that French teaching in Iran is applicable in three levels, macro (educational localization), medium (curriculum localization) and micro (manual localization). On the other hand, content analyses of seven French teaching textbooks reveal unequal and unbalanced application of national identity factors versus French culture factors, ignoring intercultural approaches.
1. Introduction
The educational system, as a main pillar of the identity of countries, has a unique role in shaping national identity and keeping cultural values. In recent years, this issue has been considered by policy makers and those involved in education in our country, and they have struggled for a program-oriented policy for educational programs including foreign language education. The most recent of these efforts are the approval of the comprehensive scientific plan of the country (December 2010), the approval of the national education document (March 2010) and the compilation of the national curriculum (May 2010) (Kiabi et al., 2011, p. 188). Due to changes in the country's lagunage policies and based on the approvals of the Supreme Council of the Cultural Revolution and the High Council of Education (in 1993, 2002 and 2015) teaching five foreign languages (German, French, Russian, Italian and Spanish) along with English in schools were recognized on the basis of respect for students' right to choose, with the aim of breaking the monopoly and breaking the dominance of the English language. Based on the history of teaching and translating French in Iran (since the Safavid era) (Moallemi, 2018,) this language has a special position among Iranian language learners and its textbook is the first book compiled by the Ministry of Education among foreign languages Other than English. According to the mentioned cases, the aim of the present study, on the one hand, is to investigate the mechanism of localization of French language teaching in schools appropriate to the social, cultural and educational context of Iran through critical and pathological examination of the current situation at the macro level (policies), medium level (National Curriculum), and micro level (French language textbooks) and on the other hand, a critical and pathological look at the existing French language textbooks in terms of intercultural issues to analyze the existing books, appropriate solutions to achieve the desired status of French language teaching in Iranian schools should be offered in accordance with the context and needs of Iranian students. Therefore, this study seeks to answer two basic questions: one is the need for localization of French language teaching in Iranian schools and in what stages and by what mechanism this process should be done and the other is how and to what extent cultural education in these books are included.
The results of this study can be summarized as follows: In order to answer the first question of research on the need to localize French language teaching in Iranian schools, it can be stated that based on the analysis of the content of the National Curriculum Document and the Fundamental Transformation Document of Education, attention to context components (social, political, cultural and educational) Emphasis on strengthening the components of Iranian culture and national identity, paying attention to the needs of Iranian language learners and their related components in the educational process, as well as the legal prohibition of using imported public textbooks in education in the country, "Localization of foreign language teaching" For example, it makes the French language a necessity in education. It should be mentioned that the steps and mechanism of localization of French language teaching in Iranian schools are classified into three levels: macro level (educational localization), medium level (curriculum localization) and micro level (textbook localization), the actions of which were described in detail. In order to answer the second question of this research, a researcher-made table of localization criteria in the field of culture education (components of national identity, French culture, French language and intercultural culture) was presented, which was the basis for content analysis of 7 French language textbooks.According to these analyzes, 208 cases of using national identity components (79 cases in middle school - 129 cases in high school and pre-university), 91 cases in French culture (5 cases in middle school - 86 cases in middle school and high school), 6 cases in intercultural approach (high school And pre-university) was identified, while no reference to French-language culture was found. It should be noted that the focus on teaching culture and national identity has been more than teaching French culture, but there is no balance for teaching these two cultures in textbooks of two levels of education and sometimes we see the complete elimination of one component in one year or one level of education. On the other hand, adopting an intercultural approach, in order to balance and synchronize the themes of Iranian culture and French culture (or more generally, French language culture) is very weak and is observed in only 6 cases among all textbooks, which indicates the authors' inattention to books. This shows the aouthers’ ignorance about this important issue.It is worth mentioning that the lack of attention to the intercultural approach leads to the adoption of defense policies and extremes in educational localization, which leads to the lack of public awareness of new methods of education and communication and deprivation of the indigenous community of most knowledge in other countries. It should be noted that applying the criteria in this table, along with identifying and considering the needs of Iranian language learners, can be a useful and effective solution in arranging future French language textbooks
