بررسی تأثیر تدریس مبتنی‌بر الگوی هَیَجامَد بر هیجانات زبان‌آموزان فارسی‌زبان زن در ایران

• Akbari, F. (2008). The Critical Analysis of Methods of Teaching Persian to non-Persian learners (Unpublished M.A Thesis). Tarbiat-Moallem University of Sabzevar, Sabzevar, Iran. [In Persian].
• Arnold, J. (2006). Visualization: Language learning with the mind’ eye. In K. Arnold (Ed.) Affect in language learning. Cambridge: Cambridge University Press.
• Aviezer, H.; Y. Trope & A. Thdorov, (2012), “Body, cues, not facial expressions, discriminate between intense positive and negative emotions”. Science. 338 (61). Pp.1225-1229.
• Borsipour, B. (2016). Emotioncy and willingness to read: A case of Iranian EFL learners. Unpublished M.A Thesis, Ferdowsi University of Mashhad, Iran.
• Deci, E.L.; R.J. Vallerand; L.G. Pelletier & R.M. Ryne, (1991), “Motivation in education: The self-determination perspective”. The Educational Psychologist. 26. Pp. 346-352.
• Ebrahimi, Sh.; A. Estaji; R. Pishghadam & S.A. Aminyazdi, (2017), “Introducing emotioncy and examining its impact on flow and learning styles of learners of Persian as a foreign language”. Teaching Persian to Speakers of other Languages, 6(13). Pp. 57-82. [In Persian].
• Ebrahimi, Sh.; A. Estaji; R. Pishghadam & S.A. Aminyazdi (2017). “Assessing the effect of emotioncy model on non-Persian students' attitudes”. Language and Translation Studies. 2. Pp. 1-31. [In Persian].
• Ghadiri, M.H. (2005). “Anger management”. Marefat. 14. Pp. 93-106. [In Persian].
• Goetz, Th.; A. Zirngibl; R. Pekrun & N. Hall, (2003), “Emotions, Learning and achievement from an educational-psychological perspective”. Frankfurt am Main: Peter Lang. Pp. 9-28.
• Golkowska, K. (2007). “The role of affect in developing communicative and cultural competence in ESP". In English Education and English for Specific Purposes. Retrieved March 1, 2017, from Qatar-weil.cornell.edu/about Us/fa/bios/golkowskaKrystyna.html.
• Greenspan, S. & S. Weider, (1998), The Child with Special Needs. Encouraging Intellectual and Emotional Growth. Perseus Publishing.
• Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory. New York: Wiley.
• Isen, A. M. & E. Shmidt, (2007), “Positive affect facilitates incidental learning and divided attention while not impairing performance on a focal task”. Paper presented at the Emotions Pre-Conference at the Annual Meeting of the Society for Personality and Social Psychology, Memphis, TN.
• Isen, A. M. (2008). “Some Ways in Which Positive Affect Influences Decision Making and Problem Solving”. In M. Lewis, J. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed. Pp. 548-573). New York, NY: Guilford Press.
• Kadivar, P.; V. Farzad; J. Kavoosiyan & F. Nikdel, (2009), “Validation of Pekrun’s academic emotions questionnaire”. Educational Innovations. 8(32). Pp. 7-30. [In Persian].
• Karimiyan, R.; M. Mohajer & M. Nabavi, (2005), The alphabet of communication. Tehran: Research Center for Media. [In Persian].
• Kim, Ch. & R. Pekrun, (2014). “Emotions and Motivations in Learning Performance”. Handbook of Research on Educational Communications and Technology. Pp. 65-75.
• Mayer, R.E. (2003). “Elements of a science of e-learning”. Educational Computing Research, 29 (3). Pp. 297-313.
• Pekrun, R. (1998). “Students’ emotions: A neglected topic of educational research”. Psychologie in Erziehung und Unterricht, 44. Pp. 230–248.
• Pekrun, R. ; Th. Goetz; W. Titz & R. Peery, (2002), Positive Emotions in Education. Oxford: Oxford University Press.
• Pishghadam, R. & A. Firooziyan Poor Esfahani, (2017), “Introducing emotioncy as an effective tool for the acceptance of Persian neologisms”. Language Related Research. 8(5). Pp. 79-105. [In Persian].
