https://lrr.modares.ac.ir/ Language Related Research en daily 1 Thu, 21 Jan 2027 00:00:00 +0330 Thu, 21 Jan 2027 00:00:00 +0330 https://lrr.modares.ac.ir/article_7138.html Grammarly is one of the most widely used software applications for the automatic detection of grammatical errors in texts translated from Persian into English. This study aimed to evaluate the effectiveness of Grammarly and to propose suggestions for improving its performance. To achieve this objective, a corpus consisting of English translations of booklets introducing works of resistance literature was analyzed. After grammatical errors had been identified by the researchers (human evaluators), the electronic versions of the booklets were submitted to Grammarly for error detection. The identified errors were then categorized, and the results obtained by the researchers were compared with those generated by the software. Following the qualitative and quantitative analyses of the errors and the presentation of the findings, recommendations were made to enhance Grammarly’s effectiveness. According to the findings, of the 98 instances identified by Grammarly as errors, 16 were not actual errors. In four cases (4.9%), Grammarly failed to correctly identify the type of error. The software demonstrated its weakest performance in the detection of spelling errors and the misuse of masculine and feminine pronouns. Overall, Grammarly exhibited a high level of effectiveness, correctly identifying 82.8% of the errors. https://lrr.modares.ac.ir/article_7130.html This study investigates pragmatic communication abilities in Persian-speaking adults with acquired brain injury (ABI), focusing on patients with right-hemisphere damage (RHD) and left-hemisphere damage (LHD). Pragmatic competence, crucial for interpreting metaphors and speech acts, depends on distributed neural networks, with increasing evidence highlighting the right hemisphere's critical role in processing non-literal meaning, inferencing, and social cues. Despite extensive research in non-Persian populations, evidence on pragmatic impairments in Persian speakers with focal brain injuries is limited. This study evaluates and compares pragmatic performance across RHD and LHD groups using the Montreal Protocol for the Evaluation of Communication (MEC). Results indicated that 60% of RHD patients exhibited pragmatic deficits compared to 30% of LHD patients, though group differences were not statistically significant (P > 0.05). Lesions in temporal lobe regions and adjacent areas were consistently associated with pragmatic impairments, suggesting a significant role for these regions in higher-level communication. These findings support a stronger role for the right hemisphere in non-literal meaning and contextual cue interpretation within the Persian language context. https://lrr.modares.ac.ir/article_7091.html This study investigates the syntactic phenomenon of verb–object agreement in Middle Persian Zoroastrian texts and examines the conditions governing its occurrence. The research adopts a descriptive-analytical approach and is based on library research methods. Linguistic data were collected from a range of Middle Persian Zoroastrian texts representing different genres and subject matters and were analyzed within the theoretical framework proposed by Mary Dalrymple and Irina Nikolaeva (2011).The findings indicate that object agreement in Middle Persian Zoroastrian texts cannot be explained on the basis of information structure. Contrary to the predictions of Dalrymple and Nikolaeva’s framework, the occurrence of object agreement does not appear to be conditioned by discourse-related factors. Rather, the analysis suggests that object agreement constitutes a tense-sensitive syntactic phenomenon, occurring exclusively in the simple past tense of transitive verbs.Furthermore, the results point to the possibility that this agreement pattern reflects a gradual diachronic development toward the emergence of the applicative system observed in several contemporary Iranian languages. These findings contribute to a better understanding of the historical syntax of Middle Persian and provide new insights into the evolution of agreement systems in Iranian languages https://lrr.modares.ac.ir/article_7103.html This study aims to explore the similarities and differences between moral virtues and vices in Nahj al-Balāghah with respect to conceptual metonymy, grounded in the image schema model proposed by Evans and Green. Research data were obtained from library sources and software assisted tools. To analyze the data, moral teachings were first selected on the basis of image schemas and subsequently examined. Accordingly, piety, perseverance, and expenditure were identified as the conceptual domains of moral virtues, whereas love of the world, greed, and envy were designated as moral vices. Owing to certain limitations of the article, two criteria governed the selection of these concepts: the high frequency of the selected moral virtues in Nahj al-Balāghah, and the contrast of the selected moral vices with the chosen moral virtues. Moreover, the cognitive semantics of moral virtues and vices as discussed in the sermons and ḥikam were examined and compared within the theoretical framework of image schemas. The number of schemas in each sample was determined, and the results were clarified according to frequency. The findings indicate that, in comparison with other schema types, force schemas exhibit the highest percentage frequency among both virtues and vices, followed by balance schemas in second position. The similarity between virtues and vices in their deployment of various image schemas in Nahj al-Balāghah sheds light on the humble and intellectual character of Imam Ali(a). Their principal difference, however, resides in the manner in which subsets of the general schema categories are employed. https://lrr.modares.ac.ir/article_7100.html Recitation of the Holy Qur’an has its own phonological rules. This paper addresses total nasal place and manner assimilation, known as “idgham” in Arabic, that leads to “gemination with nasalization” and “gemination without nasalization”. The former which is accompanied by lengthening occurs in the environment where the /n/ in the coda position of a word precedes one of the four sonorants /j/, /m/, /w/, and /n/ in the onset position of the following word. However, the latter which is not accompanied by lengthening occurs in the environment where /n/ in the coda position of a word precedes either of the sonorant liquids /r/ or /l/ in the onset position of the following word. This research aimed at identifying the constraints whose interactions cause these processes in the recitation of Qur’an within the framework of optimality theory (Prince and Smolensky, 1993/2004). The results are as follows: The [+long] geminated [n:.n] is the result of gemination of /n/ in the coda position with /n/ in the onset position. The [+long] geminated [m:.m] is the result of total nasal place assimilation of /n/ in the coda position with /m/ in the onset position. The [-long] geminated [r.r] and [l.l] are the result of total manner assimilation of /n/ in the coda position, respectively with /r/ and /l/ in the onset position. The [+long] geminated [j:.j] and [w:.w] are the result of both total nasal place and manner assimilations of /n/ in the coda position, respectively with /j/ and /w/ in the onset position. https://lrr.modares.ac.ir/article_7142.html The present study aimed to investigate the effect of gender on the L1-L2 simultaneously morphosyntactic processing in balanced bilinguals who learned their L2 at the age of seven. Using event-related functional magnetic resonance imaging (ER-fMRI), Turkish-Persian balanced bilinguals (15 women and 15 men) performed an auditory grammaticality judgment task with an alternating language switching paradigm. Based on the Bilingual Dominance Scale (Dunn and Fox Tree, 2009), no significant difference was observed between the participants' proficiency in their L1 (Turkish) and L2 (Persian). Imaging results demonstrated strong neural similarity between men and women in two left-lateralized syntax-specific ROIs (Pars opercularis and posterior superior temporal gyrus), supporting the indistinguishable gender performance during L1-L2 simultaneously morphosyntactic processing. In addition, in EF-specific areas in right-hemisphere (planum temporale, supplementary motor area, superior parietal lobule and superior frontal gyrus), we did not observe differences in hemispheric recruitment by men and women, evidencing empirically for gender sameness in lateralization. Therefore, the present task and sample are not consistent with the previous claims that women show (a) superior language performance and (b) less lateralization. In general, our findings suggest that L1 and L2 simultaneously morphosyntactic processing in balanced bilinguals is not affected by the gender parameter. https://lrr.modares.ac.ir/article_7140.html Affixation is one of the most productive word-formation processes in both Russian and Persian, enabling the creation of diverse semantic nuances. Agentive suffixes — those that derive nouns and adjectives denoting "doers" or "agents" of an action — play a central role in expanding the lexical inventories of both languages. In Persian, suffixes such as -ar, -gar, -gār, -ān, and -ande are commonly used to form agentive nouns/adjectives. In Russian, suffixes such as -тель, -арь, -чик, -щик, among others, serve a similar function but are exclusively noun-forming. This study focuses on two Russian suffixes — -тель and -арь — and their Persian functional equivalents. The aim is to conduct a comparative analysis of these suffixes in terms of their semantic range, derivational schemas, and cognitive representation, relying on two theoretical frameworks: Liber’s (2004) Lexical- Semantic Framwork and Cognitive Grammer (Langacker, 2008,2009) https://lrr.modares.ac.ir/article_7124.html This research examines the lexical processing of head-first endocentric compounds in Persian based on semantic transparency. This study shows whether the processing is related to the morpheme-based, whole-word, or dual rout models. Moreover, this research concludes whether the processing is associated with sublexical or supralexical models. Two separate masked priming tasks are conducted. In the first experiment, the compound word is the primed word and the modifier is the target. In the second experiment, the prime is the compound word and the target is the head. Three conditions are considered: transparent, opaque, and orthographic-overlap. In order to analyze the result, mixed models are used. The results show significant priming effects for transparent and opaque conditions. While no priming effect is shown for the orthographic-overlap condition. It can be concluded that the lexical processing of head-first endocentric compounds is independent of semantic transparency. The processing is morpheme-based and it is on the basis of the sublexical model. Furthermore, the semantic processing of these words is supralexical. Moreover, the lack of priming effect for the orthographic conditions is seemingly associated with orthographic complexity in the Persian writing system. https://lrr.modares.ac.ir/article_7101.html Literary semiotics, as both a theory and method of literary discourse analysis, examines the structure of meaning by analyzing the internal organization of discourse systems. This article investigates two discursive systems—action and tension—in the poem Katibeh by Akhavan-e Sales. Both systems are grounded in the notion of deficiency; however, they differ in the source of this deficiency. The action-oriented narrative system is based on external deficiency imposed by the surrounding environment of the narrative agent, in which action constitutes the central organizing principle. In this system, the agent is able to transform unfavorable external conditions through purposeful action and narrative intervention. In contrast, the tension-oriented system originates from internal, emotional deficiency and is shaped through interaction with tradition, history, futurity, the qualitative dimension of lived experience, and interpretive knowledge of the world. In this system, the narrative agent attains a heightened cognitive state under emotional pressure, often accompanied by astonishment, and aesthetic meaning is produced through this internal tension. The poem Katibeh, due to its narrative structure, integrates both action-based and value-oriented tension systems, making it suitable for analysis in terms of semantic and symbolic discourse organization. It represents human suffering and the articulation of existential and social disillusionment. Using a descriptive-analytical approach, this study identifies discourse strategies such as action systems, tension-emotional systems, conceptual elaboration, addressee orientation, and communicative function in the poem, and demonstrates how the interaction of these discourse systems produces a coherent and enduring layer of meaning. https://lrr.modares.ac.ir/article_7093.html This study sheds light on Ben Lovatt's idiosyncratic characterization, cognitive impairment, and peculiar perception of the world through the lens of cognitive and stylistic features such as schema and cognitive theories. It explores Ben's inability to make meaningful sense of the outside world, his failure to activate adequate schemata when necessary, and his foregrounded conceptual metaphor. Exploring Ben's foregrounded linguistic and cognitive patterns reveal that Ben, in many aspects, proves the particular belief in the story that he seems to be on the threshold between humanity and animality or a throwback who belongs to centuries ago. However, despite Ben's human-animal hybridity, the most striking point about the analysis of Ben's mind style is that Ben seems to be beyond the descriptions of other characters and has a particular way of seeing the world, which makes him seem different from others. This difference, eventually, causes his exclusion from the world and his suicide. https://lrr.modares.ac.ir/article_23985.html In the present study, the encoding of copular verbs in predicative and locative/existential clauses in the Khalaj language is investigated within a typological framework. Khalaj is a Turkic language spoken in several villages of Qom and Markazi provinces in Iran. The research corpus consists of 480 sentences and two samples of spontaneous speech. The data were drawn partly from the Khalaj materials available in the Iran Linguistic Atlas and partly from a researcher-designed questionnaire.The results of the data analysis indicate that Khalaj employs two strategies for encoding copular verbs in predicative and locative/existential clauses, namely a “split” strategy and a “shared” strategy. These strategies reflect variation in the formal realization of copular verbs, whereby speakers use both identical and distinct forms across different clause types. From a typological perspective, Khalaj is an SOV (verb-final) language, and in copular constructions the predicate typically precedes the copular element, following a predicate–copula order. https://lrr.modares.ac.ir/article_7129.html Language learning strategies refer to deliberate behaviors, processes, and approaches through which learners receive, process, and use new information in a structured and purposeful manner, thereby promoting self-directed learning, self-regulation, and learner responsibility. Due to a lack of sufficient empirical research in this area, the present study aims to investigate the relationship between language learning strategies, learning engagement, and writing skills in an Arabic language writing curriculum.This study employed a descriptive-correlational design and included 70 female undergraduate students of Arabic Language and Literature at Kharazmi University in 2019. Data were collected using the Oxford Language Learning Strategies Scale (1990), the Learning Engagement Scale developed by Schaufeli et al. (2002), and a researcher-developed writing skills questionnaire. The data were analyzed using regression analysis.The results revealed a positive and significant relationship between language learning strategies, their components (except for the affective/emotional strategy), learning engagement, and Arabic writing skills. Furthermore, the findings indicated that language learning strategies and learning engagement together account for 17% of the variance in writing skills. These results suggest that the use of effective language learning strategies and higher levels of learning engagement can enhance students’ writing performance.In practical terms, the findings of this study propose a pedagogical model for integrating language learning strategies and strengthening learning engagement within the curriculum. Specifically, the application of learning strategies alongside improved engagement is identified as a key factor in enhancing writing skills among Arabic language and literature students. https://lrr.modares.ac.ir/article_7098.html Giles, Goat-Boy is a black comedy to bite everyone. Embodied in a postmodern fabulation, Barth’s sense of humor allows him to create a political allegory on any structure of power that claims to save humanity. GILES, a hybrid of a machine and a goat, is tasked with the mission to lead the so-called academic society through instrumental intellect. But he can only go so far as not to create a conflict of interest between the ruling powers. The pattern used in creating Giles is an imitation of the classic patterns in creation and journey of a hero, except that Giles is destined to appear as a scapegoat against the positivist Sphinx of Time. Such an approach begs the main question of the research: How ideological systems sacrifice their heroes to secure their interests? This hypothesis is also in line with Frankfurt School’s critical theory, which considers the capitalist system to be a violation of freedom and social values. The intellectuals such as Horkheimer and Adorno consider man to be a victim of objectification and alienation arising from social and political conflicts. They also believe that hegemonic systems have humiliated man with false pleasures. Just as Giles fails to reform the most powerful ruling system, WESCAC, so Barth symbolically paints a bleak picture of human destiny in modern society today. The purpose of the research is to raise human awareness about the harsh laws that are the ominous products of instrumental intellect, as one of the defining elements of capitalist system. https://lrr.modares.ac.ir/article_7109.html The study attempted to investigate the association between emotional intelligence and self-efficacy among English teachers. It also attempted to examine the role of experience in predicting this relationship. The present study was pioneering in investigating the role of experience in moderating the association between English teachers’ EI and their self-efficacy beliefs in private English school context. The participants in the present study included 120 English teachers from seven private language schools in Urmia, Iran. Two questionnaires of Teachers’ Emotional Intelligence Scale and Teachers’ Sense of Efficacy Scale were utilized in order to collect data. Bivariate correlations, linear and multiple regressions were run to analyze the data. The findings indicated that there is a positive relationship between emotional intelligence, its subscales, and self-efficacy among English teachers. It was found that emotional intelligence can predict some of the variation in the teachers’ self-efficacy beliefs. It was also found that experience does not moderate this relationship. The study concluded that pre-service and in-service teachers can benefit from training programs that can assist them in blossoming their emotional latencies. The implications of the findings of the present study for teacher educators are that they can benefit from enhancing pre-service and in-service teachers’ EI, which will concomitantly ameliorate their self-efficacy. Future research studies are recommended to concentrate on flourishing teachers’ EI by developing pertinent activities and training courses. https://lrr.modares.ac.ir/article_7113.html The present mixed-methods study aimed to provide the preliminary profile of Iranian EFL teachers’ Psychological Distress, Foreign Language Teaching Enjoyment, and wellbeing. In this vein, 243 Iranian EFL teachers aged between 20 to 51 were recruited from four provinces and were asked to reflect and respond the questionnaires. The results of the Pearson Correlation signaled a significant negative relatedness of Psychological Distress with the other two variables which were significantly and positively associated. Building upon the quantitative results, we further explored the coping strategies with which the teachers would alter and allay the negativity of Psychological Distress in their daily life and teaching experience. The qualitative results of the interview obtained from 40 teachers showed that they use self-related, and others-related strategies to cope with their distressful feelings. The findings of the present study would be useful for teachers and teacher educators by giving them an eagle eye towards teachers’ negative feelings and the ways by which they can handle unpleasant feelings and move toward wellbeing. https://lrr.modares.ac.ir/article_7123.html The Historical Ashura books are historical reflections of the Ashura event and they are expressed in the form of narration. The application of new theories of literary criticism in the analysis of historical provides a better understanding of the narrative context of these works. The purpose of this study is to introduce an unknown Ashura historical book and its narratology from Todorov's point of view. This article tries to examine the syntactic level of narration in the book Sar-e-Asrar in a descriptive-analytical way. So that narratives better illustrates the narrative structure of such works. Todorov's narrative analysis is one of the most prominent structuralist approaches that deals with manifestations such as syntactic representation. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the murder is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the book is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. Descriptive and present propositions have emerged side by side with various narrative aspects... https://lrr.modares.ac.ir/article_7133.html Although faculty members’ job satisfaction has received remarkable attention over the last two decades, there has been a long-lasting lack of a questionnaire to measure it in the Iranian context. Thus, the present study purported to develop and validate a questionnaire with adequate psychometric properties to measure Iranian English faculty members’ job satisfaction. To this aim, two samples of faculty members for the first pilot study (n = 62) and the second pilot study (n = 254) were selected from Ayatollah Borujerdi University and Lorestan University through a random sampling method. Based on the past literature, a pool of items (n = 74) was extracted and subjected to an eleven-step systematic procedure: content analysis and sampling; creating an item bank; running the first pilot; creating item pool one; expert judgment to evaluate the sub-scales; running an interview and think-aloud protocol; running Cronbach’s alpha; running the second pilot; running exploratory factor analysis, confirmatory factor analysis, and Cronbach’s alpha; creating item pool two; and expert review. Results yielded a 60-item questionnaire with 6 sub-scales: 1. payment and rewards (10 items); promotion (7 items); supervision and interaction (17 items); job security (7 items); facilities of universities (7 items); and work nature (10 items). The hope is that the present questionnaire can be used for research and educational purposes in the future. https://lrr.modares.ac.ir/article_7134.html Khalaj language is an endangered and independent branch of Turkic languages and is spoken in some villages in the center of Iran. According to researchers, the study of Khalaj language is very important because it preserves the linguistic features of Proto-Turkic. The present study provides an overview of encoding two grammatical case markers: comitative and instrumental, in Khalaj language based on typological approaches. The corpus of study consists of available data in Iran's linguistic atlas (ILA) which have been gathered based on the questionnaire prepared for this atlas. The data belongs to 16 villages in Qom province and 4 villages in Markazi province. The corpus of research includes 100 sentences which are analyzed based on the theoretical framework. According to the analyzed data, it is concluded that there is the same marker for encoding the different cases, i.e., comitative and Instrumental. Khalaj language employs the identity strategy for encoding this marker which is a postposition and attaches to the head of noun phrases. https://lrr.modares.ac.ir/article_23987.html AbstractThe phonetic variable, encompassing various aspects of sound production such as articulation, accurate pronunciation, phoneme delivery, and coordination in pronunciation, is a critical factor in enhancing the speaking skills of non-Arabic language learners. This variable provides a precise foundation for the correct articulation of words and sentences, thereby playing a fundamental role in empowering learners to communicate effectively. Play, as a unique educational tool, offers authentic conversational contexts and diverse linguistic styles, making it a powerful medium for strengthening this variable.This study aims to evaluate the effectiveness of virtual drama instruction in enhancing the phonetic variable, using Tawfiq al-Hakim's play Her Majesty as a case study. The research employs a mixed-method approach, combining descriptive-analytical methods for theoretical explanation and quasi-experimental methods for teaching, testing, and evaluation. The statistical population consists of fifth-semester undergraduate students of Arabic language at public universities in Iran, particularly the University of Tehran, divided into control and experimental groups. Data for the research, collected during the 2021–2022 academic year, were analyzed using SPSS software through statistical methods, including descriptive statistics (mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov, Levene, and covariance tests). Findings indicate that teaching drama significantly improves the phonetic variable among students, demonstrating a positive impact of this educational method on enhancing pronunciation accuracy and articulation quality in language learners. https://lrr.modares.ac.ir/article_7143.html The aim of the upcoming research is to study aspects of the problem of implicit meaning that show that the language indexes this meaning to express it. Therefore, the issues that have been reviewed here should be considered, in the first place, as a means to develop sensitivity to the extraordinary subtleties of language to process this meaning that, in our hypothesis, can only be properly understood if we return to it its inherent dynamism and follow the path of its evolution for each utterance exclusively. After that, the obtained results gave us the opportunity to improve some of the past opinions and help advance the discussions in this field. Our reading of the topic and the results of the analyzes strengthened our belief that commenting on implied meaning, regardless of the process of its production, will be mixed with a kind of dogmatism, the abolition of which depends on acknowledging the role that has the explicit meaning in this, because in our opinion, the explicit and implicit meanings are not separate and independent from each other. So, during the discussion, we