1. Introduction
The educational system, as a main pillar of the identity of countries, has a unique role in shaping national identity and keeping cultural values. In recent years, this issue has been considered by policy makers and those involved in education in our country, and they have struggled for a program-oriented policy for educational programs including foreign language education. The most recent of these efforts are the approval of the comprehensive scientific plan of the country (December 2010), the approval of the national education document (March 2010) and the compilation of the national curriculum (May 2010) (Kiabi et al., 2011, p. 188). Due to changes in the country's lagunage policies and based on the approvals of the Supreme Council of the Cultural Revolution and the High Council of Education (in 1993, 2002 and 2015) teaching five foreign languages (German, French, Russian, Italian and Spanish) along with English in schools were recognized on the basis of respect for students' right to choose, with the aim of breaking the monopoly and breaking the dominance of the English language. Based on the history of teaching and translating French in Iran (since the Safavid era) (Moallemi, 2018,) this language has a special position among Iranian language learners and its textbook is the first book compiled by the Ministry of Education among foreign languages Other than English. According to the mentioned cases, the aim of the present study, on the one hand, is to investigate the mechanism of localization of French language teaching in schools appropriate to the social, cultural and educational context of Iran through critical and pathological examination of the current situation at the macro level (policies), medium level (National Curriculum), and micro level (French language textbooks) and on the other hand, a critical and pathological look at the existing French language textbooks in terms of intercultural issues to analyze the existing books, appropriate solutions to achieve the desired status of French language teaching in Iranian schools should be offered in accordance with the context and needs of Iranian students. Therefore, this study seeks to answer two basic questions: one is the need for localization of French language teaching in Iranian schools and in what stages and by what mechanism this process should be done and the other is how and to what extent cultural education in these books are included.
The results of this study can be summarized as follows: In order to answer the first question of research on the need to localize French language teaching in Iranian schools, it can be stated that based on the analysis of the content of the National Curriculum Document and the Fundamental Transformation Document of Education, attention to context components (social, political, cultural and educational) Emphasis on strengthening the components of Iranian culture and national identity, paying attention to the needs of Iranian language learners and their related components in the educational process, as well as the legal prohibition of using imported public textbooks in education in the country, "Localization of foreign language teaching" For example, it makes the French language a necessity in education. It should be mentioned that the steps and mechanism of localization of French language teaching in Iranian schools are classified into three levels: macro level (educational localization), medium level (curriculum localization) and micro level (textbook localization), the actions of which were described in detail. In order to answer the second question of this research, a researcher-made table of localization criteria in the field of culture education (components of national identity, French culture, French language and intercultural culture) was presented, which was the basis for content analysis of 7 French language textbooks.According to these analyzes, 208 cases of using national identity components (79 cases in middle school - 129 cases in high school and pre-university), 91 cases in French culture (5 cases in middle school - 86 cases in middle school and high school), 6 cases in intercultural approach (high school And pre-university) was identified, while no reference to French-language culture was found. It should be noted that the focus on teaching culture and national identity has been more than teaching French culture, but there is no balance for teaching these two cultures in textbooks of two levels of education and sometimes we see the complete elimination of one component in one year or one level of education. On the other hand, adopting an intercultural approach, in order to balance and synchronize the themes of Iranian culture and French culture (or more generally, French language culture) is very weak and is observed in only 6 cases among all textbooks, which indicates the authors' inattention to books. This shows the aouthers’ ignorance about this important issue.It is worth mentioning that the lack of attention to the intercultural approach leads to the adoption of defense policies and extremes in educational localization, which leads to the lack of public awareness of new methods of education and communication and deprivation of the indigenous community of most knowledge in other countries. It should be noted that applying the criteria in this table, along with identifying and considering the needs of Iranian language learners, can be a useful and effective solution in arranging future French language textbooks