• Pishghadam, R. & Sh. Ebrahimi, (2017), “Introducing the emotioncy model and methods to improve the concept in teaching Persian to non-Persian language learners”. Paper presented at the Second National Conference on Teaching Persian Language and Literature, Mashhad: Ferdowsi University of Mashhad. [In Persian].
• Pishghadam, R. & Sh. Shayesteh, (2017), “The consolidation of life issues and language teaching on the life-language model of emotioncy”. Humanizing language Teaching. 19 (2). Pp. 1-14.
• Pishghadam, R. (2015). “Emotioncy in language education: From exvolvement to involvement”. Paper presented at the 2nd conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad.
• Pishghadam, R. (2016a). “Emotioncy, extraversion, and anxiety in willingness to communicate in English”. Paper presented at the 5th international Conference on Language, Education and Innovation, London: UK.
• Pishghadam, R. (2016b), “A look into the life of the senses: Introducing educational emotioncy pyramid”, [PowerPoint slides]. Retrieved from http://pishghadam.profcms.um.ac.ir/index.php/index.php?option=com_profactivity&task=allPublications
• Pishghadam, R. ; M. Tabatabaeyan & S. Navari, (2013), A critical and practical analysis of first Language Acquisition Theories: The Origin and Development. Mashhad: Ferdowsi University of Mashhad Press. [In Persian].
• Pishghadam, R. ; B. Adamson & Sh. Shayesteh, (2013), “Emotion-based language instruction (EBLI) as a new perspective in bilingual education”. Multilingual Education. 3 (9). Pp. 1-16.
• Pishghadam, R. ; H. Jajarmi & Sh. Shayesteh, (2016), “Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism”. International Journal of Society, Culture & Language, 4 (2).Pp. 11-21.
• Pishghadam, R. ; M. Zabetipour & A. Aminzadeh, (2016), “Examining emotions in English language learning classes: A case of EFL emotions”. Issues in Educational Research. 26 (3). Pp. 508.
• Pishghadam, R. ; Sh. Shayesteh & S. Rahmani, (2016), “Contextualization- emotionalization interface: A case of teacher effectiveness”. International and Multidisciplinary Journal of Social Sciences. 5 (2). Pp. 97-127.
• Pour Afkari, N. (2007). Comprehensive dictionary of psychology and psychiatry. Tehran: Frahang-e-Ma'aser. [In Persian].
• Rugg, M. D. (1990). “Event-related brain potentials dissociate repetition effects on high- and low-frequency words”. Memory & Cognition, 18 (4). Pp. 367-379.
• Schutz, P. A. & R. Pekrun (2007). Emotion in education, San Diego, CA: Elsevier.
• Shahian, L. (2016). Examining the relationship between flow, emotioncy and reading comprehension: A case of iranian EFL Learners. Unpublished M.A Thesis, Ferdowsi University of Mashhad, Iran.
• Siyavashi, S. (2010). “The significance and the ways of teaching cultural issues in Persian language teaching classes”. The First International Conference on Expanding Persian Language and Literature- The Professors of Persian Panguage, Tehran, Allameh Tabatabe'i University. [In Persian].
• Spielmann, G. & M. Radnofsky, (2001), “Learning Language under tension: new directions from a qualitative study”. The Modern Language Journal. 85. Pp. 259-278.
• Sterr, A.M. (2003), “Attention performance in young adults with learning disabilities". Learning and Individual Differences. 14 (3). Pp. 125-133.
• Vahedi, Sh. & S. Ghare Aghaji, (2014), “Investigation of the self-regulated learning strategies in math according to motivational aspects and intervention of academic emotions”. Educational Technology and Learning, 1(1). Pp. 85-109. [In Persian].
• Yang, H.; S. Yang & A. M. Isen, (2013), “Positive affect improves working memory: Implications for controlled cognitive processing”. Cognition and Emotion. 27 (3). Pp. 474-482.
• Zare, H. (2014). “A causative model to predict the achievement of online university students: The role of intellectual beliefs, achievement goals and academic emotions". Research in School and Virtual Learning, 1(3). Pp. 9-18. [In Persian].
• Zatorre, R. J.; D. R. Fields & H. J. Berg, (2012), ”Plasticity in gray and white: Neuroimaging changes in brain structure during learning”. Nature Neuroscience. 15 (4). Pp. 528-536.
• Zull, J. E. (2011). From Brain to Mind: Using Neuroscience to Guide Change in Education. Sterling, VA: Stylus Publishing, LLC.