have tried to include in the analysis the variables that change from one utterance to another and from one context to another and may be ignored, so that we can remain relativistic despite our orientations that are manifested in a set of new definitions.The results of the analyzes indicated this fact that language condenses meaning ... https://lrr.modares.ac.ir/article_7144.html In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts. https://lrr.modares.ac.ir/article_7145.html The aim of this study is to investigate the fundamentals of Wittgenstein's theory of language games and its role in overcoming false preconceptions and biases. This qualitative research utilized a conceptual analysis and inductive method to review the related literature. In the findings section, by examining the theoretical foundations of Wittgenstein's linguistic games, we first critique the shortcomings of early philosophy such as the absoluteness of affairs, a purely analytical approach and ostensive definition, and then, the characteristics of language such as sociality, variability and discussion of its use and instrumental role were mentioned. Also, while expressing the mission of Wittgenstein's philosophy, the position and cause of the centrality of language in his philosophy was revealed and finally, due to the new perspectives on the theory of language games, and based on it, as well as Wittgenstein's way of working in later philosophy, a set of strategies was proposed to overcome biases. Overcoming the sense of essentialism, perspicuous representation, self-imposed exile, experiencing different occupations and professions, emphasis on differences, and eventually designing appropriate questions are among these strategies. As a result, it can be acknowledged that many false beliefs and preconceptions are passed on through language to future generations, and therefore many issues have survived throughout history. Therefore, incorrect concepts and ideas should be identified in the language and their repetition should be avoided by removing them. https://lrr.modares.ac.ir/article_7146.html The present study aims to investigate the distribution of meaning in the narrative space of Abu Torab Khosravi's novel "Rood Ravi" drawing on the views of Yuri Lotman (1922-1993), a prominent semiotician and founder of the Tartu-Moscow School of Semiotics. Lotman posits that active sign systems within specific social and geographical contexts derive their significative power from their interaction with a large body of signs present in the collective memory of the people of that context. In his book “Universe of the Mind” (Lotman, 1990), he refers to this conglomeration of signs as the "semiosphere," which he characterizes by features such as boundary, heterogeneity, and centrality. According to Lotman, significative density within the semiosphere is not uniform, and the density of meaning increases as one moves from peripheral regions to the center with cultural meta-structures charging more elements with meanings in the central regions. The study adopts a descriptive-analytical approach to investigate how temporal-spatial elements and character actions acquire meaning in the narrative space as the story progresses towards the center of Dar al-Miftah. The findings suggest that cultural meta-structures load more elements with signification in the central regions, resulting in a higher concentration of meanings in these areas. https://lrr.modares.ac.ir/article_7147.html The purpose of this study was to investigate the effectiveness of telling social stories on the use of some morphological features of speech in children with autism such as adverb, adposition, possession, article, compound noun, adjective and plural form of noun. This is an Interventional, quasi-experimental single group study with a pretest-posttest design. The study subjects were selected by convenience sampling method which included 10 Persian-speaking aged 7 to15 years old with autism spectrum disorder, requiring support, from all autism population in Qazvin Autism Center in 2019. The framework was based on the model of Brown 1973 and Naigles 2014 (taken from the research of Tek et.al 2014). Social stories were designed and organized, based on the model of Gray 1993. The children of autism received the intervention program in 10 individual sessions 30 to 45 minutes. The pre-test and post-test comparison of morphological categories in visual test and spontaneous test showed that the average use of names and particles in the post test was more than the pre-test for all cases. The biggest difference is related to the adposition. The result of the Wilcoxon test analysis showed that the training had a significant effect only on the visual test and on the article (according to the average of the pre-test and post-test, the statistical value and significance level = p˂0.05). https://lrr.modares.ac.ir/article_7150.html Today, the news media has a momentous role in shaping public opinion and social developments. Journalistic translation thus follows guidelines and standards in order to convey the message and objectives of its source material. The translation of the political press discourse surrounding the US and international sanctions on Iran is particularly sensitive, due to its high potential in impacting international relations and political affairs.The objective of our research is to highlight the importance of methodologies used for the translation of political press discourse. For this purpose, we have analyzed two important news articles related to the aforementioned sanctions. First, we conduct a critical analysis of the political discourse, based on Van Dijk's model, and then we perform a translational analysis, based on Antoine Berman's views. Finally, we explore the different types of modifications made by translators, as well as the efforts made to adapt the news to the media’s political ideology. In line with Van Dijk's opinions, we have shown that there is a close relationship between the ruling policy (power) and the press discourse (media), in shaping the public perception of policies and events at mass scale. We demonstrate how subtle deletion, change, and intensification is strategically used in jo urnalistic translation, in line with their desired discourse functions to achieve political goals. https://lrr.modares.ac.ir/article_7152.html This article explores the effect of iconicity and textual cohesion on processing causal relations in Persian discourse using an experimental method. A reading-time task with a within-subject design was set up. Twelve 3-sentence experimental scenarios and 12 filler scenarios were constructed. Iconicity and cohesion were the independent variables and participants’ reaction time (RT) was the dependent variable. The cohesion variable manipulated the degree of cohesion between the first and second sentences of scenarios. The iconicity variable manipulated the order of the second and third (cause and effect) sentences of scenarios. Forty-eight participants read the scenarios and verified if the target sentence, which asserted the implicit causal relation between the second and third sentences of scenarios, was correct. The RTs of the participants were collected using DMDX program. The data were then submitted to a mixed-model analysis in R. The main effect of iconicity and cohesion on participants’ RTs was found. There was no interaction effect between iconicity and cohesion. The target sentence had the shortest RT in the condition with iconic and high-cohesion scenarios. Also, the target sentence in the condition with iconic but low-cohesion scenarios was processed as fast as the target sentence in the condition with non-iconic but high-cohesion scenarios. The findings confirm the facilitatory effect of iconicity on understanding causal sequences. The results also show that if, for discourse reasons, information is provided non-iconically, the existence of highly cohesive relations between the causal sequences and the previous context can compensate the non-facilitatory effect of non-iconic sequences. https://lrr.modares.ac.ir/article_7153.html In the current research, based on the descriptive-analytical method, the phonological and morphological changes of Persian loanwords in the process of localization, as well as the influence and impact of the Persian language on the Ottoman Turkish language, have been studied. For this purpose, by referring to all the dictionaries, the dictionary of definitions and allusions, thematic dictionaries and encyclopedias that were written during the period of the Ottoman Empire in Anatolia, the data required for this research, which were about 6000 Persian loanwords, were collected and examined. In this research, using Excel software and with the help of computer, the percentage and frequency of occurrence of common processes in the field of phonology and morphology have been determined. The results of the research show that among phonetic and phonological processes including vowel harmony, phonetic over differentiation, assimilation, metathesis, insertion, omitition, lenition, and weakening; Vowel harmony, which is one of the prominent features of Turkish as an agglutinating language, has the highest frequency. In the morphological field where the processes of composition and derivation were examined, derivation has the most frequency. Despite the different typological characteristics of the Persian and Turkish languages, the relationship between these two languages ​​has been extensive and its consequences have been remarkably one-sided, the consequence of which is the existence of many Persian words in the Ottoman Turkish language. https://lrr.modares.ac.ir/article_7155.html Affix-like morphemes can be used both as derivational and free morphemes. This dual behavior leads us to investigate the internal structure and the content feature of morphemes in general and, in particular, Affix-like morphemes in Distributed Morphology (DM). Contrary to the recent approaches in Distributed Morphology adopting a rootless structure for derivational morphemes, the present study showed that the obviation of Roots provided a situation in which all the Persian derivational morphemes were identical and consequently they could not receive their phonological exponents. Then, we proposed that the derivational morphemes also contained the root features and supported this proposal with empirical evidence and conceptual considerations. This proposal could capture the dual nature of affix-like morphemes. Furthermore, this view has important consequences for word-formation and allows us to recast Harley’s (2009) definition of compounds. https://lrr.modares.ac.ir/article_7156.html Although critical pedagogy (CP) is a worthwhile approach to education, not much attention has been paid to its application in online courses. Acknowledging its pivotal role, this study intended to investigate Iranian EFL teachers’ awareness of CP and explore the possible effects of teaching experience on their awareness of CP via a CP questionnaire and a semi-structured interview. Furthermore, to evaluate teachers’ actual classroom application of CP, online EFL classes were observed. The results indicated that teachers’ awareness of the significance of CP principles did not help them fully implement the principles in their online teaching practices. A significant relationship between teaching experience and some subscales of CP principles was also found. The findings of this study can offer some implications for English teachers in the post-method era to rethink their previous critical views towards English language teaching and their roles as facilitators. https://lrr.modares.ac.ir/article_7157.html Among the L2 skills, writing is considered one of the most emotion-wrought aspects of language learning due to the high level of students’ engagement and investment in the composing process. Nevertheless, many L2 teachers have neglected the psychological aspects of writing which can be traced to the profession’s history of emphasizing cognition over emotion. Positive Psychology principles highlight the fact that the students’ success in accomplishing educational tasks such as writing depends not only on their knowledge, effort and perseverance but also their psycho-emotional status. Accordingly, the present study, adopting a correlational design, investigated the associations between 40 Iranian EFL learners' writing performance and their perceptions of a set of positive psychology constructs. The required data were collected based on the students' performance on two essay writing tasks and their responses to the items of L2-specific academic buoyancy, L2 writing mindset and willingness to write questionnaires. The correlation coefficients indicated no statistically significant relationship between the students' writing performance and the positive psychology constructs investigated; nevertheless, there was a significant positive relationship between academic buoyancy and willingness to write variables. In addition, the multiple regression analysis showed that among the subscales of the positive psychology measures, the positive acceptance of academic life and regularity adaptation could best predict the writing performance of the students. The MANOVA results also indicated no statistically significant differences among more-skilled, moderately-skilled and less-skilled student writers in terms of academic buoyancy, mindset and willingness to write. https://lrr.modares.ac.ir/article_7158.html Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L2 and found that WM plays a significant role in the language performance of L2 learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from 84 Iranian female EFL learners, aged between 20 to 24, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L2 at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L2 learners. https://lrr.modares.ac.ir/article_7161.html The historical novels The Golden Falcon and The Flares of the City of Otrar narrate the life of Jalal al-Din Khwarazmshah. Unlike ancient historical texts in which the simple and predictable process of action by the central actor of the hero takes place, in these works, by creating active and anti-active characters, the actions deviated from their main stream, leading to the actions of deviation, substitution, action error and ... have become. The purpose of this research is to investigate how actions deviate within the narrative and damage such as action error, action change or even action collapse. For this purpose, the theory of action-discourse system of Greimas has been used to examine the action narratives related to the character of Jalal al-Din in the two historical novels The Golden Falcon and The Flares of the City of Otrar. In The Golden Falcon's novel, the deviation of action is seen as the transformation of action and the destruction of action by actors; A place where efforts have been made to reach Jalal al-Din's valuable object and save his life. In this novel, according to the value object "Beloved" and "Homeland" Jalal al-Din is depicted as a "lover" and "patriot". In The Flares of the City of Otrar, deviation of action can be seen as transformation of action and replacement of action. Most of the characters in the story and Jalal al-Din himself play the role of antagonists and try to distance Jalal al-Din from his valuable object and destroy him. https://lrr.modares.ac.ir/article_7162.html Ayat al-ahkam of prayer are verses in which divine commands about prayer are in the form of prescriptive discourse; But the point that is raised about such verses is that despite the rule of prescriptive discourse on them, in many of these verses, the actor is one of the components of inductive discourse (encouragement, threat, etc.) has also used; For this reason, in this research, it is the question of what function the inductive discourses have in these verses, and despite them, what kind of discourse structure does this category of commandment verses have? In this research, which was carried out with the analytical and applied method and based on the semiotic-semantics approach of Garmes, an attempt has been made to examine the 17 verses of the Qur'an, which are known as the commandments of prayer, from the point of view of prescriptive and inductive discourse, in order to determine how their discourse structure is. And the function of inductive discourses should also be clarified in these verses; The findings of this research show that the inductive discourses used in addition to the prescriptive discourse are anti-discourses that have provided semantic support to the performance of the prescriptive action by the actors in two ways, and their presence has created a unified system of prescription and induction in these verses. Is. https://lrr.modares.ac.ir/article_7163.html Pre-service teacher education programs play a pivotal role in the formation and evolution of teachers' identities, wherein both formal and hidden curriculums exert significant influences (Beauchamp and Thomas, 2009). This qualitative study delves into the development of Language Teacher Identities (LTIs) among student teachers at Farhangian University, with a particular focus on the reformed curriculum.A qualitative research method was used. A total of 27 female student teachers shared their experiences through individual and focus group interviews. Thematic analysis was used for analyzing the interviews. The findings revealed mismatches between the student teachers’ envisioned identities and the curriculum’s expected identity, leading to feelings of cognitive unpreparedness. The study also highlighted the significant roles of both formal and hidden curriculums in shaping teacher identity, with both positive and negative changes observed in cognitive, social, and emotional aspects. The implications drawn from the study’s findings provide insights into curriculum design and teacher education programs, offering guidance on how to effectively support the construction of teacher identity and raise student teachers’ awareness of this transformative process. https://lrr.modares.ac.ir/article_7164.html The present research aimed to investigate the effect of multilingualism on learning English as a third language, focusing on foreign language anxiety (FLA) and foreign language enjoyment (FLE). A sample of 353 Iranian bilingual and multilingual EFL learners participated in the study by completing self-report scales measuring FLA and FLE. As for the qualitative phase, a number of 15 EFL learners took part in semi-structured interviews. The results revealed that multilingual participants reported lower levels of FLA and higher levels of FLE than their bilingual counterparts. The results of the qualitative data also supported the findings of quantitative phase, suggesting that multilingualism can have a substantial impact on reducing FLA and enhancing FLE when learning a foreign language. The study highlights the potential benefits of multilingualism for language learners and might have significant implications for theory and practice. https://lrr.modares.ac.ir/article_7165.html Over the past decades, research on language teacher engagement in action research (AR) has received a surge of interest. However, little research is available on how teachers’ experience contribute to their development of agency and professional performances through their participation in an AR program. Accordingly, this study explored the role of experience in five novice and five experienced language teachers’ development of agency and practice before, during, and after their engagement in an action research engagement program (AREP). To this end, we collected data via semi-structured interviews, reflective journals, and classroom observations. The findings revealed that novice and experienced teachers’ development of their agency and professional practice undergo similar trajectories. Moreover, the study argues that although experience affects teacher-researchers’ agentive role and performances, novice and experienced teachers go through similar paths as they engage in AR. However, the novice teachers became more oriented towards reflection-in-action during and after their engagement in AREP. Moreover, the novice teachers chose more AR tools and drew more on their AR experience which, in turn, facilitated their professional growth through tool transformation. We conclude the paper with implications for teacher education to better understand the role of AR in teachers’ agency development and professionalism. https://lrr.modares.ac.ir/article_7166.html The current research aims to investigate the universality of the language by examining the perception of Persian learners in recognition of subject position according to the theory of input processing and the principle of the first noun from this theory. The first noun principle indicates that language learners consider the noun or pronoun that comes at the beginning of the sentence as the subject of the sentence.The participants in this research are 70 Persian language learners at elementary (23 participants), intermediate (23 participants) and advanced (24 participants) levels in the Persian language learning center of Al-Zahra University. Using Friedman et al.'s (2004) executive method, this study has examined the principle of the first noun as a predictable path in the education of Persian learners. In this direction, a test has been designed on Google Forms, and Persian learners have participated in two different implementations of this test in a time interval of 5 months. In both of its implementations, this test included 15 sentences that the language learners had to connect to the related pictures after hearing the sentences. In order to characterize the perception of the participants from the position of the subject, 8 sentences in the second sentence were put into the passive form. The results of this study have shown that the change of sentences in the second implementation of the test caused an increase in errors in the response rate of language learners and this was reported higher in elementary language learners than in other groups. https://lrr.modares.ac.ir/article_7168.html The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students. https://lrr.modares.ac.ir/article_7169.html In the sign-semantics of discourse that has a process function, unlike constructionist semiotics in which pre-made and non-fluid meaning is considered, the meaning is born of a dynamic and destabilizing tension between the linguistic levels of form and content; The fluidity and plurality of meaning in this attitude is due to the comparative interaction of feeling, perception and recognition of signs and meanings. The dominant discourse on the two poems "Ali.. Ghassan Kanfani" by Al-Fituri and "Marg Nazli" by Shamlou, relies on extensive and compressed communication; Since this discourse is born in the coexistence of sensory-perceptual and aesthetic functions, it inherits tense-emotional characteristics. The aim of the present research is to analyze these functions and explain the sign-semantic characteristics that dominate them in order to explain the meaning production conditions.This research is aimed at using, to show how the narrators of these two poems, through their special performance, in Dissociation from the limited personal me and attachment to the collective and transcendental me have been placed, and with the mechanism adopted by the speaker, the personal and private me of the agitator has been cut off from himself and connected with the transcendental me, and by extending the domain of presence Mythological heroes from a limited and historical time and place have caused the stabilization and expansion of their "presence" and "wide-ranging and decisive influence" in the world of the text; Also, the object by referring to a semiotic system has ensured the prismaticity and polyphony of the text. https://lrr.modares.ac.ir/article_7170.html Narratives have many layers of meaning. These semantic layers encompass intra-discourse systems and represent their changes and developments. Eric Landowski sought to achieve the missing links of meaning in narrative contexts by designing semantic systems. Contexts that show discourse and narrative actions. According to Landowski's four semantic systems, which are emphasized in this study, namely, the system of "abyss and spinning ", it is possible to decipher the signs in the text and the relationship between these signs and each other and the author's worldview. The present study, based on a descriptive-analytical approach, seeks to achieve subtle and coherent layers of meaning in the novel Symphony of the Dead by Abbas Maroufi. Given the mastery of the author in creating works with the fluid flow of the mind in this study, we aim to show how the subjects are intertwined with the world around them and as they are opening up, their emotions and to some extent their destiny to another spreads. Also, by analyzing the abyss system, we come to the point that the subject cannot shape his own destiny alone, and after he finds himself incapable, he is forced to accept what luck has for him. https://lrr.modares.ac.ir/article_7171.html The Quranic word "raht" is associated with two semantic domains: kinship and community, and it encompasses various meanings. The present study seeks to address the issue of why the word "raht" has multiple meanings and what its primary meaning is. Commentators and linguists have not provided any answer to this issue. These meanings are believed to have originated from potential twin roots in the Afroasiatic language family and the reasons behind the polysemy of this word by examining the processes of semantic construction of the word, along with its usages in Arab culture. This will be achieved by utilizing historical sources and then analyzing the word in the context of relevant Quranic verses, using a descriptive-analytical method. In the end, it has been established that the origins of this word can be traced back to two possible root meanings in ancient languages, one related to "combining" and "hand" and the other associated with "digging." These meanings have evolved over time and have shaped the various interpretations of the word. The association of common concepts of "group" and "collective" in classical Arabic and genealogy texts is derived from the concurrent meanings of "combination" and "symbol of the hand" in one branch of the word's historical roots and Considering the historical and cultural context of this word and its usage in the context of Quranic verses, it becomes clear that "Raht" is the smallest group within a tribe, often associated with unity and cooperation in facing or dealing with turmoil and challenges. https://lrr.modares.ac.ir/article_7172.html Review and analysis of verbal thought prevailing over syntactic principles are important phenomena in Arabic Linguistics; a thought which as a general principle dominating syntactic science seems trivial comparing to that general issue. From a long time ago, a syntactic science which grasps the structure of Arabic language has occupied the mind of old and contemporary linguists of this field of thought; a science which seems essential for logical understanding of Arabic language structure. Among the fourfold syntactic principles, review and analysis of this verbal thought regarding the issue of “audition”, which is another evidence of syntactic principles such as “analogy” and “consensus”, persuades us to carry out this study. The study focuses on the viewpoint of two old and contemporary linguists and scholars of syntactic principles named al-Suyuti from the ninth century and Tammam Hassan of the contemporary time. Having a descriptive-analytical approach, existing resources and lingual data were reviewed. The results show that regarding the audition’s evidence and one of its