Volume 12, Issue 49 (10-2015)
Abstract
In this study, effects of coating materials: methylcellulose-wax; and wax on physic-chemical and sensorial characteristics of Thomson navel orange at 8 °C were evaluated. Weight loss, vitamin C, total soluble solid (TSS), acidity (TA), and sensory evaluation every two weeks for 16 weeks of storage were analyzed. Fruits were coated with commercial wax or composite methylcellulose-wax (MC, 9: 10, w/w) using immersion treatment. Uncoated fruits were used as control ones. This research was performed using a factorial experimental model in a completely randomized design with 5 replications at an accuracy rate of 95%. Coatings by wax were the most effective in reducing weight loss. Fruits coated with composite coating materials, had the highest level of vitamin C in comparison with other samples. TSS and TA of all samples decreased during storage, while the TSS / TA ratio increased in all treatments. Fruits treated with methylcellulose-wax within 10 and 16 weeks of storage preserved TA values more than other treatments. The results of sensory evaluation showed that the least desirable flavor was related to 8 weeks after storage. Within 10 and 16 weeks, the highest off-flavor was related to the fruits coated by wax Freshness of fruits decreased during storage. No significant difference was observed between the fruits coated by MC-Wax and wax.
Rouhollah Rahmatian, Jaleh Sharif,
Volume 14, Issue 1 (2-2007)
Volume 14, Issue 1 (2-2007)
Abstract
When we speak of “training by means of questions”, as the most widespread form of training in language teaching, the question of self-assessment is more than ever vying for attention. Self-assessment is an active rational strategy of on-the-job training, which allows teachers to identify ways of improving their job skills. In this article, we intend to offer a pedagogical reflection, which, by providing teachers with the appropriate means, helps to assess their teaching efficiency, their autonomy, and real personality through proper self-awareness. For this, the contributions of self-assessment to on-the-job training are undeniable when it comes to managing one’s own shortcomings in teaching.
Volume 14, Issue 6 (January & February 2023)
Abstract
The advent of meaning follows cognitive functions in active discourses of exteroception, enteroception, and Physical sense and perception in discourse. Accordingly, intellectual and perceptual-cognitive dimensions, which lead to the advent of meaning by cognitive functions, emotion and perception, have a significant role in creating and continuing meaning. These functions are considered effective to understand and perceive the meaning of signs and continuation of discourse. The current study aims to explain the techniques of meaning continuation and the interaction of sings and meaning in the novel to the Lighthouse by Virginia Woolf. Applying a descriptive-analytical approach, the present study aims to figure out the techniques of meaning continuation in the aforesaid novel according to functions of cognitive, sensory-perceptual, emotional, and aesthetic discourse. The findings reveal that the techniques like the angle of view in cognitive dimension, sensory-visual in emotion demission and external perception, object-perception in emotional dimension, and the relationship between time and aesthetic discourse have created some signs whose interaction gets meanings continued through the discourses of to the lighthouse.
1. Introduction
Signs, in the breadth of narratives and within unique discourses, can reconstruct and transform the experiences of characters from various angles, thus contributing to the continuity of meaning. The discovery patterns of these signs in interaction with meaning in the narrative process result in the reconstruction and continuity of meaning. "The generative grammar model, originating from the studies of Vladimir Propp, is a dynamic model that illustrates the process of meaning renewal in a story. Based on this, it can be said that grammar successfully establishes a narrative discourse system or, in other words, standard semiotics" (Grami, 1987, translated by Shairi, 1389; 5). Therefore, meaning is not examined as a separate entity but is explored generatively throughout the narrative and story. Coexistence, parallelism, mutual divergence, transformation, and challenging of signs in interaction with each other in a generative process lead to the continuity of meaning. Based on this, signs always interpret meaning, and meaning manifests in signs.