resources which is the issue of citing Quranic readings to regularize syntactic rules, al-Suyuti of the ninth century, considering his religious concern, accepts citing all kinds of readings by considering “اﻟﻘﺮاءه ﺳُﻨﺔٌ ﻣُﺘَّﺒَﻌَﺔٌ ولا تُخالَف” but Tammam Hassan accepts citing readings by considering the condition of “مستندهٌ بالأسانید المعتبره””. On the issue of citing the Prophet’s hadiths, al-Suyuti accepts the views of al-Shatibi which are conditioned but Tammam Hassan believes that citing hadiths quoted by meaning is acceptable for regularizing syntactic rules because they https://lrr.modares.ac.ir/article_7173.html Nowadays, many people and companies enter the business world. So, rgarding the important and prominent role of internet and commercial advertisements in daily life, the relation between the business world and people should not be ignored. The purpose of this research is to examine the persuasive language in terms of type and number of persuasive steps in a number of Persian commercial internet textual advertisements based on the Cheung’s (2008, 2010) persuasive move schema model. This research is of descriptive-analytical kind. Therefore, To this end, a number of 120 Persian commercial internet textual advertisements collected through official Persian websites have been analyzed as research data based on the type and number of the persuasive steps. As to the type of persuasive steps, the results showed the most used type of persuasive step was steps of the persuasive move "offering suggestions" having been used with a frequency of 63.7%. On the other hand, the persuasive steps of "explicit stimulus actions" included the lowest frequency with a frequency of 0.1%. It was also shown the new persuasive step "motto" has been used with a frequency of 17%. Besides, the examination of the number of persuasive steps indicated the most used advertisements were "four-step" advertisements with a frequency of 26.7%. "Ten-step" advertisements were observed with a frequency of 0.9. Finally, the analysis of the type and number of persuasive steps revealed there was a significant difference not only between the type of steps examined but between their number as well. https://lrr.modares.ac.ir/article_7174.html Before teachers can transform the reality and promote a liberating education within mainstream educational contexts, they must first gain a thorough understanding of how learners perceive the world. In an attempt to gauge EFL learners’ perceptions, the present study set out to conceptualize the construct of Critical Digital Pedagogy (CDP) by developing and validating a questionnaire for use in online EFL settings. The researchers distributed a preliminary questionnaire with 65 items to 380 adult Iranian EFL learners and used Exploratory Factor Analysis as well as Confirmatory Factor Analysis (EFA, CFA) to analyze the results. After removing 9 items, the final questionnaire consisted of 56 items on a five-point Likert scale. The analysis revealed that CDP consists of 10 factors, namely “consciousness raising,” “community and collaboration,” “empowerment and agency,” “inclusivity,” “dialogism,” “co-creation of materials,” “praxis,” “problem-posing education,” “teachers as transformative intellectuals,” and “critical thinking and reflection.” Additionally, the convergent validity as well as the reliability of the questionnaire to measure the intended construct was statistically confirmed. These findings have important implications for EFL teachers, curriculum developers, course designers, and language researchers as they increase awareness of CDP and its underlying components. https://lrr.modares.ac.ir/article_7176.html A prominent characteristic of the trial discourse is the imbalance of power between the participants, in such a way that the power is imposed unilaterally from the interrogator (be it the investigator, the judge, etc.) to the addressee. The most important tool for imposing power is the use of "question" which has a controlling feature. In order to analyze the different dimensions of the trial discourse, the present research studies the structural, discursive and pragmatic aspects of questions in different criminal, civil and family branches in the court and prosecutor's office of Duroud city. In the structural dimension, the types of morpho-syntactic characteristics and in the pragmatic dimension, the type of speech act of different types of questions have been considered. In this regard, we examined the data by combining quantitative and qualitative approaches. The results indicate that the most frequently used question forms are related to yes/no and narrow wh-questions. It was also found that the questions have three types of regulative, constative and communicative speech acts. The findings confirm that some questions that have a communicative action are raised by lay participants with the purpose of clarification, and therefore, in some situations, it is possible to observe a change in the one-sided questioning pattern of interrogator → addressee. Most of the questions that are raised by lay people are rooted in their lack of familiarity with technical legal terms, which in some cases can lead to consequences such as the lack of a favorable defense. https://lrr.modares.ac.ir/article_7177.html Defined as a direct, non-conventional link between sound and meaning, the linguistic phenomenon of sound symbolism has empirically been studied for nearly 100 years, and multiple studies have been conducted to reveal the various aspects of the phenomenon. However, no significant studies have done to explain exactly why the phenomenon transpires. That is partly because it has not been studied on the basis of any semantic analysis and/or theory. Nevertheless, the American linguist Edward Sapir first pinpointed the two likely factors that can both or separately be involved in the phenomenon: the acoustic factor, or the articulatory factor (or a combination of both). On the basis of the Conceptual Metaphor Theory (CMT) in Cognitive Semantics, the current paper attempts to explain for the first time how either of the factors or both of them can contribute to the occurrence of the phenomenon. Thus, the question why sound symbolism happens may find a satisfactory answer. Moreover, the answer may pave the way for further theoretical considerations on the potential development of "cognitive" phonology. https://lrr.modares.ac.ir/article_7178.html The aim of this study was to investigate the effect of cognitive functions on verbal fluency. For this purpose, some cognitive functions and verbal fluency in adult patients with right hemisphere damage were evaluated. The methodological nature of this study is descriptive-analytical. The statistical population of the study consists of 18 adult patients with right hemisphere damage and 18 healthy adults. Selective attention test, memory test, clock drawing test (visual neglect) and verbal fluency test were used to evaluate cognitive functions and linguistic skill of the subjects. Research data were analyzed using descriptive and inferential statistics. The findings showed that there is a significant difference between performance of adult patients with right hemisphere damage and healthy adults in the cognitive tests (P< 0.05). Likewise, in the verbal fluency test, there is a significant difference between performance of adult patients with right hemisphere damage and healthy adults (P< 0.05). In addition, the research findings showed that there is a correlation between cognitive functions and verbal fluency. Also, the results showed that damage to the right hemisphere of brain can lead to disorders in cognitive functions of patients with right hemisphere damage. Furthermore, it seems that impairment in cognitive functions can cause problems in language skills. https://lrr.modares.ac.ir/article_7179.html The relationship between words and their concepts is investigated in the "Semantics". "Statistical Semantics" is a sub-branch of "Computational Semantics" and in fact, a sub-branch of NLP. Determining the keywords and main concepts of a text requires time and specialized knowledge about the text, in the traditional ways. “Lexical Chains” is one of the newest branches of statistical semantics that presents the main concepts of the text based on the semantic relationships between words. In this research, we aim to determine the lexical chains of the sermons No. 111 and 221 of Nahj al-Balaghah, based on the theory of "Barzilay" and "Elhadad", using the descriptive-analytical and statistical method. The results indicate that there is 78 lexical chains in the sermon No. 111, and the semantic relationship of antonymy (50%) is more used in it, and the sermon No. 221 has 87 lexical chains, which the semantic relationship of antonymy (38%), and synonymy (34%) are more used in it. In the sermon No. 111, the chain No. 53, which its words indicate leaving this world and choosing the Hereafter, and in the sermon No. 221, chains No. 31, 62, and 8, whose words, respectively, indicate silence after the ability to speak, the importance of using wisdom, fear of the Judgment Day, are the strongest chains. Also, the results show that the topic of the sermon No. 221 is "ethical, religious, scientific, intellectual", but the main concepts of the sermon No. 111 are matched by the "ethical" topic mentioned by "Dashti". https://lrr.modares.ac.ir/article_7180.html Prepositions are linguistic elements that indicate the physical properties of referent and relatum and the geometry of the manner in which they interact with one another. Numerous studies have shown that prepositions in their abstract usages retain at least one of their spatial geometric features which is testimony to embodiment theory and it also suggests that understanding of abstract usages of prepositions can be better done by first studying the spatial usages of them. In this research we consider and analayse spatial geometry of different usages of Persain preposition /dᴂr/ applying Talmy's approach towards spatial structuring in language. Fourteen distinct usages were extracted from Hamshahri Corpus. The spatial geometry of each usage was analaysed and at least one image schema has been proposed for each usage. As a result of close study of various usages we observed that in all usages either the factor "enclosure" or "locus of control" or both are present in the geometry of the preposition. In one instance we observed a tertiary reference object for locating the Figure in the scene. An investigation of one spatial geometry ascribed to the preposition /dᴂr/ led to suggesting a volumar schema for "way". Also in some usages the use of metonomy can be seen where part of the real Ground or an entity related to it appears as Ground in the sentence. https://lrr.modares.ac.ir/article_7181.html The sign-semantics approach, which brings together structuralist semiotics and narrative discourse analysis, addresses sensory and perceptual factors in the process of meaning production. This approach has evolved out of a series of developments in semiotics in the twentieth century such as Peirce’s philosophical semiotics, Saussure’s linguistic semiotics, Greimas’ discursive semiotics, and phenomenology. It provides a precise framework from which to analyze the process of meaning production. According, it can be used to analyze scriptures, particularly the holy Quran. In current Quranic studies, unlike the past, a holistic approach which considers this holy book as a coherent and integrated whole wherein there is an organic connection between verses and chapters is utilized by scholars. This study, drawing on pot-Greimasian sign-semantics semiotics (tensive model) as practiced in Iran by Hamidreza Shairi, analyzes the process of meaning production in Shams Surah. The study finds that the process of meaning production is based on “intensite” and “extensite” patterns. https://lrr.modares.ac.ir/article_7182.html The present case study had as its aim to uncover the diagnostic and instructional potential of dynamic assessment (DA) in the context of L2 writing during asynchronous computer-mediated communication (ACMC). More precisely, the study investigated the role of ACMC-based DA through e-mail in diagnosing and promoting low-proficiency L2 learners’ writing abilities in an Iranian EFL context. To this end, a case study design was adopted and three low-proficiency students of English as a Foreign Language (EFL) were selected to participate for a time span of ten weeks. The error analysis of learners’ performances in the pretest and posttest sessions led to the detection of a number of writing problems including the content, structural organization, grammatical accuracy, lexical appropriateness, and mechanics. A posterior examination of computer-mediated offline interactions led to the detection of a number of mediational strategies namely ask to revise, identify a problem area, specify the problem area, clarify the error kind, offer a choice and provide an explicit explanation as well as reciprocity patterns including unresponsive, growing autonomy and full autonomy which together helped diagnose the students' writing problems and trace their developmental trajectories. On implication side, it is argued that the ACMC-based DA serves as a strong diagnostic tool that makes a genuine understanding of L2 learners' writing abilities.Keywords: dynamic assessment, sociocultural theory, asynchronous computer-mediated communication, writing https://lrr.modares.ac.ir/article_7183.html The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test. https://lrr.modares.ac.ir/article_7184.html Choosing the active or passive constructions for the native speakers of a language, as the name suggests, is simply a "choice" and "selection" and the speaker uses one of these two voices to express the meaning according to his situation and recognition. This conscious choice between the two structures mentioned is not a problem as long as the speaker speaks his native language. The problem begins when a person wants to speak or write in another language and for his “choice”, among the data and training that he has received in a foreign language up to this point, he looks for a reason to choose the best option among two voices and not allow errors. This article tries to answer the question: how can students for whom Russian is not their native language consciously choose a passive construction? In other words, this article is not intended to compare the Voice in Persian and Russian or to observe students’ “mistakes” in encountering this category. The article is aimed at developing a questionnaire containing the “correct” options from among the types of quasi-passive, passive and active and implementing it for 86 students of the Russian language in Iran and Russia (for whom Russian is considered a non-native language) and, based on the analysis of their answers, to reflect them "trend" in the use of passive structure. From this point of view, we try to help Russian teachers in teaching the use of the passive voice. https://lrr.modares.ac.ir/article_7185.html One of the outstanding language features in free Nima's poems is his characteristic and distinctive syntax. Nima named this linguistic characteristic as "morphological and syntactic combinations". Examining Nima's syntactic combinations shows that these combinations have functions in Nima's poetry, and one of these functions is its role in creating the music of the poem. Since the syntactic combinations releted to adjectives have a high frequency in Nima's poetry , this article after explaining the types of syntactic combinations of Nima in adjectives; such as the expansion of the adjective, putting a distance between the adjective and the adjective, the use of the adjective as a substitute for the adjective, etc., it expresses its function in creating the music of Nima's poetry and concludes that through his syntactic combinations, especially about the adjective, Nima tried to make the natural music that the words It matches the feeling and theme of the poem. https://lrr.modares.ac.ir/article_7186.html In cognitive semantics, a polysemous word constitutes a semantic concept, and the various meanings of that word assign themselves to radial network members of that concept. Accordingly, this study investigates the polysemy of the prefix "/pas-/" based on a cognitive semantic approach. The nature of this qualitative research is descriptive-analytical, and data have been extracted from Persian-language resources, namely Dehkhoda Dictionary (1994), Moein Dictionary (2003), and Amid Dictionary (2010), using a library research method. In this study, the two criteria of Tylor and Evans (2003), namely the prototypical fixed meaning or historically evidenced meaning and salience and prominence in the semantic network, have been employed to determine the primary or prototype meaning of Persian language prefixes. The authors aim to demonstrate that the prefix "/pas-/" is a polysemous prefix with a spectrum of lexical functions. This prefix, given its usage in Persian, has different semantic clusters such as "after, before, in front, back, and behind," which have expanded from a prototype or primary meaning. The findings indicated that the prefix "/pas-/" attaches to diverse textual foundations and generates newly derived words such as "pas-farda (the day after tomorrow), pas-pariirooz (the day before yesterday), pas-andaz (savings), pas-larze (aftershock)," and the like. It is observed that the prefix "/pas-/" possesses an extensive radial network due to the combination of this prefix with various verbs. https://lrr.modares.ac.ir/article_7188.html This study employed a comprehensive scientometric analysis of scientific publications within the Journal of Language Related Research from 2012 to 2023, encompassing 871 journal documents. Utilizing VOSviewer software, quantitative tools were applied to analyze research output, authorship, collaboration patterns, thematic trends (past, present, and future), and geographical distribution. The analysis revealed a significant increase in the number of publications in recent years, though citation rates displayed variation across the timeframe. Visualizations based on co-authorship, bibliometric coupling, and citation data unveiled a dense network of collaboration among authors. The authors with the highest number of publications were Golfam (n =17) and Pishghadam (n =16), while Derakhshan (78) and Shakki (65) were the two authors with the most citations. Analysis of "authors' keywords" and "keywords plus" co-occurrences within the network pinpointed prominent thematic areas within the journal's knowledge domain and context, including "Persian language," "critical discourse analysis," "semiotics," and "cognitive linguistics." The study concludes with a discussion of the findings and their broader implications. https://lrr.modares.ac.ir/article_7189.html The present research study aimed to investigate the pragmatic awareness, attitudes, and practices of nine upper secondary English teachers in EFL (English as a Foreign Language) classrooms, with a focus on the intercultural aspects of the subject. Using a phenomenological methodology, the study conducted nine semi-structured interviews with English teachers of upper secondary students. Teachers demonstrated a high level of awareness of pragmatics, particularly when presented with pragmatic input based on syllabi formulations. The awareness suggested a recognition of the importance of pragmatic competence in language learning. Teachers incorporated pragmatics into their teaching methods. Pragmatics was used as a tool for fostering metacognitive conversations about language, helping students understand the appropriateness of certain phrases or words. Teachers aimed to make students aware of why people communicate in certain ways. The understanding of the reasons behind communication choices was deemed important for both teachers and students. Teachers perceived the intercultural dimensions of the English subject as crucial. Issues such as monocultural teaching groups, filter bubbles, and the rise of difficult conversations were highlighted. Teachers found using students' first languages to be an important tool for understanding and scaffolding their learning of English. The incorporation of pragmatics in the EFL classroom not only benefits language development but also serves as a facilitator in developing an understanding of other people. The study suggested a link between pragmatic awareness and intercultural competence in language teaching. https://lrr.modares.ac.ir/article_7190.html Despite the ever-growing demand for English for Academic Purposes (EAP) provision within universities around the globe and the impressive growth EAP has experienced throughout the last decades, very little attention has been paid to EAP teacher education and professional development. The present study is part of a research project that examined the existing requirement for a teacher education program for English for Medical Purposes (EMP) within the Iranian higher education system and developed a program, titled Teaching English for Medical Purposes (TEMP), and its accompanying curriculum drawing on a systematic process through a four-round Delphi study using the collective opinion of a panel of 22 EAP and EMP experts. In so doing, it employed a written interview, three questionnaires, and a comprehensive data analysis approach, incorporating a combination of inductive thematic analysis based on Braun and Clarke’s (2022) model, descriptive statistics, paired samples T-test, and Kendall’s Coefficient of Concordance. The current paper focuses on the modalities and structure of the program developed. At the final round of the study, the panelists came to the consensus that a flexible pre-service graduate program can be the best alternative for EMP teacher education. This program is modular and hybrid in nature and offers benefits such as flexibility, cost-effectiveness, access to resources, targeted education, in-depth knowledge, and practical experience. Short-natured in-service instruction in the form of seminars or workshops was also recommended for ongoing professional development of the EMP teachers to stay updated with the latest research trends. https://lrr.modares.ac.ir/article_7191.html The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed. https://lrr.modares.ac.ir/article_7192.html Image schemas are macrocognitive patterns and structures that form the basis of our linguistic, mental and perceptual processes; and their function is based on the metaphorical-analogous relationship between visual experiences and frequent and everyday abstract concepts. In proverbs, like pictorial schemas, the use of metaphor-simile to convey a familiar mental concept between the speaker and the listener based on people's lived experiences is evident. Evans and Green have researched about image schemas and separated them into 8 types. One of these is the image schema of power. Since the precision in the structure of visual schemas can reveal the mental and cognitive structure of the users of a language, in the present research, the visual schema of power in Birjand's proverbs has been investigated in a descriptive-analytical way. Based on the results, out of the total of 1291 proverbs of Birjand, in 314 of them there are 7 types of visual schema of power; Most of them are of the type of blockage, enablement and counter force, which is proportional to the nature of the power schema; and found that between the frequency of the origin and destination areas of these schemas and cultural-environmental factors, and tools in removing obstacles, the importance of food and economic affairs to maintain survival, lack of plant diversity, desert and semi-desert climate of Birjand region has had a significant impact on the formation and continuation of proverbs with the schema of power, which emphasize the target areas of human relations, ethics and economy. https://lrr.modares.ac.ir/article_7193.html Mehdi Sahabi s’est essayé, pendant des années, à l’atelier de Proust et ce faisant, il a atteint à un certain degré de mûrissement. En traduisant A la Recherche du Temps, il a voulu faire œuvre, comme dit Antoine Berman. Les Plaisirs et Les Jours, livre d’un jeune auteur qui demande reconnaissance, préfigure déjà La Recherche, malgré la différence compositionnelle et thématique entre les deux ouvrages. Dans cet article, en nous basant sur les procédés techniques de la traduction énumérés et exemplifiés par Vinay-Darbelnet dans leur théorie de La Stylistique comparée, nous cherchons à analyser le processus de la traduction de ce recueil proustien. L’objectif est de connaître d’abord la méthode de traduction dee Sahabi et la manière dont il a procédé, et de savoir ensuite si la théorie appliquée est efficace dans la lecture d’un texte littéraire traduit. Les premier et second objectifs, pour être atteints, ont besoin de la mise en présence des deux textes et de l’explication de l’opération traduisante. A priori, les projets traductifs de Sahabi semblent ciblistes et orientés vers le lecteur, mais il est le traducteur des choix inattendus et peut nous surprendre. Par ailleurs, l’applicabilité de cette théorie linguistique au texte proustien déterminera son efficacité dans la critique de la traduction littéraire. https://lrr.modares.ac.ir/article_7195.html In semiotics, the denotative relationship is established between the three aspects of the sign, the object, and the interpretation of the same sign, and symbolic processes find endless meanings and this relationship classifies the symbolic, indexical and iconic species. Proverbs are taken from the context of a linguistic community that form multiple meanings and show gender construction. with semiotic studies, the significations of the opposition between man and woman in proverbs can be investigated. In this article, the concept of gender in proverbs of Tati language is investigated with Peirce's semiotic model in order to evaluate and analyze the reflection of their linguistic elements in all kinds of signs. Based on the result, Tati proverbs are mostly in the form of symbolic signs. The highest frequency is objectification and then otherness. The symbolic contrast between male and female gender and the discourse order and hierarchical position of this concept in the form of ideas of superiority/inferiority, value/worthless, human/animal, authoritarianism/weakening, center/periphery, self/other, norm/abnormal, friend/ Enemy and Dominant/Dominant have been classified and conceptualized. This opposition represents the idea of the otherness of the female gender and the superiority of the male gender over it as a dominant discourse. Based on this, the gender structure of this concept can be shaped in relation to the language type of Tat tribes of Northern Khorasan. https://lrr.modares.ac.ir/article_7196.html . Translation is one of the ways that provides trade between two languages, especially if the works selected by the translator are among the noble and precious works of that language. Marzbannameh of Saad al-Din Varavini is one of these valuable works that has a high literary status in Persian language, which was translated into Arabic by the Iranian-origin writer, Shahab al-Din Ahmad bin Abu Muhammad known as Ibn Arabshah in the 9th century. Both books have received influences from the other language in their language format, which indicates a deep connection between Persian and Arabic languages. The present research has been organized in a descriptive-analytical way with the aim of evaluating and explaining the effectiveness and mutual utilization of Waravini and Ibn Arabshah in Arabic and Persian language. The result of the research showed that Varavini has made Marzban-nameh as a technical work that has a rich literary language, decorated with Arabic evidence in terms of words and combinations, poems, verses and hadiths, and on the other hand, Ibn-Arabshah also in the process The translation has benefited from Persian language evidence such as borrowing Persian words, combinations and literal translation of proverbs. The element of culture, as an inseparable pillar of a language, has permeated Persian and Arabic languages and has become a part of that language, and all these elements show the deep and unbreakable connection between Persian and Arabic languages https://lrr.modares.ac.ir/article_7198.html Women's writing and its difference from the language of male writers has been one of the subjects of attention of researchers. "Feminist Stylistics" is a book in which Sarah Mills has presented a specific model for the analysis and investigation of women's language through linguistic issues. The purpose of this research is to clarify the three levels of Mills' linguistic pattern, to find examples of this pattern, and to show its levels in the novel "Autumn is the last season of the year" by Nasim Marashi. The present study analyzed the desired work with a descriptive-analytical method to find the characteristics of women's writing and the findings show that the author's language, influenced by her gender overlaps with the Mills model in the following cases: 1- Vocabulary level: special words for women, gender and color words, Cursing and profanity, relying on emotional words, detailing with attributes and the sequence of additions, ambiguities and intensifiers. 2- Syntactic level: use of short, simple, descriptive, detail-oriented, emotional, and exclamatory sentences, meta-linguistic signs of three points, questions in the form of soliloquy, female imagination, and illusion. 3- Discourse level: some story elements, women's problems, emotional relationships and love, beliefs and superstitions, patronizing tone, nostalgia, self-censorship, and misogyny. https://lrr.modares.ac.ir/article_7199.html Teachers’ Continuous Professional Development (T-CPD) is of utmost importance for language teachers. T-CPD is the stimulation for updating teachers’ subject knowledge and their teaching skills. Therefore, the predictive power of Psychological Well-being, L2 Teacher Grit, Grit-s, and Perceived Organizational Support (POS) on T-CPD was investigated through the mediating role of Work Motivation. Those who have participated in this study were 189 L2 teachers, who were from Khorasan Razavi Province, Iran. They took part in an online questionnaire. The collected data was analyzed using Path Analysis. Before running path analysis, Confirmatory Factor Analysis (CFA) was run to estimate Cronbach’s Alpha. Based on the CFA, two items (one from L2 Teacher Grit and one from POS) that did not have good loadings were removed from the scales. Then, the authers used path analysis to check the causal relationship among the variables in the proposed model. The fitness indices showed good fitness. Moreover, the more domain-specific L2 Teacher Grit performed better than the Gris-s scale. These insights can inform strategies for enhancing T-CPD and improving the overall quality of education. In addition, the results put light on the design of teacher training programs and organizational policies that aim to improve teacher quality and student outcomes. https://lrr.modares.ac.ir/article_7200.html Narrative discourse and the arrangement of its components that reflect the narrative world provide the accessibility terms to the ideology and hidden values in the text; hence, it is important in the multilateral understanding of literary texts. Because the experiences and comprehension of the authors in interaction with the surrounding world do not have a similar effect on their perception, the narrative discourse changes from one narrative type to another.In “Biroon Az Gozashteh” by “Mehri Bahrami”various worlds coexist, there is no border between reality and fantasy, and the multiverse idea helps to understand the narrative discourse of the story. The main objective of this article is to show the selection of elements of the discourse through which the author constructs the story and the dominant ideology of the text, by investigating the narrative discourse of the novel. This research is text-oriented and has been done using text analyzing method. The main focus of this article is to investigate criteria such as the narration type’ various kinds of narratorsand their relation with the characters’ embodied experiences the narrator and characters and in line with it the formation of aesthetic and symbolic objects and hidden location in the narration. In this novel, the narrator’s subjective functions and her connection to other constructive elements of the text have an identity function and reflect the ideology of a text that tries to depict a woman who wants to pass behind her cultural-historical past and create a new self of herself. https://lrr.modares.ac.ir/article_7201.html Metaverse is a space that includes the real world and virtual worlds in which people use a digital and virtual representation called an avatar to be present. Metaverse is considered as the major media of commercial advertising in the future and it will play a fundamental role in terms of audience attraction and society awareness. By adopting semiotics approach, this research analyzes the preparation of the subject and the formation of the avatar in Metaverse commercials. Ten commercial advertisements of prominent brands are chosen as statistical sample, and the virtual world of Hyundai brand on Roblox is examined as the case study because of its diverse activities. Descriptive-analytical method is carried out relying on participatory observation, in a way that the researcher experiences the field, and seeks to answer two questions: 1) What kind of discourse is applied to Subject and Object interactions? 2) What is the procedure of conversion of real body to ideal body? Results show that Subject of Metaverse should be considered as a Being-actor who continuously finds itself in a lack of meaning due to Becoming-centered situation and is called to action and achieves meaning as a result of the action. Besides, the avatar could be considered as Ideal-otherness while the dialogue between physical and virtual body is possible through the third body, which is the Imaginary body, which is the main base of sensory-perceptual receptions and leads the actions of the subject. https://lrr.modares.ac.ir/article_7202.html Point of view, as the most important aspect of the narrative structure, is the window through which the reader sees the different scenes of the story and the behavior of the characters. The author or the narrator, according to his purpose and skill, uses different methods of point of view in the narration. The present article deals with the descriptive-analytical method of studying the point of view in the tale "Fisherman and Monster" and its related narrative circles in the story collection "One Thousand and One Nights". In this way, the model of Jacques Fontaine, a contemporary semiotician, has been used. He considers the types of applied point of view in the discourse as "universal, cumulative or serial, selective, particularizing, parallel and conflicting ". Based on this, the research answers the question of which cognitive angles did the narrator use in the story of the fisherman and the monster and how? The findings of the research show that with every point of view and rotation, the author creates new form and new meaning in the story in order to have a greater impact on the structure and reach the meaning and purpose. He has used different types of cognitive points of view based on purposefulness, but the "universal" one, due to the omniscient nature of the narrator and the use of description technique, has the highest frequency in the above-mentioned story and its narrative circles. https://lrr.modares.ac.ir/article_7203.html The prototype of any category is the member or set of members of a category that best represents the category as a whole. Not everything fits perfectly in a category. Categories are defined by an intersection of properties that make up their members. The language is set of different categories and we should attend to categories in language teaching. Gender and mother language are among these components that should be considered in the teaching and learning process. Research about prototype is necessity because no basic prototype study, and the impact of gender and mother language on the formation of this concept have not been made among farsi lernears. As a result, one group of forty speakers who were learning Farsi selected. Each group included 20 men and 20 women. Men from Hojjatieh school and women from the Bent-Alhoda center were selected, both under the supervision of the Almustafa international university. In the category of domestic animals, 41.17% of men chose cows, while the same percentage of women chose sheep, horses, and dogs. In the field of sports, in addition to the first choice, the second and third choices of women and men were completely different, men have chosen shooting and cricket, and women have chosen volleyball, football and walking. Also, in the category of vehicles, although both sexes chose airplane as their first choice, their next choices were different, men chose train and car while women chose bus, car and bicycle. https://lrr.modares.ac.ir/article_7204.html Virtual platforms can be an effective tool for evaluating students' performance. However, their success depends on the effective use of digital tools, teacher preparedness, and the adoption of appropriate communication approaches. The current research aimed at scrutinizing the relation between the digital competencies of English Language Teachers (ELT) of three Universities of Misan, Baghdad, and Mustansiriyah with the usage of digital tools for distance teaching during the contingency of COVID-19 in the academic year 2020-2021. The study is a quantitative type accompanied with a correlational scope and a non-experimental cross-sectional design. 98 ELT teachers participated in the study. Two instruments were applied to carry out the gathering of information; these instruments were Likert surveys sent through Google Forms, one had 17 items and was aimed to measure the use of the digital tools, while the other had 20 items and was aimed to measure the digital competencies. The overall conclusions of the study revealed the existence of a strong positive correlation between the level of digital competencies and the use of digital tools in the professors of the University of Misan, University of Baghdad, and University of Mustansiriyah, the professors of these schools mentioned a strong trend to always use the digital tools in their pedagogical tasks. The differences found probably were influenced by other variables that are not part of the target in this study such as age, working experience, among others. https://lrr.modares.ac.ir/article_7205.html Given the status of English as the world lingua franca, speakers of many world languages are increasingly coming into contact with the language and incorporate features of the English language into their own native languages. The influence has been made more diffusive by the emergence of and rapid growth in technological innovations, especially the social media. Persian has borrowed a variety of English lexical words, prompting this study to explore a set of such borrowed words that have been integrated into the Persian language. These loanwords were subsequently combined with the host grammatical elements to create innovative compound verbs. In the majority of instances, the borrowed English constituents in these verbs have distinctly different meanings from their original English counterparts. This research examines the type of the semantic change that has occurred in the English words after they were borrowed into Persian and how frequent each type of change is. Hollmann's (2009) taxonomy of semantic change was utilized to achieve the purposes of this research. The results revealed that the most frequent semantic shift was through metaphor, with semantic narrowing and pejoration being the second and third most frequent types of semantic change. The least frequent types of semantic change were metonymy, broadening, and melioration. https://lrr.modares.ac.ir/article_7206.html Despite the growing attention given to language teacher immunity in the recent years, scant research has focused on how supervisory classroom observation affects teacher immunity through the framework of complexity theory. To address this gap, the current study intended to shed more light on the process of supervisory classroom observation and how it contributes to second language teacher immunity, either productively or maladaptively. To this end, 10 English as a Foreign Language (EFL) teachers were recruited and the data were collected through narrative frames and semi-structured interviews. The findings indicated that the observer’s presence and the entire observation process instigated excessive stress among the teachers and affected the teachers’ self-efficacy, creativity, and motivation; while the post-observation conferences between the teachers and the observers had a positive influence on the immunity development of the teachers. Implications for the stakeholders including the policy makers, institute managers and the observers are provided in the conclusion section of the study. https://lrr.modares.ac.ir/article_7208.html Early maladaptive schemas are mentally dysfunctional patterns that are formed since birth following the unfulfillment of human needs. The purpose of this research is to discover the relationship between the early maladaptive schemas of the fourth domain and their coping styles with direct and indirect requests. In general, 18 schemas are formed as a result of five needs not being thoroughly fulfilled in humans. In this research, only the schemas of the fourth domain, are discussed and investigated. Each person copes with their schemas in three different ways. In this research, two coping styles, surrendering and compensation, are examined. To collect data, the request style questionnaire, designed by the researcher, the Young Parenting Inventory (YSQ), and the compensation questionnaires of Young (2003) were handed out online. The participants, 73 males, and 169 females were born from 1981 to 1996, held bachelor's or master's degrees, and lived with both their parents until the age of 18. First, the request-style questionnaire was examined qualitatively according to the theory of Brown and Levinson (1987), and then the research data were analyzed using inferential statistics. According to the findings, the compensation style of domain four schemas has a direct relationship with the direct request, and the surrender style of domain four schemas has a direct relation with the indirect request. Also, gender does not affect direct or indirect request-making. https://lrr.modares.ac.ir/article_7209.html The human experience is shaped through effective collaboration with forces. Johnson (1987) initially highlighted the significance of force schemas in conceptualizing events. Thus, this research seeks to explore this topic using a library-based approach, focusing on the force schemas presented in Johnson's cognitive semantics model and their application in Quranic verses related to infaq (almsgiving). In this inquiry, I seek to identify which force schemas are most commonly used in these verses and how they contribute to the understanding of the concept of infaq. In the analysis of the research data on the ethical concept of infaq in the Holy Quran, the concept of force image-schemas based on Johnson's model was used. The importance of the topic of infaq and the presence of force image-schemas in it were the reasons for choosing this ethical concept. In this regard, I examined the seven types of power in the context of infaq in the Holy Quran. The results showed that the force image-schema of obligation has the most frequency. In figurative language, the divine revelation's imperative and prohibitive commands, exert a pressure that functions as a force of compultion. After the force schema of compultion, the force schema of blockage has the highest frequency. In the Holy Quran, factors such as greed, hypocrisy, disbelief, and denial are introduced as obstacles to infaq. The force schema of "deviation from the path" does not exist in the interpretation of the verses of infaq. https://lrr.modares.ac.ir/article_7210.html This study employed a mixed-methods approach to examine the utilization of two emotion regulation strategies, namely cognitive reappraisal and expressive suppression, among a group of Iranian learners of English as a foreign language (EFL) at universities in Isfahan, Iran. The investigation was based on the Process Model of Emotion Regulation, a psychologically-validated theoretical model proposed by Gross (2015). The study also investigated the correlation between emotion regulation and levels of foreign language anxiety (FLA), and as an additional area of investigation, the impact of emotion regulation on the association between FLA and motivation for learning a second language. A total of 295 learners were questioned using a quantitative questionnaire. The qualitative research involved the selection of thirteen respondents from three levels (high, medium, low) of FLA. The primary component employed in this study was a stimulated recall interview. Data collection was undertaken online due to scheduling constraints. The findings indicated a low frequency of utilization for the two emotion regulation strategies, with cognitive reappraisal being more commonly employed compared to expressive suppression. Learners with low English proficiency exhibited a lower prevalence and preference for cognitive reappraisal. There was a stronger positive correlation observed between expressive suppression and FLA. The study found a negative correlation between cognitive reappraisal and FLA. It provides evidence that understanding the inner workings of learners’ emotion regulation may inform pedagogical practices. https://lrr.modares.ac.ir/article_7211.html Although, many studies have been conducted on time in the verses of revelation, the nature and functions of the category of time in the Qur’an, as a sacred text, has not received much attention. The present study aims to investigate the tenses used in the text of Surah Ghafir, in the light of concepts proposed by Reichenbach i.e. speech time, event time and reference time, both at sentence and text levels. The results of present research indicate that along with a great number of nominal sentences as well as past and present tenses in the mentioned surah, a wide range of tenses including past, present and future have been used, so that the past tenses are mainly used in a sense other than the past, and their point of reference is located in the present or future; they may also refer to a general truth not exclusively to a particular tense. Thus, throughout the surah Ghafir, just the present and future tenses, the past tenses function in line with the general tendency of the whole Surah to realize an extended concept of the present time. https://lrr.modares.ac.ir/article_7212.html The poetries of Sheevan Foumani are various from the conceptual and functional views.These stylistic varieties in poetries represent the frequency of experiences that by means of them the poet incorporates component of meaning to linguistic community of poetries.He carries out the aim by using the symbolic units in a specific style.Since the most of his poetries are symbolic and symbols of poetries are manifested in the forms of attributes, identification, personalization, impersonalization, the current research aims at investigating the semantic components of poetries of Fokhos and Aghadar in accordance with sociolinguistics. Also, it aims at drawing discursive boundaries through the symbolic representation of social actors based on the discursive functions.Therefore, two combined models of socio-semantic of Van Leeuwan and semio-semantic of Paris have been chosen to achieve these goals.As a main purpose,this research investigates the features of the model of Van Leeuwan on poetries.Consequently,the critical approach of the semio-semantic analysis of Paris tries to explain the discursive boundaries of poetries. Primarily by implementing the model of Van Leeuwan on verses, the results of research indicated that the representation of social actors in two poetries has been mostly formed by the factor of impersonalization. Moreover, based on the saliency of impersonalization, the semio-semantic analysis of poetries is formed by instrumenting this component in the direction of creating discursive spaces and the result indicated that discursive functions of appeasement,resistance,and insistence are often organized in textual layers that are related to the subcomponents of impersonalization.on https://lrr.modares.ac.ir/article_7213.html The phonetic layer is a linguistic concept that creates music in speech. Such musicality can be both external and internal and can be examined at the phonetic level of discourse. By analyzing rhythm, rhyme, and refrain, external music can be identified, while internal music can be discerned through the analysis of rhetorical devices such as assonance, punning, repetition. Furthermore, the musicality speech can be understood by investigating various processes such as metathesis, vowel shifting, syllable quantity, onomatopoeia, and archaic pronunciations, thereby taking the form of speech out of its ordinary and standard language form.The importance of examining the phonetic layer lies in the fact that these linguistic components, in addition their aesthetic influence on speech sounds, enhance the prominence the text and contribute its stylistic distinctiveness.Those Years is the title of a book written by Jafar Yahaghi, a researcher and professor of Persian language and literature, wherein he recounts his childhood, adolescence, and youth.This research employs a descriptive layered stylistic approach to investigate the frequency of phonetic elements within the target text. By analyzing textual evidence explaining the recurrence of phonetic patterns, the study aims identify the stylistic characteristics of the work under study. components such as onomatopoeia, assonanceDue to the author’s dedication, interest, commitment to using local dialect to convey his message, he skillfully incorporates phonetic elements without sacrificing meaning for form. Statistical analysis indicates suggests that phonetic and repetition are more prevalent than other linguistic features, making them defining characteristics of the text’s style. https://lrr.modares.ac.ir/article_7214.html Explaining the nature of metaphor and its role in language has always been a controversial topic in the fields of linguistics, philosophy of language, rhetoric, and so forth. In metaphor analysis, these fields often converge in an inseparable manner. Donald Davidson, a 20th-century philosopher, is one of the influential theorists in the Philosophy of Language and the Theory of Meaning. His views on the essence and role of metaphor in language bear significant similarities to the ideas of  al-Jurjani, a prominent 5th-century Hijri literary scholar. This research aims, through a descriptive-analytical method and a comparative approach, to examine the intersection points of Davidson’s and al-Jurjani’s theories, with one addressing metaphor from a philosophical and linguistic perspective and the other from a rhetorical standpoint. For this purpose, Davidson’s essay "What Metaphors Mean?" is used as the basis for reviewing his theories on metaphor. Al-Jurjani’s views are analyzed with a focus on "Dala'il al-I'jaz." This study yields results in three areas. The first, identifies similar aspects in the two theories, indicating that both theorists reject the idea of metaphor being merely a shortened simile. They also critique the notion of "metaphorical meaning," emphasizing that the meaning of a metaphor cannot be reproduced in any form other than the metaphorical one itself. The second area involves finding complementary aspects in the two theories, considering Davidson's philosophical stance and al-Jurjani's rhetorical position. The third area elaborates on the connection between al-Jurjani's direct views on metaphor and the ideas indirectly inferred from theory of Construction. https://lrr.modares.ac.ir/article_7215.html In the Persian language, which follows the SOV (Subject-Object-Verb) word order, the interrogative complement or prepositional object usually appears after the object in the focal position. However, it is possible to move this phrase to other positions within the sentence. The aim of this study is to investigate the processing of interrogative complement displacement in Persian using Event-Related Potentials (ERPs) based on Friederici's syntactic processing model. This study focuses on the central-parietal region of the brain, specifically the N400 and P600 components, which, according to Friederici's language processing model (1995), examine the filler-gap dependency structure and the mental representation of these phrases. Four different positions of the interrogative complement in Persian were examined, and 50 sentences were constructed for each condition.. The results indicate that the displacement of the interrogative complement leads to different brain responses, with an increase in N400 amplitude in the central-parietal region when the interrogative complement follows the subject, and an increase in P600 amplitude in the initial or focal position of the interrogative complement. These findings suggest that the displacement of the wh-complement in Persian, according to Friederici's model, has a neurophysiological basis and may represent a filler-gap dependency structure in mental representation. https://lrr.modares.ac.ir/article_7217.html Considering the main role of listening comprehension in second language learning, it seems that providing listening strategies to language learners is necessary. New technologies are used to facilitate learning and podcast is one of the new tools used in language teaching today. The purpose of this descriptive-analytical study is to investigate whether metacognitive training with the help of podcasts can be used as an effective tool in enhancing listening comprehension. The research problem is caused by the lack of sufficient knowledge of language learners about metacognitive strategies, and in this regard, the role of the teacher in teaching these strategies is very important. This study can help French language teachers to include metacognitive strategies in improving listening skills and conventional methods. Revise yourself. For this purpose, 30 language learners were divided into two experimental and control groups based on the pre-test results. The experimental group received the podcasts through Vandergrift's metacognitive training, while the control group was taught the podcasts without any additional instructions or strategies. The results with the help of note taking, self-assessment questionnaire, direct observation and using spss software (t-test) showed that the metacognitive strategy has a positive effect on students' listening comprehension. https://lrr.modares.ac.ir/article_7218.html The present study aims to investigate the meanings and productivity of derivative suffix «i» in Persian language using Plag's (2003) point of view. Data collection was conducted by library method and analysis of findings was done by descriptive-analytical method. The sampling included three works from the 5th, 8th, 11th centuries, and the contemporary period. Then, the frequency of using «i» to express different meanings was investigated in each period. The findings indicate