2. Literature Review
The present research aims to elucidate the patterns of continuity of meaning and the interaction between signs and meaning in Virginia Woolf's novel "To the Lighthouse" using a descriptive-analytical approach. It seeks to answer which functions cognitive, sensory-perceptual, emotional, and aesthetic discourse serve in the studied novel and how they contribute to the continuity of discourse meaning.
3. Methodology
This research demonstrates that meaning is reproduced and sustained in shared yet different experiences of characters. Signs expand discourses in a dynamic chain of interaction with meaning, creating complex discourses by crossing temporal-spatial components from the mother's (initial) situation, which transform with aesthetic understanding governing discourse into a new positive situation, changing the discourse for movement towards a new positive situation. The dominant perspective in this narrative is the fluidity of the mind's stream. Woolf selects her subjects and gives direction to them, and this directionality connects her view with signs. Woolf's perspective promotes the diversity in creating different signs from one character to another, as if they all align in one direction but give meaning independently through different mental streams.
4. Results
Woolf broadens linguistic uses within various semantic ranges and, by creating understanding in narrative agents and comprehending the emotions and affections of characters, brings about the presence of the story's prominent figure (Mrs. Ramsay) in the discourse of different sign-semiotics functions. The clarity of the lighthouse's meaning, through the signs of maturity in the character of Lily, is continuously woven into the experiences of the two central female characters, granting a new lease of life to the different experiences of the story's central axis. Understanding meaning in the personal thoughts of characters and creating different codes for children and adults in the narrative process shows that various interactions in various social contexts do not limit and restrict the display of meaning in discourse. Instead, the narrative can impact the reconstruction of meaning solely in the hands of the interpreter beyond the recipient's interpretation. The research findings reveal that the continuity of meaning in the novel "To the Lighthouse" is subject to the cognitive, sensory-perceptual, emotional, and aesthetic functions in the cognitive dimension, the sensory-visual dimension, the physical-perceptual dimension, and the emotional discourse, and the relationship between time and aesthetics leads to the extraction of signs that, in interaction with each other, contribute to the continuity of meaning in the narrative.
Volume 16, Issue 61 (Spring 2023)
Abstract
The signs that direct the discourse of a narrative to create a core action in the central core and to reproduce intelligent and program-oriented meanings constitute the pattern of Greimas’ action discourse in the context of the narrative. The preface of Persian classics reflects the author's feelings in creating the work. This essay has examined the narrator's reasons for creating the narrative by exploring the discourse in the process of creating the narrative and the reception of the verbal signs in the prefaces of the verses of Nizāmi Ganjavi ‘s Makhzan-ol-Asrār and Iskandernāme. This essay explained the manner of discourse action in the opening of these Masnavies using a descriptive-analytical approach to illustrate the composition of these poems based on Greimas’s discourse and relying on the study of the signs that refer to the conditions of the Nizāmi in the preface during the creation of the works. This study investigated the evolution of Nizmi's states using Greimas' action discourse theory and extracted and analyzed the pattern of action-value and action-prescriptive discourses in the central core of the preface of the ethical and didactic works of this narrative poet by extracting discourse signs.
Extended Abstract
Lithuanian narratologist A. J. Greimas has presented a coherent model of modern sign- semantics for the study of narrative, arguing that the recognition of literary texts is no longer based on structural analysis and recognition of sender and receiver, but that the process of meaning production in the text, from transmission to reception, is based on functional elements. The elements of meaning production in discourse are intelligent and program-oriented, ultimately leading to actions in narratives. Discursive studies emerged after structuralism and semiotics, and accordingly, the best literary field is the extraction of signs and reaching the sequence of meaning in the creation of narrative. The indirect discourse, the representation of the discourse of the other and the language of the other in the lyrical quotation marks have long been known in the discourse- novel form, as found in the earliest periods of theological culture.