that in the 5th and 8th centuries, noun-forming «i» was more productive than adjective-forming «i». In the 11th century and the contemporary period, adjective-forming «i» was more productive than that of noun-forming «i». Also, the productivity of the adverb-forming «i» has been less than adjective-forming «i» and noun-forming «i» in all periods. Considering the different adjective-forming meanings of this suffix, the highest frequency in the 5th, 8th and contemporary periods was related to the adjective "place" and in the 11th century, it was related to the adjective "belonging to a thing". Among the different meanings of the noun-forming «i» in the 5th century, the noun "state indicator" had the highest frequency and in the 8th, 11th and contemporary periods the "simple" noun was the most frequent. Among the different meanings of the adverb-forming «i», the highest frequency was related to the adverb "state" in the 5th century, "scale, amount and size" in the 8th and 11th centuries, and "place" in the contemporary period. The paper also explains possible causes of differences in this suffix's productivity. https://lrr.modares.ac.ir/article_7220.html The present study aimed to investigate the elementary and advanced teachers’ formative assessment literacy of speaking skill in Teaching Persian to Non-Persian Speakers context. To this end, 26 teachers of teaching Persian to non-Persian speakers, mostly female, took part in this study. To collect data about their speaking assessment practices, they were primarily involved in a semi-structured interview related to the components of aims, contents, and methods of their speaking assessment. Afterward, they answered five scenarios. The interviews were based on Xu and Brown’s (2016) framework, and the scenarios were based on Chappius and Stiggins’ (2009) assessment quality and standards. In this phase, in addition to aims, content, and methods, and two additional components of giving feedback and students’ participation in assessing the speaking skill were examined. The interview results in relation to the aims for the instructors of elementary and advanced levels shed light on six criteria including comprehension, learning and progress, teaching method and curriculum efficacy, weak and strong points, communicative and practical competence, self-confidence and feedback; in relation to content, grammatical accuracy, pronunciation, fluency, interaction and communication, pragmatics, content, turn taking and participation, and spoken and written differences were recognized; and in relation to methods, class conversation, audio and video files, modeling and memorizing, game and competition, summary telling, question and response, playing roles, giving speech, problem solving and authentic activities were identified. Quantitative analysis of the interviews and scenarios indicated statistical differences among the two groups of elementary and advanced teachers. https://lrr.modares.ac.ir/article_7221.html This research examined how to explain the constructional schemas of Persian complex verbal predicates(PCVP) based on CM and its aim was to identify and classify different types of PCVPs including compound verbs and verbal phrases (1036 data in textbooks related to Teaching Persian to Non-Persian Speakers). The research was carried out with a descriptive-analytical method and the data were analyzed based on the criteria of CM. The findings showed, through the analysis of PCVPs based on the constructional approach, their formal similarity and lack of the definite boundary between different types of PCVPs in the hierarchical lexicon is represented more transparently and their constructional continuum is more explicitly depicted in the Persian verbal network. In sum, in this continuum of PCVPs, three subschemas of Persian verb phrases, two subschemas of compound verbs, and one subschema of incorporated verbs were recognized in the data. In addition, all PCVPs were examined in terms of default inheritance and the degree of motivation in their form and meaning relationship, whether grammatical information of the higher levels inherited by lower levels, such as incorporated verbs, or not such as compound verbs with metaphorical meaning. As a result, the asymmetry in their form and meaning was not problematic. Assuming the holisticity of form and meaning, a generalized and cost-effective analysis can be presented for both regular and unpredictable PCVPs, and despite of a lot of idiosyncratic cases, all types of PCVPs could be explained through general schemas and subschemas coherently without proposing exceptional solutions. https://lrr.modares.ac.ir/article_7223.html In corpus stylistics, computational tools are used to conduct qualitative and quantitative analyses of the electronic corpora of literary works, through which the stylistic components of the texts are identified. This study aimed to determine the stylistic features of the works of Simin Daneshvar and Ebrahim Golestan using a corpus-based approach. For this purpose, the works of these two writers were examined using corpus analysis tools, including keyword and concordance analysis in the AntConc software. After extracting the positive keywords in these works, each keyword was examined in its real context in the concordance menu, and a semantic classification was performed based on their semantic domains. The examination and comparison of the positive keywords showed that the semantic domains of "social behavior, work and profession, state and grammar" are common in the works of both writers. This commonality from a stylistic perspective can be related to similar social norms and behaviors, as well as the similar time and place of life and growth of the two writers. Golestan's works are writer-centered, while Daneshvar's works are reader-oriented. Daneshvar's story characters are much more numerous (14 names with a frequency of 504) compared to Golestan, who used only 3 names with a frequency of 107. In Golestan's stories, there is no reference to religion semantic domain, while in Daneshvar's stories, this domain is addressed. Daneshvar establishes a greater connection with the characters in her stories by mentioning specific individuals. https://lrr.modares.ac.ir/article_7224.html This study aims to investigate the representation of gender and intercultural competence in the images and texts of 15 Iranian secondary school English coursebooks, published over six decades. Gender representation was investigated using the framework proposed by Dahmardeh and Kim (2020), and the scale developed by Solhaug and Kristensen (2020) was used as the criteria for investigating intercultural competence. The data were coded and counted using manifest content analysis. The results showed that Iranian English coursebooks mentioned males and females unequally in their texts across different decades, with one gender being represented more in each decade. Regarding gender representation in the images, males were represented more than females in almost all decades. The representation of males and females in the books published in the 1970s was almost equal, followed by extreme and sudden changes in gender representation in the 1980s. However, the books published in and after the 2000s presented a balanced picture of males and females. The coursebooks dealt with intercultural competence in their texts and images very rarely, limiting this concept to religious issues and neglecting other aspects. In fact, the coursebooks addressed only one category out of the 11 categories. Finally, the study ends with implications for coursebook authors, materials designers, teachers, students, and teacher trainers. https://lrr.modares.ac.ir/article_7225.html Diagnostic Formative Assessment (DFA) has already established its applicability and necessity in second language teaching practice and research as a legitimate supplement to summative assessment. However, examples of practical implementations of DFA informing SLA research and an investigation of the detailed processes involved, especially when it comes to productive skills such as speaking in tertiary educational settings are rather scarce. Therefore, focusing on the formality dimension, as a rather neglected component in DFA, the present quasi-experimental study set out to compare the effects of formal and informal DFA on Iranian EFL learners’ oral fluency and accuracy at university level. For this purpose, a homogeneous group of 52 male and female L2 learners were assigned to two experimental conditions and after a speaking pre-test developed and scored based on IELTS speaking tasks, went through four months of formal and informal DFA based on four reiterative stages of Observation, Initial Assessment, Hypothesis Checking, and Decision Making. Upon the post-test, the results of ANCOVAs showed that both treatments equally contributed to learners’ development of oral fluency and accuracy, indicating that traditional skepticisms towards informal DFA must be revisited and they can serve as appropriate supplements to more formal approaches whenever necessitated by the instruction. EFL practitioners are recommended to take these rather broad, flexible, and convenient informal DFA practices into consideration and decide on their exact choices based on the particularities of the context, situation, and individual learners, which leads to an expansion in their pedagogical options. https://lrr.modares.ac.ir/article_7226.html The present study is an effort to know the place of translation aid tools among students or graduates in French Language Translation as well as professors of French translation courses in Iranian universities. We surveyed these two groups on the reasons and frequency of their reference to each tool and its impact on the speed and quality of their translation, while measuring the effect of factors such as experience in professional translation, judgment and awareness, the need to speed up work, Internet access, knowledge of the English language and the CGPA of students, graduates and professors on the nature and frequency of their reference to these tools. The method used in this research is the cross-sectional survey of Priscilla A. Glasow (2005), the questionnaire being the means of sampling. Fifty students or graduates and twenty professors participated in this survey. General dictionaries, online translators and contextual dictionaries turned out to be the most popular tools within participants, dominating translation memories, forums and speech-to-text converters. We also know that online translators and translation memories provoke controversial opinions among them. In addition, most of the participants practice post-editing in order to increase speed, quality and productivity in translation and the desire to translate. https://lrr.modares.ac.ir/article_7228.html The efficient and systematic design of language education programs through deploying instructional strategies and techniques and with the knowledge of learners’ cognitive make-up and their environment helps develop increasingly effective and capable language learners. Effective instruction begins with effective educational design which involves a wide range of practices, the most important of which is informed and structured material development. In line with these, the present study was carried out to analyze exercises in Arabic textbooks for public junior high schools in Iran based on Nation and McAllister’s (2010) principles of format and presentation of learning materials and activities. The research employed a descriptive design using qualitative content analysis and to achieve more valid and reliable results, Shannon’s entropy for weighting codes and statistical tests of homogeneity of variance, univariate analysis, and Kruskal-Wallis were used. The population and the statistical sample of activities considered in the study were the same and included all the exercises in the selected Arabic textbooks for the 1401-1402 AH / 2022-2023 academic year. Content analysis was done following a researcher-made scheme based on the layers proposed in Nation and McAllister’s (2010) principles, i.e., meaning-oriented input, form-oriented input, meaning-oriented output, and form-oriented output. The validity of the scheme was verified through expert opinion and its reliability was calculated using Pearson correlation. The results of the research showed that in these textbooks, there is no four-way balance in the activities and no harmony between the expected four types of activities on form, meaning, input, and output. https://lrr.modares.ac.ir/article_7231.html The present study aimed to examine the use of different levels of syntactic architecture in written personal and fictional narratives in both Persian and English across three discourse communities, namely Persian native speakers, English native speakers, and Iranian EFL learners. To this end, the participants of the study were selected based on convenience sampling and were asked to write one of their happiest memories. Also, an English fable from Aseop's fables and a Persian story, chosen based on comparative literature and having the similar plot, were given to them to read and write whatever they remembered; there was no limit on the number of words and paragraphs. To analyze the data, the Berman and Nir-Sagiv's (2009) model was followed. The findings showed that in fictional narratives written by both Persian and English native speakers, isotaxis, asymmetric parataxis, complement (CMP), and parataxis levels were frequently employed; however, personal narratives in Persian were dominantly isotactic, paratactic, and asymmetric paratactic, CMP, while isotactic, hypotactic, and paratactic levels were frequent in English written personal narratives. Also, after receiving explicit instruction on different types of English sentences, the use of adverbial and relative clauses (hypotaxis level) increased in Iranian EFL learners' written narratives. It can be concluded that explicit teaching of syntactic levels enabled EFL learners to arrange their sentences correctly to express their intended meaning. Teachers can benefit from the results to gain a more comprehensive understanding of narrative connectivity and help EFL learners elaborate clause linkage in their written narrative tasks. https://lrr.modares.ac.ir/article_7232.html Waitance is a cognitive and psychological concept that reflects the tendency to anticipate the occurrence of good or bad events without the need for effort or specific activity in Iranian culture. The aim of this qualitative and applied research is to examine the waitance cultuling in light of the conceptual model of cultuling analysis in Iranian culture. To this end, 435 individuals were asked in April 2024 to express their views on sentences that represent the cultural aspects of waitance through semi-structured interviews. The results showed this cultural aspect is used with high frequency in both public and private formal and informal settings among individuals with informal relationships, by both genders, and more by middle-aged and elderly individuals and individuals from lower and middle social classes. Individuals with tones such as friendly and intimate, hopeful, desperate and hopeless, caring, angry, serious, humorous, and pragmatic use this cultural aspect with goals such as attracting attention, providing hope and comfort, encouraging patience, avoiding responsibility, seeking comfort, advising, referring problems to higher authorities, and so on. This mentioned cultural aspect, with high frequency and positive/negative emotions, indicates patterns of low trust, collectivism, short-term planning, idealism, and high waitance among Iranians. By analyzing these linguistic utterances, individuals can be made aware of the hidden culture within them and take steps toward euculturing and understanding the flawed genes of society. https://lrr.modares.ac.ir/article_7233.html For decades, both researchers and EFL learners have been interested in native-like pronunciation. While extensive research has delved into a variety of pedagogical approaches and the complexity of English phonology, an unanswered question is how high-proficiency EFL learners achieve the elusive goal of native-like pronunciation in spoken English. To this end, this multiple-case study aimed to explore the multifaceted strategies employed by 15 high-proficiency EFL learners who had mastery in pronunciation and were selected using the maximum variation sampling method. Data was gathered through the use of diaries and in-depth semi-structured interviews. The data was analyzed with NVivo software version 10, and two main themes were extracted: teacher-directed (TD) and self-directed (SD) pronunciation learning strategies. Regarding the TD strategies, some participants (46%) acknowledged actively engaging with structured tasks and assignments facilitated by teachers. They highlighted the role of in-class (36%) and out-of-class (64%) activities in their journey to master pronunciation. The SD strategies were reported by about half of the participants (54%) in their quest for pronunciation mastery, which included self-talk (48%), podcast listening (29%), shadowing (12%), and reading aloud (11%). This study contributes valuable insights into relevant literature and offers evidence of the interconnectedness of TD and SD strategies in pronunciation improvement. The findings have several implications for further research or practice about pronunciation mastery. https://lrr.modares.ac.ir/article_7234.html Teaching is a profession which is intermingled with emotional relationships. Teachers’ relationships with their classes have been shown to positively influence their performance. However, despite the novelty of the concept of teacher-class relationship (TCR) in the field of applied linguistics, examining the relationship between language teachers with the whole class has not received due attention. To shed more light on this novel concept and its antecedents, the present study aimed to investigate the role of psychological well-being, foreign language teaching enjoyment and work engagement in the TCR of language teachers. A sample of 428 English as a foreign language (EFL) teachers participated in the study by completing four online questionnaires, namely the Teacher-Class Relationship Scale, the Psychological Well-being at Work (PWBW) Scale, the Foreign Language Teaching Scale (FLTES), and the Engaged Teacher Scale (ETS). The results of structural equation modeling (SEM) indicated that EFL teachers’ psychological well-being, foreign language teaching enjoyment and work engagement were strong predictors of their TCR. In addition, it was revealed that work engagement was the strongest predictor. The findings were discussed regarding the significance of developing EFL teachers’ TCR. This study suggests that EFL teachers with high level of well-being who enjoy their profession and have dedication to their job are more likely to build strong relationships with their classes. Finally, suggestions for future research were provided. https://lrr.modares.ac.ir/article_7235.html Every country has different languages. Some are standard, while others are non-standard. This research looks at how often people in Iran use standard and non-standard language. It also looks at other factors like age, gender, education, occupation, and income. It also looks at how people feel about different language groups. The data were collected from 314 people in 10 Iranian ethnic groups living in Tehran. They were analyzed using SPSS software and Foucault's theories of power and discourse silence. The results show that people over 50 use their native language or dialect more because they have more social power. Men have replaced non-standard language with standard language. As education level rises, people use less non-standard language. Non-criteria type is more common among retirees than other occupations. Those with a strong financial status have replaced non-criteria type with the criterion type. Those with a weak financial status have the most non-criteria type speech silence. Speakers of languages with strong attitudes toward language use are less likely to speak up in many social situations. They often use non-standard language instead of standard language. https://lrr.modares.ac.ir/article_7236.html Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying 330 Iranian English language teachers in the quantitative phase and interviewing 15 teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques. https://lrr.modares.ac.ir/article_7237.html This paper presents a detailed phonological analysis of the sound differences between the Abdolmaleki and Hawrami dialects through the lens of Optimality Theory. The research primarily focuses on exploring the variations in vowel length, vowel quality, and consonant structure across these two dialects. The goal is to investigate how these differences manifest in the phonological systems of the dialects and to analyze them within the constraints of Optimality Theory. Several key constraints, including MAX-C, DEP-C, IDENT-[vowel height], IDENT-[vowel backness], ONSET, ALIGN-Morpheme, and CODA-COND, are applied to a comprehensive set of linguistic data collected from both dialects. The findings demonstrate that the Abdolmaleki and Hawrami dialects follow distinct patterns of phonological optimization, which lead to notable differences in their overall phonological structure. The analysis highlights how variations in vowel length, the quality of vowels, and the structure of consonants contribute to these dialectal distinctions. Moreover, the study provides a theoretical framework that not only deepens our understanding of the phonological processes at work in these dialects but also offers a new perspective for analyzing other Iranian dialects. In addition to shedding light on these phonetic differences, this article suggests avenues for further research on phonological variations and underscores the broader applicability of Optimality Theory in linguistic studies. https://lrr.modares.ac.ir/article_27641.html This study investigated the relationships between self-esteem, empowerment attitudes, and perceptions of classroom justice among EFL (English as a Foreign Language) learners. Relative stratified sampling was used to choose the 329 participants that make up the research sample. Cronbach’s alpha was used to assess the reliability of the questionnaire. This study used path analysis within the framework of structural equations, using a descriptive-correlational methodology, to analyze data and test research hypotheses. Software such as AMOS22 and SPSS22 were used to analyze the collected data. The results showed a significant correlation between students' perceptions of classroom justice dimensions and their feelings of empowerment and self-worth. The implications extend beyond the confines of the classroom, pointing towards a holistic approach to education that considers both the interpersonal dynamics within the learning environment and the individual empowerment of students.  https://lrr.modares.ac.ir/article_7239.html The use of statistical methods based on corpora in humanities and literature researches is expanding. These methods can be used in studies of stylistics, literary criticism and comparative literature. Finding the pattern of language changes in different language varieties and investigating the existence of similarities and differences of language in different linguistic contexts is very important from the point of view of linguistic knowledge. Our main problem in this research is that what are the lexical and syntactic differences between the four registers of the contemporary Persian language and how can they be analyzed and explained. For this purpose, four corpora of literary, news, scientific and legal languages ​​were created and labeled. Counting and statistics were done with the help of software programs and quantitative results were obtained. finally, these results were examined and analyzed based on situational context. The findings of this research showed that some linguistic features have significant differences in different registers. For example, the frequency of occurrence of verbs, pronouns and adverbs in the literary register and the frequency of occurrence of adjectives in the scientific register are clearly higher than other registers. Putting these characteristic features together can be a criterion for differentiating linguistic varieties. https://lrr.modares.ac.ir/article_7240.html This study investigates the fundamental impact of naming on shaping the ideology of texts, particularly the Quran. It explores how naming, as a foundational linguistic process within the frameworks of Hodge and Kress (1996), Van Leeuwen (2008), and Leslie Jeffries (2010), plays a pivotal role in constructing meaning, establishing identity, and exerting power. The research also examines the naming component within the Quran and its contributions to explaining the underlying worldview of this text. To evaluate hypotheses, this research employs critical discourse analysis. It explores the approaches of Hodge, Kress, Van Leeuwen, and Jeffries regarding the naming component and applies these theories to the Quranic text. The goal is to elucidate the embedded worldview and the Quran's approach to naming. The findings reveal that in Hodge and Kress's view, the naming process is an ideological tool for promoting and solidifying specific beliefs. Conversely, Van Leeuwen perceives naming as an identity process and a means of interaction and meaning construction within social contexts. Jeffries, combining explicit (ideology) and implicit (literary language) elements, considers naming a tool for producing and reproducing ideological discourses. An examination of naming within the Quran indicates that beyond ideological, identity, and linguistic factors, other elements such as the relationship between theme and naming, the priority of content over naming, and the connection between action, process, and structure to naming also influence this process. https://lrr.modares.ac.ir/article_7243.html Considering EFL teachers’ identities and emotions as discursive practices through a post-structuralist lens offered by the concept of navigation of emotions, this study sought to explore EFL teachers’ emotional experience in online classes during online education to examine the way their emotional navigation helped them negotiate their identities. The participants, including 17 Iranian EFL teachers, working at universities in the West, North, and East of Iran, were chosen using purposeful sampling. To generate data, in-depth interviews and personal documents were used, which were analyzed using inductive thematic analysis. The participants spoke of the experience of mixed emotions, creating the sense of ambivalence, which offered the possibility of dialectic thinking for reconciling contradictory views and questioning the existing dominant and preconceived ideas. Moreover, they navigated their emotions through emotional reflexivity and positive reframing. While emotional reflexivity, as a process of self-confrontation, consisted of relational struggles and agency, reframing, as an example of deep acting, entailed emotional resonance or a sense of aliveness and connectivity as well as a possibility for stressing the transpersonal attachment, as a novel concept to be addressed in teaching English. The role of positive emotions in enriching language learning processes, which is mainly ignored in language education, was underscored because the cultivation of positive emotions in English language learners increases their intrinsic motivation, enhances their engagement, and creates a sense of belonging to the target language. https://lrr.modares.ac.ir/article_7244.html Cette recherche, qui s’inspire particulièrement du « nudge », une approche innovante en stratégie comportementale, ainsi que de la sémiotique tensive, trouve sa motivation dans les incitations à consommer moins d’énergie. Tout au long de cette étude, nous cherchons à répondre à la question fondamentale de savoir si, en matière d'écologie, les « nudges » peuvent encourager les individus à adopter des modes de vie plus respectueux de l'environnement en modifiant les discours et en faisant ressurgir des situations éthiques oubliées. L’objectif de cette étude est de comprendre comment l'univers du discours est lié aux pratiques de vie et de fournir des solutions simples et pratiques en exploitant le pouvoir du langage et en analysant l'impact du discours indirect sur les mentalités, dans le but de guider les individus vers des choix énergétiques optimaux pour la création d'une ville durable. Étant donné que cette recherche est analytique, la méthode de présentation adoptée repose sur une étude de cas. Dans cette approche, nous avons commencé notre analyse par une description théorique de notre exemple choisi, puis l’avons analysé à travers les approches sémiotiques et la structure tensive. Les résultats des analyses ont démontré que l'approche du nudge peut créer une dynamique éthique, encourageant les individus à s'organiser pour contribuer à une meilleure forme de vie. En orientant subtilement les choix sans contrainte, cette méthode favorise des comportements responsables et solidaires, tout en renforçant la prise de conscience collective. https://lrr.modares.ac.ir/article_7245.html Discursive semiotics is an innovative approach to text analysis that uncovers complex layers of meaning by examining the relationships between signs, discourse, and context. This approach, in addition to analyzing the structure of the text, emphasizes semantic interactions and the role of linguistic and non-linguistic elements in meaning production. The Quran, with its rich semantic content and linguistic complexity, provides a suitable framework for applying this approach, enabling a deeper understanding of its discursive and semantic dimensions.This study analyzes verse 259 of Surah Al-Baqarah from the perspective of discursive semiotics, aiming to explore representations of concepts such as collapse, divine re-creation, wonder, and faith. The central question of this research is: How can a multi-layered and dynamic narrative of human interaction with divine power in verse 259 be revealed through discursive and semiotic dimensions? This investigation seeks to provide an experience that, beyond its apparent meaning, offers a deeper and more sensory connection for the audience.The research method is qualitative-analytical, based on the discursive semiotics approach. In this method, the verse is deconstructed into various semantic layers, and the relationships between these layers are analyzed in the process of meaning production and their impact on the audience.The results demonstrate that this verse, through the combination of discursive and semantic layers, creates a foundation for uncovering hidden meanings and establishing a deeper connection with the audience. https://lrr.modares.ac.ir/article_7247.html Despite the abundance of research on the language teachers’ pedagogical knowledge base (PKB), there is a scarcity of studies probing into the teachers’ individual differences and how they relate to the teachers’ instructional effectiveness. To address this gap, we investigated the association of language teachers’ pedagogical knowledge and their instructional efficacy, shedding light on the similarities and differences in the knowledge base of the teachers. Through administering a context-specific self-efficacy test, eight teachers were selected based on their scores and put into two groups. Afterwards, a 90-minute instructional session of each teacher was video-recorded and later used in a stimulated-recall interview with the teacher. The verbal reports were transcribed verbatim and subjected to thematic content analysis to identify the teachers’ pedagogical thoughts. The results indicated significant differences between the groups, with the high efficacy group reporting an average of 4.18 thoughts-per-minute in contrast to 2.85 thoughts-per-minute reported by the low efficacy group. Five of the dominant knowledge categories were common between the two groups, though with varying frequencies and ranking. The findings offer implications for attending to the construct of self-efficacy and its sources in teacher professional development, as well as the socio-cognitive and emotional side of teacher preparation and development. https://lrr.modares.ac.ir/article_7248.html Being a promising component of educational and occupational success, the inclusion of critical thinking in various aspects of schooling has gained momentum in recent years. Therefore, the present study investigated the Iranian 12th grade English language final examinations based on Bloom’s revised taxonomy in terms of “knowledge dimension” and “cognitive process dimension” over the last five years of exam administration. Using a quantitative content analysis design, the items of the aforementioned examinations administered from 2019 to 2023 were analyzed. The findings of the study showed that the frequency of “conceptual knowledge” items in the “knowledge dimension” and “understand” items in the “cognitive process dimension” were significantly higher based on the results of Chi-square test. Moreover, the frequency of items relevant to lower-order thinking skills was found to be considerably higher than that of the items related to higher-order thinking skills, although instances of top cognitive level items could be traced in these examinations. It was also revealed that there was no considerable change with regard to the inclusion of the two dimensions of Bloom’s revised taxonomy over the five years of administration under study. The results of this study can be a fillip for policy makers, textbook developers, and teachers to accelerate the required changes regarding the consideration of inclusion of critical thinking-based tasks in textbooks, lesson plans and examinations. https://lrr.modares.ac.ir/article_7249.html The intricate connection between teacher support, academic burnout, grit, and psychological wellbeing is a compelling area of research that has recently garnered second language (L2) education researchers' attention. This study aims to investigate such complex relationships with undergraduate English-major students in Iran. To this end, a sample of 318 undergraduate English-major students from various universities in Iran was selected through convenience sampling. The data were analyzed using IBM SPSS version 26 for descriptive statistics and correlation analysis, while LISREL software was employed for Confirmatory Factor Analysis (CFA) to validate the measurement models. The findings revealed that teacher support showed a positive and significant correlation with students' L2 grit and L2 psychological wellbeing while demonstrating a negative and significant correlation with students' L2 academic burnout. Furthermore, the simple linear regression analysis indicated that teacher support significantly predicted a 13% increase in students' grit and psychological wellbeing and a 0.03% in academic burnout. This suggests that measures to reduce the academic burnout of students in higher education should be prioritized in second language education through positive teacher support and positive psychology. The study provides valuable insights and recommendations for English language teachers, students, and policymakers and outlines future research directions. https://lrr.modares.ac.ir/article_7251.html In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a 6-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education. https://lrr.modares.ac.ir/article_7252.html Since learning theories have been often ignored in translation education, the present study aimed to explore the impact of implementing principles of connectivism learning theory in translation training using an AI-powered translation tool, Matecat. Participants were thirty third-year students who enrolled in a course on the translation of Islamic texts from English. Before the commencement of the course, a pretest was given to the students to assess their translation skills. Then, on the basis of the results, two groups of experimental and control were formed. The homogeneity of the two groups was further checked by using independent samples t-test in SPSS. Unlike the control group, the experimental group was trained on the basis of the principles of connectivism and the tailored model designed for the present study. At the end of the program a posttest was administered, and the scores were subjected to statistical analysis using independent samples t-test. The results showed although both groups had started at more or less the same level, the quality of translations produced by the experimental group improved significantly more than that of the control group. Furthermore, the experimental group outperformed the control group in cohesion and coherence, structure, style and cultural aspects. In fact, the findings indicated that employing AI-powered translation tools per se will not lead to a significant improvement in learners' translation quality unless the training is integrated with pedagogical application of a digital age learning theory, such as connectivism. https://lrr.modares.ac.ir/article_7253.html By studying the Qur'anic narratives, what is most visible is the amazing and elimination that includes a complete part of a story, even at a time. A pity that has been used not only in the Qur'anic stories, but also throughout the Qur'an as one of the highest literary and rhetorical manifestations of the Qur'an. This is one of the mechanisms and tools of the narrative or discourse silence process in which the signs of the narrative are eliminated and with their absence refers to the modules that the reader can rely on succession and companionship. And also from the intersection between the two and the use of brain capacity, fill those holes and gaps, thus fully view and receive the story. The important point in discourse silence is the interpretative and analytical aspect of narrative, and merely, such as the elimination of the classic rhetoric of the Nesith, which appeared in the form of metaphor, metaphor, permissible, and such equipment and to express aesthetics. In this article, we will first explain the silence of discourse in modern cognitive criticism, and then explain the narration of the life of Yusuf (AS) in the Holy Quran, based on the same validity and discourse. The result shows that discourse silence in this sura has been used in three types of structural, semantic and implicit, and with the systematic structure of the Qur'anic narrative structure, these vacuums are received and completed by the reader. https://lrr.modares.ac.ir/article_7254.html This study employs graph theory to analyze the semantic network of Persian verbs among bilingual speakers. Situated within the frameworks of cognitive linguistics, lexical semantics (cognitive semantics), and computational linguistics, the research involves administering a questionnaire comprising 50 basic Persian verbs to participants, asking them to map the conceptual and intra-linguistic relationships between these verbs.The primary objective is to identify the most robust and frequent conceptual and intra-linguistic links among these verbs and to provide a detailed description of the graph structure constructed by bilingual speakers. The study seeks to address the question: What typology of conceptual and intra-linguistic relations is reflected in the graph patterns of non-Persian-speaking Iranians? The working hypothesis posits that semantic relations such as synonymy, antonymy, hyponymy, and collocation will manifest in this network.The methodology is field-based, and the instrument used is a localized questionnaire. Participants were instructed to diagrammatically represent any semantic relationships among the verbs provided.The findings demonstrate that the semantic graph constructed by Iranian bilinguals exhibits semantic relations such as synonymy (6.45%), reverse antonymy (34.94%), polysemy (7.79%), entailment (11.01%) (comprising "type-of" relations at 8.60% and "part-of" relations at 2.41%), as well as intra-linguistic collocation (28.22%). Among these, collocation, entailment, and antonymy were the most frequent relations, respectively. https://lrr.modares.ac.ir/article_7255.html With the increasing prevalence of online education, the significance of students’ self-regulation skills has never been more pronounced. Yet, many students struggle to develop and apply these skills (Bylieva et al., 2021). This transcendental phenomenological study investigates the self-regulation strategies employed by highly self-regulated university students in fully online learning environments. Participants were recruited online based on purposive and criterion sampling procedures. Data were collected through guided journals and semi-structured in-depth interviews, transcribed with Voxtab, and analyzed using Peoples' (2020) phenomenological framework and NVivo 10 software. The result revealed four major themes: meta-affective and affective practices, metacognitive and cognitive practices, socio-affective features, and tech-enhanced learning strategies. The study's trustworthiness was ensured through member checks, purposeful sampling, inter-rater agreement, and debriefing. The findings offer profound insights into students' experiences with online self-regulation. They present students with practical and effective online self-regulation strategies and provide educators with insights into course designs fostering self-regulation. https://lrr.modares.ac.ir/article_7257.html Despite extensive research on factors influencing Critical Pedagogy (CP) from a positive psychology perspective, the interplay between Emotion Regulation (ER), Psychological Well-Being (PWB), and Cultural Identity (CI) remains underexplored among Iranian English as a Foreign Language (EFL) teachers. This study investigates the mediating role of CI in a novel model linking ER to PWB, with CP as the dependent variable. It addresses how these variables contribute to advocating for social justice in Eastern educational contexts. Using the quantitative design and Path Analysis (PA), 243 Iranian EFL teachers completed four electronic questionnaires: the CP scale (Roohani & Haghparast, 2020), the CI scale (Taheri, 2013), the PWB scale (Dagenais-Desmarais & Savoi, 2012), and the ER Sscale (Gross & John, 2003). Data analysis via AMOS 26 software revealed strong fit indices indicating robust model fit. Findings indicated that CI partially mediated the relationship between PWB and CP. Both direct (ER to CP) and indirect (PWB to CI to CP) effects were significant, contributing to a significant total effect of ER on CP. It is implied that integrating CI into teacher development programs can promote CP globally by enhancing educators' emotional resilience and commitment to social justice initiatives. This approach supports policymakers seeking inclusive learning environments that advocate for equity in diverse settings. https://lrr.modares.ac.ir/article_7259.html Autism is a neurocognitive disorder. Many children with autism do not have a change in language and usually tend to have literal interpretations of phrases, which makes it difficult to understand metaphorical language, which can be seen in both visual and visual metaphors. The aim of this study was to compare auditory and visual metaphorical perception in children with mild autism and normal children. The present study is a cross-sectional and causal-comparative study. The statistical sample of this study includes 30 boys aged 7 to 10 years with mild autism studying in educational centers for exceptional children in Mashhad and 30 normal children matched in terms of age who were selected by convenience sampling method. After initial language assessment, they were assessed by metaphorical perception test and U Mann-Whitney test and SPSS 23 software were used to analyze the data. The results of data analysis showed that in metaphorical perception in general there is a significant difference between autistic and normal children (P <0.001), also, in understanding visual and auditory metaphors, the two groups showed a significant difference (P <0/001). The obtained results indicate that compared to normal children, children with autism have a lower performance in terms of understanding visual and auditory metaphors, and considering this issue can be used in planning and designing educational content and rehabilitation interventions in order to improve educational performance and social benefit of these children. https://lrr.modares.ac.ir/article_7260.html Rhetorical questions are those that, according to time and local condition, have a function, beyond rhe gaining awareness and information. In addition to having an interrogative structure, these sentences imply another meaning as the secondary meaning. But in some cases, according to a special textual context, the existence of one or more weak implicit meaning or meanings between the semantic superstructure in rhetorical questions and main implicit meaning, can be proved and caught. These weak implicit meanings can neither be ignored nor be considered as the main secondary meaning. Based upon that, the problem which is stated in this research is that, with regarding to the possibility of catching such implicit meaning(s) from rhetorical questions , what is the nature and statuse of these additional implicit questions? And assuming acceptance of their existence, whether the production of meaning in rhetorical questions is still instantly? or according to the proposed theory in this research, the production meaning approach in rhetorical questions includes some processes and levels?The approach of this research is analytic-applied approach and case study in some poems of prominant persian poets that there is a positinal stop in the structure of these poems. The results of this research reveals that , based on the author's prediction, the production of meaning in rhetorical questions has a process approach with three levels, in which, a second meaning layer is produced between superstructure and main implicit meaning (third semantic layer), that can be named as mediator semantic layer. https://lrr.modares.ac.ir/article_7261.html Besides the main elements such as setting, theme, plot, and conflicts, any narrative or story requires another key element called character. It is the character that adds meaning and life to each of these elements, transforming a narrative into a compelling story. Characterization is essentially the process of bringing life and creating human figures from the elements of a narrative discourse. Creating and developing characters in the realm of storytelling and art is a delicate and novel task referred to as “characterization.” This process results in the creation of characters that are believable, engaging, and understandable for the audience. Characterization establishes a bridge of communication between the reader’s or viewer’s mind and the world of the story, enabling them to empathize with the characters, understand their emotions, and become curious about their actions and motivations, thereby increasing audience engagement.The corpus of this research consists of short stories by the Afghan author Mohammad Asef Soltanzadeh. The present study, relying on Soltanzadeh’s ability to utilize and develop story characters, is conducted in a descriptive-analytical manner. The aim has been to analyze the use of the element of characterization and the interaction between pragmatics and stylistics in three short stories from the collection “Nowruz is Only Splendid in Kabul,” considering Culpeper’s theoretical framework (2017). The results of this study indicate that characterization consistently follows three elements: the degree of narrative control, the dialectic of self and other, and explicit and implicit meanings within the overall narrative discourse, which the author skillfully employs. https://lrr.modares.ac.ir/article_7263.html This study investigates the potential of interactive English as a Foreign Language (EFL) learning tools powered by Artificial Intelligence (AI) to enhance digital competence among higher education students. The primary aim is to detail the learning process in several aspects: Interactive EFL Learning Based on AI, its impact and implications, and Students' Digital Competence. The research employs a qualitative approach, utilizing qualitative interviews and classroom observation. A sample of 80 students from three different universities participated in using AI-powered EFL tools (ChatGPT) over a semester. The study employed intervention assessments to measure changes in digital competence and English writing proficiency. Additionally, student feedback was collected through structured interviews and observation to explore their experiences and perceptions. The collected data were processed and analyzed using manual coding techniques by compiling every response and organizing the summary.The results indicate that AI-based EFL tools significantly improve students' digital competence, including their ability to use technology effectively for writing tasks. Students demonstrated enhanced engagement, better language skills, and increased confidence in using digital tools for academic purposes. However, challenges such as technological anxiety and varying levels of tool effectiveness were also identified. This study highlights AI's efficacy in enhancing digital competence within the EFL environment, adding to the expanding corpus of research on the topic. The results offer important insights for educators and policymakers aiming to improve English language education using innovative AI-based approaches. https://lrr.modares.ac.ir/article_7264.html The aim of this research was to identify the challenges and requirements of teaching English in the curriculum system of Iran. The research questions focused on English language education in upstream national documents, the current state of English language teaching, the challenges facing learning, and the requirements for teaching English in schools. The study area was the city of Sarayan in the academic year 2022-2023. To conduct the research, document analysis, surveys, phenomenology, comparative studies, and focused discussion group were used. To examine the experiences of subject experts and English language teachers and students from interviews and to benefit from the experiences of other countries, the teaching methodology and learning outcomes of the four countries were meticulously examined. Changing the teaching method, increasing the teaching time, teaching from a younger age, retraining teachers, reviewing assessment techniques, redesigning the physical space, and revising the content and methods of retraining and empowering teachers are among the requirements set for effective English language teaching in the official curriculum. https://lrr.modares.ac.ir/article_7265.html In this research, teaching Persian nominal suffixes and affixoid (kar, gar, ban, baz, -ande) in derived words to non-Persian speakers using two explicit and implicit methods has been discussed. In direct/explicit approach, the achievements and fundamentals of cognitive morphology approach developed by Hamawand (2011) were used, and in indirect/incidental approach, texts containing derived words were taught to language learners. In this study, 16 Farsi learners at advanced level from Azfa Center of Allameh Tabatabai University and Shahid Beheshti University were examined in the form of two control and experimental groups. Language learners participated in two tests as pre-test and post-test. The results of this research, based on descriptive statistics, showed that teaching noun suffixes by using Hamavand's achievements and cognitive morphology and the three cognitive functions of categorization, configuration and conceptualization along with prototype and periphery concepts can be effective and useful in improving vocabulary knowledge. In general, it seems that informing Persian learners about the lexical and semantic structure of derived words increases their linguistic knowledge and learning level. https://lrr.modares.ac.ir/article_7266.html This research aims to study the effect of the internal aspect of the language in the development of the perception of meanings and its function in the translation process and to study the role of reminiscence and association of the translator's prior knowledge of meanings when choosing an equivalent in translation. However, in translation, only one of its semes will be able to manifest itself. But, when evaluating the equivalents chosen in literary translation, we sometimes encounter cases that indicate that the translator has gone beyond the usual vocabulary related to the semantic field of this word. The fundamental question is: in these cases, the question of choosing an equivalent is based on which intralinguistic factors and which elements of the language influence this choice? So, based on the opinions of Humboldt, Erdmann, and Gauker regarding the dimensions of language and the translator's thinking, a semantic study of the equivalents selected in three Persian translations of André Gide's novel Strait is the Gate was conducted. This comparative study demonstrates the translator's transition from the external to the internal domain of language to represent secondary meanings. Accordingly, although the translator can traverse the internal aspect of language thanks to his cultural and literary knowledge, to convey the semantic idea and figurative meaning that resides in the word in the source language, he needs a connection between his linguistic knowledge in the source language and his postulationist conception in the target language. https://lrr.modares.ac.ir/article_7267.html Language teacher professional identity refers to each individual’s understanding of their identity, helping them prepare for their professional lives and is affected by different factors. This study thus explored the reasons why language teachers chose this profession, their perceptions of the notion of language teacher professional identity (LTPI), the influential factors in the formation or change of professional identity, and the contribution of communities of practice. A 37-item questionnaire along with five open-ended questions was developed and administered to 109 English language teachers studying Teaching English as a Foreign Language (TEFL) at Iran University of Science and Technology (IUST). The outcome of the study revealed that language teachers perceived their professional identity mostly related to students, self-knowledge and awareness, and practice into knowledge. They stated that students, context, and disciplinary knowledge could greatly cause constant change in the progression and formation of professional identity. The research could shed more light into the improvement of language teachers’ professional development and teacher education programs. https://lrr.modares.ac.ir/article_7270.html Semiotics, with its phenomenological turn, provides the basis for re-projecting lost dimensions of meaning such as presence, perceptual-sensory flow, and the body. French semiotician Eric Landowski also proposes linguistic systems of adaptation and coincidence in a different way from Grimas. The Resāle-y-Mūmūsīyāh by Ehsan Abdipour, in which the linguistic actions of the actors create an interactive situation in which we witness the transformation of discursive spaces into each other and one event into another. These successive becomings are formed in the context of language and through perceptual-sensory and bodily processes. The issue is how the process of generating meaning in the context of language and the processes of transition from language to discourse are realized. In this research, the mechanisms of meaning production are investigated from the perspective of Landofsky's phenomenology in the context of adaptation, coincidence, programmatic and persuasive linguistic systems. Also, the phenomenological manifestations of the body are examined and analyzed by relying on the linguistic and discourse systems of this story. The aim of the research is to apply Landowski's phenomenological model in analyzing the linguistic structures of the story. The research question is also how does the main character of the story live in the world and which linguistic and discursive systems are seen in this story? The result shows that the systems of planning and persuasion force the main character of the story to accept certain requirements, but the systems of adaptation and coincidence create a lived experience for her. https://lrr.modares.ac.ir/article_7271.html Learning French as a foreign language presents unique challenges that may sometimes reduce students' motivation and academic performance. This study aimed to examine the relationship between cognitive and metacognitive strategies, mental vitality, and academic buoyancy among French language students. A mixed-method approach (quantitative and qualitative) was employed in two phases. In the quantitative phase, data were collected using standardized questionnaires on academic buoyancy, mental vitality, and cognitive and metacognitive strategies. The statistical population included all 61 French language students at Hakim Sabzevari University, who participated in the study through a census sampling method. In the qualitative phase, semi-structured interviews were conducted with 10 French language professors from Iranian universities to explore their perspectives and experiences regarding academic buoyancy and its influencing factors. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were examined through inductive content analysis. The quantitative findings revealed that the use of cognitive and metacognitive strategies, along with mental vitality, positively influenced students' academic buoyancy. Furthermore, qualitative results indicated that various factors, including social variables, family, educational emotions, learner goal-setting, learning strategies, cognitive functions, communication skills, cognitive and emotional skills, academic behavioral motivators, educational content, teacher-related personal variables, teaching skills and techniques, and the teacher's motivational approach, significantly impact students' academic buoyancy. https://lrr.modares.ac.ir/article_7272.html Given that language serves as a reflection of social concepts, and considering the significant roles of "hopelessness" and "hopefulness" within human society, this paper aims to investigate the rates of hopelessness and hopefulness, as well as their conceptualizations in the language of Persian stories from the 1970s to the 2010s. To achieve this aim, six bestselling story books from each decade have been selected as the corpus for this study. The rationale for choosing stories as the focus of this research lies in the dual role that they play: either as the reflection of social contexts or as constructs particular social environments. Both perspectives stress the critical importance of examining social concepts within these narratives. In the selected corpus, metaphors and linguistic constructions pertaining to hopelessness and hopefulness have been analyzed based on the framework established by Kövecses (2020) and the principles of Construction Grammar. The findings reveal that, upon comparing the token frequency of metaphors and linguistic constructions associated with hopelessness and hopefulness, there has been a sharp increase in the prevalence of hopelessness in Persian narratives over time; however, this trend has shown a slight decline in the 2000s. Furthermore, through an analysis of metaphorical mappings and construction schemas, it is evident that hopelessness in Persian stories is conceptualized through the notion of "inability", while hopefulness is articulated through concepts of "object" and "reliance on God". https://lrr.modares.ac.ir/article_7273.html This study analyzes the semantic meaning of the word "zanīm" in verse 13 of Surah Al-Qalam and, by examining contemporary Persian translations, seeks to clarify the precise meaning of this word. As an example of words with evolving meanings in the Quran, "zanīm" is used only once in the mentioned verse and does not appear in any other verses in any derived or related forms. This rare occurrence presents challenges for accurately interpreting the word, reflecting the lack of consensus on its meaning among translators and exegeses of the Quran. Consequently, this ambiguity and the multiplicity of interpretations emphasize the need for a systematic and semantic study—one that, through analyzing the context of the verse and reviewing linguistic and exegetical perspectives, can offer a more accurate understanding of the word "zanīm" and, thus, provide a basis for resolving the challenges in its comprehension and translation. The significance of this study lies in its precise examination of how the word "zanīm" is used and the analysis of its various meanings and interpretations, which can be beneficial for researchers in Quranic studies. The aim of the research is to provide a comprehensive understanding and propose a more accurate translation for the word "zanīm" within the context of the verse. The research method is analytical-descriptive, and related meanings are explored based on the views of interpreters and lexicographers. The findings indicate that "zanīm" carries a negative connotation, referring to individuals who, due to improper behavior, false lineage, or https://lrr.modares.ac.ir/article_23988.html Second language (L2) learners often struggle with the acquisition of the present perfect tense. However, input flooding and meaning-focused reading have shown some promise in helping L2 learners acquire an L2 more easily. In light of this, we designed an experiment to investigate whether input flooding and meaning-focused reading activities could help L2 learners comprehend and produce the present perfect tense. To this end, three intact classes from a high school were selected, and they were randomly assigned to three conditions: an input flooding-only condition, a meaning-focused reading plus input flooding condition, and a control condition. The results of the statistical analyses using one-way between-group ANOVAs indicated that incidental exposure through input flooding and meaning-focused reading activities enhanced both the target form’s comprehension and production. The results further demonstrated that meaning-focused reading activities combined with input flooding yielded a more facilitative role in enhancing both the comprehension and production of the feature than input flooding-only did. These findings suggest that incorporating implicit procedures, including input flooding together with meaning-focused reading activities, has the potential to not only help L2 learners comprehend the present perfect tense but also produce this linguistic form. Consistent with the Form Meaning Use (FMU) Model and the noticing hypothesis, our findings encourage the inclusion of structured exposure in language programs by language teachers and curriculum developers to hone L2 learners’ grammatical competence. https://lrr.modares.ac.ir/article_23989.html Despite the evidenced significance of pragmatic learning strategies (PLSs) for L2 pragmatic performance, research into their instruction is extremely rare. This study explored the effects of two explicit pragmatic learning strategies-based instruction (PLSBI) approaches, namely separate and integrated, on the speech act (request and apology) production and PLSs’ use of 90 intermediate EFL learners in three 30-member convenience sampled PLSBI groups: explicit separate, explicit integrated, and control (ESG, EIG, and CG, respectively). As an intensive PLS-focused course, separate PLSBI involved explicit PLSs’ explanation and teacher modelling, followed by presentation of speech act-containing video vignettes and pair predicting tasks for strategic practice. In contrast, integrated PLSBI involved presentation of the same video vignettes, and predicting task performance mediated by explicit PLSs’ explanation and teacher modelling. Both conditions targeted 20 PLSs (11 explicit and 9 implicit) in 10 40-minute sessions. CG, however, did not receive any targeted pragmatics instruction, and was just exposed to the video vignettes as speech act input. Speech act production was measured a 16-item written discourse completion test (WDCT) for apology and request production and Pragmatic Learning Strategy Inventory (PRALSI) for PLSs’ use. The results of one-way ANCOVA and MANCOVA demonstrated significant effects of both PLSBI approaches on WDCT and PRALSI scores, with EIG surpassing ESG. These findings substantiate the effectiveness of explicit PLSBI, especially the integrated approach, for pragmatic performance, and highlight the critical role of PLSBI in promoting autonomous interlanguage pragmatic development in EFL contexts. https://lrr.modares.ac.ir/article_7274.html This research seeks to examine the discourse structure in the sermon of the visit of Zahra based on the tense pattern of discourse and tries to analyze the change in the semantic system of discourse from one state to another by relying on the tense structure and passing through the conditions of discursive rupture and connection. Since in a tense system, layers of pressure and extension play a role in communication and interaction with each other, and the surface interconnection of pressure and extension forms the structure of the discourse, the study of the discourse of this sermon showed that Zahra, as a speaker, becomes an active actor in the process of dynamic and fluid meaning-making and makes meaning in a tense discourse system; therefore, Hazrat has used a specific tense and linguistic structure to convey meaning to break the semantic system of the rule of the covenant-breakers and has shown them to be incompetent by exposing their wrong actions, behaviors, and speeches. The use of these signs has increased the emotion in the speech and has enabled the language to reach the most impossible times and places, and as a result, has had a greater impact on the listener. The change in meaning and its fluidity from one stage to another, by changing in various ascending, increasing, descending, and ultimately increasing patterns, has been able to instill in the speaker a sense of determination, steadfastness combined with anger, being right, and being firm in faith and belief. https://lrr.modares.ac.ir/article_7275.html دوگان‌سازی[i] یکی از روش‌های زایای واژه‎سازی در بیشتر زبان‎های طبیعی است. در زبان فارسی نیز این شیوۀ واژه‎سازی ضمن زایابودن، در هر دو نوع کامل و ناقص مشاهده می‎شود. هدف پژوهش حاضر بررسی این پدیده در فارسی در چارچوب دو رویکرد موجود در انگارۀ صرف توزیعی[ii] یعنی رویکرد ترمیمی و رویکرد وندافزایی است تا مشخص شود، ازطریق کدام یک از دو رویکرد موجود در این انگاره می‎توان دوگان‎سازی در زبان فارسی را با کمترین بار محاسباتی در نظام زبان تبیین نمود. در فرایند وندافزایی یک واحد واژگاهی خاص به ساخت نحوی افزوده می‎شود تا مشخصه‎های صرفی نحوی خاصی را که ازطریق ستاک در اختیار بخش واجی قرار داده می‏شود، بازبینی و حذف کند؛ درمقابل، در رویکرد ترمیمی، دوگان‎سازی حاصلِ انجام عملیات ترمیمی واجی ازطریق یک وند نحوی (معمولاً تهی) روی ریشه است. در این پژوهش با تکیه بر پیکرۀ گفتاری زبان فارسی به بررسی دوگان‎سازی در زبان فارسی پرداخته‎ایم. این مطالعه نشان می‎دهد که از دو رویکرد نام­برده، رویکرد وندافزایی به‎طور بهینه و با صرف هزینه محاسباتی کمتر قابلیت تبیین دوگان‎سازی در فارسی را دارد.[i] reduplication[ii] distributed morphology https://lrr.modares.ac.ir/article_23990.html Authorship Attribution is an application of stylometry that assigns authors to anonymous texts based on writing features. Several models have been developed for languages, such as English, Chinese, and Dutch. Although many studies address authorship attribution in Arabic, most of them do not critically assess whether the applied theories and techniques fit Arabic’s unique linguistic features. This study aims to identify the most suitable techniques for Arabic authorship attribution by evaluating computational theories and artificial intelligence methods. Using a descriptive-analytical methodology, it reviews and compares empirical studies on Arabic texts, including literary and online materials. Data were collected from published studies, experiments, and corpora applying authorship attribution to Arabic, focusing on method effectiveness relative to Arabic’s structural features. Results show that among computational theories, only the K equation reliably determines Arabic text authorship. Among AI’s Machine Learning methods, SVM outperforms KNN, AdaBoost, and Naïve Bayes, but the master-slave technique performs significantly better. In NLP approaches, ARBERT and AraELECTRA achieve up to 96% accuracy, with POS tagging outperforming LSA. Further research is needed to determine the most accurate technique for Arabic authorship attribution. https://lrr.modares.ac.ir/article_7276.html This study, drawing on Conceptual Metaphor Theory and its cultural extension as developed by Zoltán Kövecses, analyzes the conceptual metaphors of Satan in the Qur’an. It aims to demonstrate how the lived experiences and cultural structures of the Arabs during the time of revelation contributed to the conceptualization of Satan as a wholly abstract entity. To this end, a corpus of 47 Qur’anic verses containing culturally grounded metaphors related to Satan was compiled and analyzed. The findings reveal that the source domains of war, the tradition of javār (protection), companionship and social interaction, and the notions of servant and captive function as culturally significant domains in metaphorically conceptualizing Satan. Among these, the jār tradition is uniquely tied to the cultural context of pre-Islamic Arab society, and while the war domain is broadly recognized across cultures, it still bears culture-specific features. In contrast, the domains of companionship and servitude are more universally understood. Each domain frames Satan in a distinct manner: as a defeated commander, a treacherous protector, an abusive companion, and a powerless laborer before God’s will. These metaphorical representations—rooted in human experience in general and that of the early Arab audience in particular—effectively deconstruct Satan’s false aura and portray submission to him as undesirable and reprehensible https://lrr.modares.ac.ir/article_23991.html This article examines the semiotics and semantics of the work "The Suicide Shop" and seeks to analyze the reasons for its success in Iran. In this work, there are enigmatic signs of beauty hidden beneath the bleak exterior of suicide and despair, which convey a sense of beauty to contemporary readers. The story magnifies the everyday life and despair of modern humanity, offering hope and motivation to the younger generation. The balance between beauty and pain creates a suitable space for reflection on the truth of life and the search for hope in difficult circumstances. These characteristics are among the factors that contribute to the success and longevity of the work. In this story, the character Alan breaks the monotony of daily life and creates special moments by playing a different song, striving to convey a spiritual and transcendent meaning to his family. His kind behavior has a significant impact on other family members, opening a pathway for change in the narrative. Ultimately, the semiotic analysis of this work indicates that its acceptance in modern society stems from the enigmatic hope embedded within the author’s dark humor. This quality enriches the reader's mind and encourages them to read and recommend this story to others. https://lrr.modares.ac.ir/article_7277.html Teachers constantly experience job-related stress, placing them at serious risk of experiencing burnout syndrome. Investigating the factors that influence EFL teachers' wellbeing provides invaluable insights into how their wellbeing can be improved and maintained when confronted with challenges. Accordingly, the current research made a new contribution to the study of teacher burnout by investigating the relationships between time perspective, self-efficacy, and teacher burnout within the context of English as a Foreign Language (EFL) in Iran. For this purpose, a sample of EFL teachers (N = 527) completed three questionnaires related to the variables under investigation (i.e., time perspective, self-efficacy, and burnout). Indices of structural equation modeling (SEM) revealed that time perspectives can directly cause teacher burnout. Additionally, they can indirectly affect burnout by leading to a lack of self-efficacy, which subsequently increases burnout. The results also highlighted the potential direct and indirect role of self-efficacy in reducing teacher burnout. It was found that self-efficacy can function as a mediating variable that would reduce the adverse effects of negative perspectives of time (i.e., past negative and present fatalistic) on teacher burnout. Ultimately, this study contributed to a more nuanced model of psychological processes affecting teacher well-being. The identification of self-efficacy as a significant mediating variable indicated that interventions aimed at strengthening teachers’ beliefs in their capabilities could mitigate the detrimental effects of maladaptive time perspectives. This highlights the potential value of psychological training and support programs, targeting self-efficacy enhancement, and time perspective awareness as effective strategies for preventing teacher burnout. https://lrr.modares.ac.ir/article_23992.html This study employs a semiotic approach to analyze Asaad Rustam's satirical poem "Duyuk wa Duyuk", utilizing Yuri Lotman's theoretical framework. The significance of this research can be explained on three levels: 1. Practical: It applies cultural semiotics to the interpretation of Arabic literary satire; 2. Methodological: It proposes a tripartite model (opposition, explosion, intertextuality) for analyzing political satirical texts; 3. Social: It examines literary resistance strategies within Syria’s authoritarian context. The findings of this descriptive-analytical study reveal that Rustam transforms satire into a tool for deconstructing dominant discourses. At the first level, the poet challenges social structures by constructing binary oppositions such as tradition/modernity and appearance/reality (e.g., superficial peace vs. underlying resentment). At the second level, he subverts audience expectations through semiotic explosions (e.g., the satirical triad "Fāaflasa! Fāḥtajabat! Fāḥtajab!"). At the third level, he engages in a critical rereading of culture via intertextuality with folk literature (e.g., using the rooster as a leitmotif). The study demonstrates that Rustam’s satire functions as a form of semiotic resistance—simultaneously reflecting and transforming Arabic culture. It provides a model for analyzing satirical texts within cultural semiotics, applicable to the literature of other authoritarian societies. https://lrr.modares.ac.ir/article_7278.html This study aimed to explore the impact of pragmatics instruction on the perception and production of expressive and directive speech acts by Iraqi EFL learners. The study also sought to investigate the attitudes of both learners and teachers towards the use of task-based pragmatics instruction in both conventional face-to-face and technology-based classrooms. To achieve this goal, 120 Iraqi EFL learners took part in the study, divided into two experimental groups (conventional and technology-based classrooms) and one control group without pragmatics instruction. Data were analyzed quantitatively and qualitatively using statistical quantitative approaches for the former and content analysis for the latter. The results revealed that students who received instruction in speech acts, whether in conventional or online classrooms, performed better than those who did not receive any instruction in this area. Additionally, the findings supported the idea that online students outperformed their counterparts in conventional classrooms. Furthermore, the study found no significant gender differences in the speech act performance of Iraqi EFL learners. In the end, the benefits and challenges of task-based pragmatics instruction in online and conventional classrooms were discussed and implications were provided. https://lrr.modares.ac.ir/article_7279.html This study applies Martin Seligman’s PERMA model of well-being to Haruki Murakami's Norwegian Wood, offering a positive psychology perspective on the novel. According to Seligman, well-being comprises five dimensions: Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment. Using a qualitative literary analysis, the research examines Toru Watanabe’s journey of love, grief, and self-discovery by identifying and interpreting textual elements aligned with the PERMA model, demonstrating how these elements interplay in his pursuit of well-being. By analyzing Toru's relationships and emotional experiences, the study examines the transformative role of positive emotions and meaningful engagement in navigating life’s adversities. The dynamic nature of accomplishment is also highlighted, showcasing Toru’s resilience and his ability to find fulfillment in the face of challenges. The findings reveal the nuanced integration of positive psychology principles within Murakami's narrative, emphasizing the interplay of emotional connection, purpose, and personal growth as pathways to flourishing. The study concludes that Norwegian Wood not only encapsulates the complexity of human flourishing but also underscores the resources and pathways available for cultivating a meaningful and resilient life. These insights contribute to the broader understanding of literature’s potential to illuminate the principles of positive psychology and human well-being. https://lrr.modares.ac.ir/article_23994.html Eloquent silence of Ephratt is an active tool in message transmission and encompasses referential, emotional, poetic, persuasive, empathetic, and meta-linguistic roles. The valuable work, Nahj al-Balaghe, has encountered manifestations of eloquent silence appropriate to the state of its audiences. This research, conducted using an analytical-inferential method, points to the exploration of eloquent emotional silence in various fields of Imam's oratory and examines its active, influential, and meaningful role in conveying message, feeling, and thought through the unsaid aspects of speech. The outcome of the present research indicates that sometimes we encounter words or phrases that have often been used to fill space. Examination of these phrases reveals that some of them have an active function, for instance, indicating the submission of the speaker or listener; some have been used to persuade, threaten, or humiliate audiences; some convey an emotion within Imam, such as regret for remaining unknown among the people of his time, a sense of sorrow and suffering from the usurpation of the caliphate, and a comparison of his personality with the companions of Saqifah. However, some others express certain inherent qualities of his, such as humility, or a sense of pride in https://lrr.modares.ac.ir/article_7280.html This study investigated the role of naiveness and expertise in noun phrase complexity of academic texts as measured by noun phrase pre- and postmodifiers. To this end, four corpora of the abstract sections of Master of Arts (MA) theses (to represent expert academic writing) in applied linguistics authored by English native and Persian writers were constructed. Noun phrase modifiers were identified thorough automatic grammatical taggers (Stanford Core NLP) and noun phrase extraction tools. Findings revealed that novice and expert academic writers differed significantly in the use of some of the noun phrase postmodifiers. However, the difference between native and nonnative academic writers in the use of premodifiers was not large enough to show statistical significance. Findings support the view that the most important distinction in advanced academic writing is not between native and nonnative writers, but between expert (senior) and novice (junior) ones. Pedagogical implications of the findings are also discussed. https://lrr.modares.ac.ir/article_23995.html With the expansion of various electronic learning methods in educational systems, students' inclination toward technology-based learning has increased. As such, Hybrid Flexible (HyFlex) learning has emerged as an innovative learning model that allows students to choose their preferred mode of class attendance (in-person, online, or offline) based on their individual circumstances. This study aims to assess the satisfaction level of Iranian French language students with HyFlex learning, and identify its advantages and challenges within the Iranian higher education system. Forty-three undergraduate French Language students at Imam Reza International University participated in the study. The research methodology was mixed, with data collected through questionnaires and semi-structured interviews with students after two semesters of HyFlex courses. Findings indicate that all four principles of HyFlex Learning (Learner’s choice, Equivalency, Accessibility, and Reusability) contributed to increased student satisfaction; In particular, learner’s choice of class attendance mode, opportunities for personalized learning, and continuous access to resources, coursework and class activities played a significant role in enhancing students’ learning experience. However, challenges such as reduced interaction between in-person and online students, as well as certain technical problems were also identified, which influenced learners’ experience with HyFlex learning. Research findings highlight the importance of providing the necessary technological infrastructure, and implementing appropriate teaching strategies for enhancing interaction between online and in-person students to improve learners’ satisfaction and engagement in HyFlex courses. https://lrr.modares.ac.ir/article_23996.html This study investigates the level of self-awareness among Iranian translation trainees regarding the sub-competences outlined in PACTE (Process in the Acquisition of Translation Competence and Evaluation) model. Despite the growing body of research on translation competence, there remains a significant gap in how trainees perceive and internalize these skills. Adopting a quantitative approach, data were collected through a structured questionnaire administered to 100 English translation trainees at universities in Iran. The central problem addressed in this research is the lack of self-awareness among translation trainees concerning fundamental translation competences—an obstacle that may hinder their development into professional and effective translators. The primary objective is to assess the trainees’ self-awareness and identify specific challenges related to their competences. The findings reveal considerable weaknesses, particularly in strategic and extralinguistic competences. These results highlight the need to revise and enhance translation curricula to effectively integrate the PACTE model and strengthen the metacognitive aspects of translator training. Ultimately, the study emphasizes the critical role of self-awareness in fostering translation competence. Future research should explore the application of the PACTE model in diverse cultural contexts