Many of the works of the Iranian classical literature have the ability to narrate and extract discursive theories. Hakim Nizāmi Ganjavi composed his own systems when stylistic and linguistic changes began in relation to the previous style of Persian poetry. During this period in northwestern Iran, in the Azerbaijan region, a group of poets emerged whose style was new. They were able to renew the Persian poetry style. Nizāmi's works are in the depths of content creation, forms, characters, and the purpose of a unique morality. The elaborate presentation of human personhood, human emotions, happiness and sorrow, natural desires and aspirations have been discussed and analyzed in these works to the extent that it is intertwined with the social ideals of the poet and the exploration of the psychology of the spiritual world of mankind, concerns his experiences, turmoil and goals are in Nizāmi's poetry a philosophical and moral concept.
Action discourse is a narrative-based method in which action is motivated by an inductive, prescriptive or value motive; the actor does not act according to his own emotions or will and feeling, a relationship of command is dominant in this system and the expression of meaning is subject to predetermined goals. According to Greimas, in this kind of cognitive systems, the process governing the text in most of the story starts with a shortcoming and leads to a contract. This research analyzes the state of the Nizāmi spirit by extracting the forms of action in introducing of his moral works during the creation of each of these Masnavis, to show that Nizāmi wrote the Makhzan-ol-Asrār and Iskandarnāme by which factor or factors of action he wrote. This essay does not examine narratives, but addresses the premise of these systems. Introduction of a narrative reveals the subject in a discourse form and knowledge of the state of the spoken processor at processing time so that the reader with a better understanding of the utterances explores the models of dynamic linguistic production processes in the creation of the main narrative discourses. Nizāmi, in his composition, narrates the sequence of events in the lives of the heroes, but the introduction of each Masnavi includes the present poet. At the beginning of each system, he explains the reason for the creation. Therefore, the essay is not concerned with the personalities of the narrative of the systems, but rather explains the signs by examining the poet's state when he created the work, leading to the action of each work.
The writing of the Masnavis of the Makhzan-ol-Asrār and Iskandarnāme as the first and last Nizāmi’s masnavis has been done in twenty years and in different phases of the poet's soul. We begin with a young poet seeking to create a work to make his reputation known to the world of literature. Therefore, in composing an Ethical-philosophical Masnavi, he attempts to express human complexities and a functional-value discursive variant; and it depicts a prescriptive action in the introduction. Here, the poet is an activist working to achieve the object of value and willing to reward him for creating this action. So, the young man is looking for wealth and fame. Nizāmi writes his love masnavis after Makhzan-ol-Asrār. Composing each work creates a new perspective as well as insight into the poet's affairs. The poet, who has created human landscapes in his masnavis, considers himself in the need of composing a masnavi which, apart from attaching to the object of value, is for quantitative evaluations, in order to solve ontological crises with the aim of finding himself and reaching wisdom. The discourse of Sharaf-Nāmeh and Eghbal- Nāme from Iskandar-Nāme masnavi is an action-value discourse that motivates the poet to create an Ethical Masnavi in line with experiences Iskandar's rationalism shows that, though these experiences are legends attributed to Iskandar, they represent a wise recognition of the scholarly and ancient poet demonstrating the value of wisdom in the symbolic language of these masnavis.
Volume 23, Issue 1 (1-2017)
Abstract
Lying doubt is the most serious doubts about the divine prophets that has long been fueled by resorting to the conspicuity of some verses and traditions. In this paper after specifing concepts of Lying and Dissimulation in terminology and technical expression, analysis four doubt of lying related to Prophet Ibrahim and a doubt of lying Prophet Yusuf (pbuh) and assessed the solutions proposed.
In response to the question of lie mixed with Shrek and the Sabian’s Prophet Ibrahim, we accepted promotion of monotheistic position of Abraham’s solution, and in the case of malingering false; he perceives diagnosis disease or its tim by looking at the stars and this solution adjusts with the apparent of verses.
And lying about breaking the large idols, is justified by white lie by virtue of dissimulation. And named his wife Sarah as his sister, all traditions are fictional.
And in case of doubt or approval lies by prophet Yusuf (pbuh), white lie is a solution and also it was justified by the permission of Allah. Other solutions about all every five doubts are unjustified.
Sana Delbakhsh, Rouhollah Rahmatian, Parivash Safa,
Volume 24, Issue 1 (1-2017)
Volume 24, Issue 1 (1-2017)
Abstract
Educationalists and methods designers realize that a good command over a foreign language depends on following supra-segmental elements consisting rhythm and intonation, which are considered as the first step towards mastering the pronunciation of a language.Among the supra-segmental elements, we focus on the rhythm. Since, it has been clear that despite having good pronunciation of sounds and consonants separately, most of Iranian learners of FFL, fail to realize the correct rhythm of the French language.
In this article, we try to know why Iranian FFL learners of make little attention to the correct rhythm of French or why are they totally indifferent?
In fact, our goal is to find the cause of various errors in the use of the correct rhythm among Iranian FFL learners. We realized that there is a significant relationship between age, gender and level of participants with the rhythm production and the same is true for L1 and the first foreign language (English in Iran) which are most dramatic obstacles for learning and the correct rhythm production.
In this article, we try to know why Iranian FFL learners of make little attention to the correct rhythm of French or why are they totally indifferent?
In fact, our goal is to find the cause of various errors in the use of the correct rhythm among Iranian FFL learners. We realized that there is a significant relationship between age, gender and level of participants with the rhythm production and the same is true for L1 and the first foreign language (English in Iran) which are most dramatic obstacles for learning and the correct rhythm production.
Volume 24, Issue 7 (July 2024)
Abstract
Since dye-sensitized solar cells (DSSCs) have good efficiency in the visible region, they offer a promising way to generate sustainable energy, especially in indoor environments and building applications. Investigating the effect of dye specifications and photoanode thickness changes on cell performance is very important for improving DSSCs. This research focuses on the sensitivity analysis of the impact of important parameters to increase DSSC efficiency using a new numerical model considering factors such as radiation intensity and spectral composition, from conventional indoor light sources such as LED and fluorescent lights. These parameters include dye types, trapping parameters, diffusion coefficients, and photoanode thickness. This model examines steady and transient currents under internal radiation conditions, incorporates time/space-dependent relationships to increase accuracy, and examines electron, iodide, and triiodide interactions under different environmental conditions. The results showed that N749 and 20µm thickness of photoanode have the best effect on cell performance. This study presents a sensitivity analysis to find optimal parameters to improve DSSC performance in real indoor conditions opening avenues for further research in optimizing DSSC technology for indoor energy harvesting applications, thereby advancing the field of renewable energy and sustainable technology integration.
Iran Shieva Ghassemi, Iran Rouhollah Rahmatian, Iran Parivash Safa, Iran Hamid Reza Shairi,
Volume 30, Issue 1 (1-2023)
Volume 30, Issue 1 (1-2023)
Abstract
In the framework of Howard Gardner's theory of multiple intelligences, we have studied the possible impact of emphasis on multidimensional intelligence on developing learner autonomy and we asked ourselves if a syllabus designed based on the learners' multiple intelligences help develop learner autonomy more effectively. Autonomy is considered to be a key factor in the promotion of the process of learning a foreign language, through enhancing learner motivation and self-confidence. Nevertheless, it is not always the focus of teaching. We believed it possible to help develop learner autonomy more efficiently, by emphasizing on individual intelligence profiles. Thus, we aim to establish, if and how effectively, an Iranian learner’s autonomy is influenced, when reached out to, through his multiple intelligences. In this research, a descriptive and synthetic approach will be applied. After presenting the main theoretical guidelines on which our research is based, we will share results of a field study conducted in this respect, on 30 adult Iranian learners of French as a foreign language (FFL) of the lower intermediate level (B1 of the CEFRL) and analyze the data quantitatively and qualitatively.
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