and examine the impact of targeted pedagogical interventions on translation quality. https://lrr.modares.ac.ir/article_7282.html The growing emphasis on English proficiency in higher education in English as a foreign language in countries like Vietnam has increased English oral presentation assignments in English, particularly through group work. However, these group work presentations often generate significant anxiety among tertiary students. This study analyzed the reasons contributing to student anxiety in English group work presentations, especially emphasizing individual characteristics, group dynamics, and cultural influences that could affect the students' performance. The study utilized 385 representative survey questionnaires and semi-structured interviews with 45 university non-English major students in Vietnam to gather quantitative and qualitative data on their anxiety levels and coping strategies. It was discovered that students were most anxious due to language competency and their fear of their peers, as students appeared to be insecure when asked questions about their speaking ability, and they were worried about committing errors. Students' anxiety was also influenced by some group characteristics, such as the degree of group cohesion and support among peers. In particular, the student's cultural background, especially Vietnamese culture's emphasis on modesty and anxiety in public speaking, greatly added to the student's anxiety. Teachers might want to explore using scaffolded speaking tasks alongside other group management techniques and cultural sensitivity as a means of facilitating student anxiety and enhancing performance in group work presentations. https://lrr.modares.ac.ir/article_23997.html Distributed Morphology was first introduced by Halle and Marantz in 1993. In this theoretical approach, there is no distinction between word formation and sentence structure. Syntax constructs a system of structures composed of morphemes, producing entities that connect phonetics and semantics. This study examines the process of partial reduplication and the role of aspect in the formation of reduplicated forms in Persian from the perspective of Distributed Morphology theory. According to Anousheh (2021: 616), independent computations applied after representation at the phonological and logical levels provide an appropriate theoretical framework for analyzing this process. In this study, using a descriptive-analytical method, various examples of partial reduplication processes in Persian have been examined.The results of the research indicate that in the formation of partial reduplicated forms, the constituent roots of the reduplicated form, after merging with their repeated part and moving to the specifier position of the aspect group through the agreement relationship of specifier-head, review the aspectual feature of the reduplicated form. This process leads to the creation of more complex structures that contain the features of durative aspect and action repetition. The findings of the study also reveal that the partial reduplicated forms obtained go beyond the mere morphological repetition of a lexical element.. Thus, it can be concluded that the process of partial reduplication and the formation of reduplicated forms can be explained within the framework of Distributed Morphology https://lrr.modares.ac.ir/article_23999.html In Vietnamese EFL classrooms, where hierarchy, harmony, and emotional restraint shape the norms of interaction, the act of speaking is rarely neutral. This study explores how secondary school English teachers reflect on their own classroom talk, particularly in moments where tone, word choice, or timing carried consequences beyond the surface of instruction. Drawing on a corpus of written reflections composed during a professional development program, the study uses a narrative thematic approach to examine how teachers describe their use of politeness, indirectness, and mitigation as part of their relational practice. Findings reveal that teachers navigate a complex affective landscape in which every utterance is weighed, not only for instructional clarity, but for its potential to preserve face, protect learner confidence, and sustain classroom rapport. While the strategies they describe echo familiar theories of politeness and facework, their reflections emphasize emotional impact over theoretical constructs. Language is remembered not by structure, but by feeling, whether it healed, harmed, or held the space between teacher and learner. The study highlights the need to treat classroom discourse as ethically loaded and culturally situated, suggesting that language in education is not only a vehicle for learning, but a daily act of relational care. https://lrr.modares.ac.ir/article_24000.html Digital technologies have significantly reshaped the landscape of language education, influencing both pedagogical practices and teacher professional development. This review article investigates the role of English language teachers’ digital literacy in enhancing teaching efficiency by synthesizing findings from recent empirical and theoretical studies. Drawing on a comprehensive analysis of peer-reviewed journal articles, books, and academic reports published over the past decade, the review explores how digital competence contributes to instructional effectiveness, classroom engagement, and ongoing teacher growth. The literature was systematically selected based on relevance, publication quality, and thematic focus on digital literacy and language education. The synthesis reveals that teachers with higher digital literacy are better equipped to integrate educational technologies, adapt to dynamic learning environments, and foster more interactive and learner-centered classrooms. The review highlights the growing importance of digital skills in teacher development and calls for structured digital literacy training in language teacher education programs. https://lrr.modares.ac.ir/article_24001.html Formulaic sequences (FSs) have a significant role in second language learners’ fluency. Thus, this study compared the distributions of FS types and FS codes in undergraduate and postgraduate students’ writings. A hundred expository compositions written by 50 undergraduate and 50 postgraduate students majoring in teaching English as a foreign language were coded for the FS types and FS codes and the coded data were analyzed. Regarding the FS types used by undergraduate students, the results indicated that the highest frequency belonged to collocations and the lowest to idioms. With regard to FS codes, the results showed that undergraduates’ use of grammatical collocations was significantly higher than that of lexical collocations while there was no significant difference in their use of the three lexical bundle codes nor in their use of compound codes. Concerning the distribution of FS types in postgraduate students’ writings, the most commonly used FSs were collocations while idioms were not used at all. As with FS codes, no significant difference was found in the postgraduates’ use of collocation codes and lexical bundle codes. However, they used open forms significantly less than closed and hyphenated forms. Regarding the comparison of undergraduate and postgraduate students, it was revealed that within the FS types, both groups used collocations with similar frequencies, but they differed in their use of other FS types. Idioms were more used by undergraduates whereas lexical bundles and compounds were more employed by postgraduate than undergraduate students. The study presents implications for language teachers and learners. https://lrr.modares.ac.ir/article_24002.html In cognitive linguistics, which is one of the new branches of linguistics, metaphor finds a new meaning and turns from a mere linguistic state into a mental and abstract phenomenon. Conceptual metaphor opens the way to understanding the intertextual relationships of literary works; Because it is conventional and productive and relies on the understanding of one concept in terms of another concept and connects language to the mind and mental reserves. In fact, conceptual metaphor is a kind of mental construction that humans use to better understand the world. Considering the attitude and worldview of Khwaja Nizam al-Mulk and Renmat al-Maali towards the government and the words related to it such as Shah, Bait al-Mal, etc., in this research, which was carried out by an analytical and descriptive method, it was tried to use the approach Cognitive Linguistics is to investigate the types of metaphors in the policy and Qaboosnameh, which are prominent prose texts of the Seljuk period. In this way, after studying both works, all kinds of ontological, structural and directional metaphors were identified. The results of the research show that in expressing the educational intentions of the king, his courtiers and their entourage, https://lrr.modares.ac.ir/article_24003.html The causative–anticausative alternation is one of the fundamental phenomena at the interface of syntax and verb semantics, which has received special attention within the framework of cognitive linguistics, particularly from the perspective of the causal event schema. This study aims to investigate the semantic roles in the causative–anticausative alternation of change-of-state verbs in the Kalhori dialect of Kurdish. Drawing on Croft’s (2012) theory of the causal event schema, the study investigates how causative and anticausative constructions are represented in this dialect from a cognitive perspective. The data were collected through interviews with native speakers of Kalhori and analyzed using a descriptive–analytical method. The findings indicate that, as in many natural languages and dialects, verbs whose subjects in causative constructions exhibit high agentivity are less likely to appear in anticausative forms. Conversely, verbs whose subjects tend to function as non-agentive causers or experiencers show a greater tendency to occur in anticausative structures. These patterns reflect Kalhori speakers’ cognitive understanding of causation, agency, and event structure. The results contribute to enriching cognitive linguistic studies on verbs, semantic roles, and event representation, while also serving as a significant step toward the documentation and scientific analysis of the underexplored Kalhori dialect of Kurdish. https://lrr.modares.ac.ir/article_24004.html Raciolinguistic ideologies are beliefs that link language and race, leading certain accents or languages to be perceived as inferior or devalued based on the speaker’s racial identity, thereby perpetuating linguistic inequalities among speakers. This study examines how media in Iran represent and reproduce accent-based discrimination, and which factors play the most significant role in maintaining such biases. The research corpus consists of 205 texts drawn from newspapers, magazines, official news websites, television programs and series, and social media clips concerning Iranian speakers’ accents between 2012 and 2024 (1391–1403 in the Iranian calendar). Texts were purposefully selected to capture those that generated the most public attention and audience reactions. The theoretical framework integrates sociolinguistics and critical discourse analysis, grounded in the perspective of raciolinguistic ideologies; this framework considers language not merely as a micro-level structure but as a macro-level system intertwined with power institutions, enabling the analysis of how linguistic and social inequalities are reproduced. Data were analyzed using a descriptive–analytical approach, focusing systematically on the components of accent-based discrimination, labeling accents according to region, enforced standard accents, and aesthetic judgments. Findings indicate that media, consciously or unconsciously, reproduce accent-based discrimination, with aesthetic judgments and the evaluation of accents occurring most frequently. These results are linked to the ideology of monolingualism and the lack of linguistic awareness among speakers regarding language diversity. Overall, the study highlights the significant role of media in reinforcing linguistic and social inequalities. https://lrr.modares.ac.ir/article_24005.html Over the last two decades, there has been increasing recognition of the significance of language teacher agency in promoting teachers’ professional development and capacity to manage complex classroom dynamics. This study explores how communities of practice (CoPs) influence the development and transformation of language teacher agency by analyzing critical incidents (CIs) in English classrooms in Iranian public high schools. Data were collected through Narrative inquiries, observation, reflective journals, and semi-structured interviews. The analysis revealed the transformative impact of reflective practice and participation in a CoP on teacher agency. Initially, teachers frequently experienced feelings of being overwhelmed and limitations due to structural barriers. However, by participating in a CoP, they cultivated more adaptive, empathetic, and proactive strategies for addressing classroom challenges. Students, as active members of CoPs, also contributed to the teachers’ agency by collaborative problem-solving, promoting reflection and adaptation, and facilitating teacher development. This collective responsibility of teachers and students strengthens teacher agency. The CoP offers a supportive environment that empowers teachers to reshape their agency in ways that correspond with their professional values and effectively serve student needs. https://lrr.modares.ac.ir/article_24006.html This article analyzes the curriculum of the Master's in teaching French as a Foreign Language (FFL) in Iran, comparing the old and new programs to assess the consequences of the changes made. Through a systemic comparison of the two curricula and a study of students' experiences, the article identifies the challenges encountered, positive outcomes, and best practices within the Iranian institutional context. The new curriculum places greater emphasis on skills development in context, in line with a social constructivist approach to learning, whereas the old one focused on achieving specific objectives. The results show that, although the new curriculum offers greater subject diversity and some advancements, surveys indicate that it remains insufficient to effectively meet the demands of the Iranian job market. Additionally, graduates' experiences reveal changes in their classroom practices after completing the program, demonstrating a tangible impact of the curricular modifications. https://lrr.modares.ac.ir/article_24007.html Idendity development in L2 learning has recently attracted substabtial attention. Employing self-regulated strategies is also considered as a feature of successful L2 learning. Much research has been done on both self-regulation strategies and identity. However, few (if any) have explored learners’ perceptions toward the power of self-regulation strategies in predicting L2 identity. To address this gap, this study attempted to analyze the perceptions of 300 Iranian EFL learners regarding the potential role of seven types of self-regulation strategies in predicting L2 identity. To this end, quantitative and qualitative data collection techniques were employed. Quantitative data were collected through the Multidimensional L2 Identity Questionnaire (MLIQ), the Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), Motivational Self-Regulation Questionnaire, and Emotion Regulation Questionnaire (ERQ). Qualitative data were collected through an open-ended questionnaire and a semi-structred interview. An explanatory sequential mixed-methods approach was used to address the research questions. Content and thematic analyses of the qualitative data, conducted in MAXQDA (version 2022), were done both deductively and inductively. The qualitative findings unveiled that from Iranian EFL learners’ perspective, the seven types of self-regulation strategies could predict their L2 identity. The quantitative results, obtained through conducting multiple regression analysis, showed that the motivational and socio-cultural types of self-regulation strategies were significant positive predictors of L2 identity. This study has implications for theoreticians to further develop theories on the correlation of self-regulation and identity and for practitioners to use these findings to enhance the way learners’ identity is treated and developed. https://lrr.modares.ac.ir/article_24009.html This study proposes a model of the traits that predict English language teachers’ implementation of critical language pedagogy (CLP) and examines the nature of their interactions. The study analyzes the direct and indirect effects of social justice orientation, critical thinking, empathy, reflective practice, and multilingualism in shaping CLP practices. Data were collected from 243 English language teachers in Iran, the United States, Spain, and Hong Kong through convenience and snowball sampling. Using path analysis in AMOS, the findings indicate that social justice orientation, critical thinking, and multilingualism directly predict CLP, while empathy and reflective practice exert an indirect influence. Social justice orientation emerged as the strongest predictor, reinforcing its significance in critical teaching. The proposed model demonstrated strong fit indices, confirming its overall validity. The study offers important implications for teacher education programs, highlighting the importance of fostering these traits to cultivate critical language teachers and promote transformative pedagogical practices. https://lrr.modares.ac.ir/article_27615.html Construction Grammar (CG) is a cognitive and usage-based approach which rests upon pairing of form and meaning constructions. The central sense in ditransitive constructions is transfer represented in a set of systematically related senses as a case of constructional polysemy. The main purpose of this research is to study the constructional polysemy in Persian ditransitive Constructions within the framework of Construction Grammar (CG) to investigate its representative variations with the central sense of transfer via different verbs. The data analyzed in this study has been gathered from newly published and popular novels, including 714 ditransitive constructions. The results of this study indicate that ditransitive constructions in Persian are representing via a network of constructional polysemy resulting from the interaction of verbs and constructions with all of the possible interpretations of transfer: actual, satisfactional, refusal, future, enabled, and intended. https://lrr.modares.ac.ir/article_27618.html This study aims to report the results of a needs assessment conducted among EFL students and faculty members of a private university in Indonesia regarding the use of the technology-mediated task-based language teaching (TMTBLT) approach in developing critical reading skills among EFL students. Using a purposive sampling technique, this study  (N-40) surveyed 35 undergraduate students and five faculty members from a private university in Indonesia. Data were collected through questionnaires based on a need analysis framework and interviews that focused on three major aspects: tasks, tools , and digital literacy. The findings indicated that students require tools and media, such as digital texts and online discussion platforms, to enhance their critical reading skills, which could be integrated into an e-module. The identified critical reading tasks included summarizing and outlining, analyzing arguments, evaluating evidence, comparing and contrasting, and recognizing assumptions. The faculty members emphasized the importance of combining pedagogic technology tasks (PTTs) with pedagogic language tasks (PLTs) to effectively utilize TMTBLT in fostering students' critical reading skills. Needs assessment emphasizes the importance of tasks, tools, and digital literacy to enhance students’ critical reading skills.   https://lrr.modares.ac.ir/article_27620.html Research has shown that language learners draw on various capacities to achieve success during the long and tedious process of language learning. Factors such as buoyancy, grit, and motivation have been found to facilitate the process of language learning. This study aims to empirically examine the associations between academic buoyancy, second language (L2) grit, ideal L2 self, teacher-student relationship, and L2 achievement. The participants were 140 undergraduate Iranian English as foreign language (EFL) learners selected using convenience sampling. Data were collected through a questionnaire and were analyzed utilizing a structural equation modelling approach. Several results were obtained: (a) a significant correlation was found between academic buoyancy and L2 grit of Iranian of EFL learners, (b) there was a positive relationship between L2 grit and EFL learners’ ideal L2 self, and (c) academic buoyancy was found to be a mediator; it positively mediated the relationship between ideal L2 self, L2 grit, and teacher-student relationship with L2 achievement. The study concludes that teachers are important agents who can help learners achieve their desired academic goals by fostering their buoyancy and grit, as well as develop positive relationships leading to enhanced personal growth and increased success in academic life. https://lrr.modares.ac.ir/article_27621.html Writing anxiety is a prevalent yet understudied barrier to academic productivity, often manifesting as cognitive dysfunction and emotional overload. This study investigates the neural basis of emotion-driven writing blocks by examining how anxiety influences neural activity, specifically in the amygdala and dorsolateral prefrontal cortex (DLPFC), and evaluates the efficacy of two emotional regulation strategies: mindfulness and positive reframing. This study aimed to examine whether emotional regulation strategies could reduce neural indicators of writing anxiety. Anxiety was assessed using the Writing Anxiety Scale (WAS), and participants were 30 final-year university students who reported high levels of writing anxiety. Utilizing a within-subject fMRI experimental design, 30 final-year university students with high writing anxiety completed time-pressured argumentative writing tasks before and after brief interventions. Baseline anxiety levels did not significantly correlate with neural activation, nor were there notable differences in brain activity between high- and low-anxiety groups. However, post-intervention results revealed a statistically significant reduction in anxiety scores (p < .001, Cohen's d = 1.61), with positive reframing showing a stronger inhibitory effect on amygdala activation than mindfulness. Conclusion: These findings suggest that while writing anxiety may not uniformly manifest in brain activity, targeted emotional regulation strategies can meaningfully alter neural responses to writing stress. The study provides compelling evidence for integrating neuroscience-informed interventions into academic writing instruction, opening avenues for personalized, neuroadaptive pedagogy. This interdisciplinary approach redefines academic writing competence as a cognitive-affective process, demanding linguistic skill and emotional resilience. https://lrr.modares.ac.ir/article_27857.html The issue of "stability" and "change" is not limited to natural phenomena; the realm of language is also influenced by this discourse. Since the time of the Quran’s revelation, Muslims have developed a profound connection with language, making this topic a significant concern for Muslim scholars as well. The question of whether there are immutable semantic cores, or a lack thereof, can be explored from two perspectives: ontology and pragmatics. In the ontological view of language and its theoretical aspects, early Muslim scholars generally emphasized the existence of a fixed and unchangeable semantic center. Nevertheless, opposing views also emerged in this area. However, in the domain of word and structural meaning, many perspectives highlight the changeability and instability of word referents and sentence structures. Each of these two viewpoints carries its own interpretive and cultural consequences, and neglecting them can lead to specific and far-reaching implications in understanding and interpreting texts. A balanced approach in dealing with these two interpretive perspectives can mitigate the harmful effects of total dependence on either one. https://lrr.modares.ac.ir/article_27768.html رشد روزافزون امکان‌های گفت‌وگویی در فضای برخط، سبب گسترش برهم‌کنش کاربران به‌مثابه مشتری، شده‌است. به‌گونه‌ای‌که امکان خوانش دیدگاه‌های خنثی کاربران با تکیه‌بر قطبیت احساسی مشتری، به‌راحتی امکان‌پذیر نیست. هرچند امکان بهره‌گیری از انواع حاشیه‌نویسی پیکره‌بنیان در تØ‌زیه و تحلیل احساسات مشتری فراهم است، حاشیه‌نویسی دستی در سطح گفتمانی، یافته‌های کاربردی در پی خواهد داشت. براین‌مبنا، در این پژوهش برآنیم تا با کاربرد سازوکارهای گفتمانی در حوزه بازاریابی دیدگاه به واکاوی Ø‌ریان‌های دوسویه و چندسویه گفت‌وگومندی کاربران در پیوند با دیدگاه‌های خنثی مشتری بپردازیم. داده‌های پژوهش، برگرفته‌ از 5000 Ø‌ریان گفت‌وگویی است که از فروردین 1400 تا اردیبهشت 1404 به‌روش تصادفی گردآوری شده‌ و مشتمل‌بر 153 دیدگاه‌های خنثی کاربران درمورد ویژندهای ایرانی هستند. روش پژوهش، از نوع ترکیبی - تلفیقی از روش کیفی و کمی- است. در بررسی کیفی پژوهش، نخست، زنØ‌یره گفت‌وگوی کاربران پیرامون ویژند در Ø‌ریان هم‌آفرینی ارزش‌های ویژند، به‌روش هدفمند انتخاب شده و مورد واکاوی قرار می‌گیرد. سپس، برهم‌کنش‌های چندسویه زنØ‌یره‌های گفت‌وگویی، با تکیه بر روابط بینامتنی و بر پایه امکان‌های بیناکنشگر رسانه اØ‌تماعی بررسی می‌شود. درنهایت، Ø‌ریان گفت‌وگوی کاربران، از سطح زنØ‌یره گفت‌وگو تا برهم‌کنش چندسویه و ابرگفت‌وگوهای کلان با توØ‌ه به دیدگاه‌ها و روایت‌های کاربر به مثابه مشتری/مشتریان توصیف و تحلیل می‌شوند. یافته­های بررسی کمی با ترسیم الگوی دیدگاه‌های خنثی کاربر در Ø‌ریان تعاملی دوسویه و چندسویه می‌شود که در آگاهاندن دیدگاه‌های واقعی کاربران به صاحبان کسب‌وکار بسیار کارایی دارد. یافته‌های پژوهش به دقت بالای حاشیه‌نویسی پیکره‌بنیان گفتمانی در تØ‌زیه و تحلیل احساسات خنثی مشتری با ابزارهای یادگیری ماشین و تحلیل می‌انØ‌امد.   https://lrr.modares.ac.ir/article_27769.html Abstract Humor is a multimodal phenomenon rooted in human interaction, shaped by the interplay of socio-linguistic variables, and influenced by individuals’ socio-cultural knowledge. It often targets prevailing societal stereotypes and clichés. This study employs a thematic analysis approach to examine the production and comprehension of interactional humor. Data were collected by listening to Max Amini’s performances on his YouTube show and analyzed using Evans and Stanovich’s (2013) tripartite dual-process theory. The findings indicate that various cognitive mechanisms contribute to the generation of humor in Amini’s performances, such as recognizing visual stereotypes in expressions like To ye joor lusteri (you’re like a chandelier) identifying interpersonal incongruities (e.g., a flashy outfit versus sooty clothes and hands), employing wordplay (e.g., atiqe instead of Atiyeh), logical reasoning about the correlation between clothing style and accident rates, and a (self-)critical stance toward dominant social norms (e.g., “Haraam, Haraam!” as a religious discourse). The comprehension of interactional humor also occurs across three levels—automatic, analytical, and reflective—depending on individual differences in cognitive processing speed, awareness of the comedian-audience relationship, perceived offensiveness, gender, and other pragmatic factors. Additionally, the audience appears to use “smiles of resignation” as a means of emotional regulation and coping with inner tension in unpleasant situations. Key terms: dynamicity, Evans and Stanovich, interactional humor, socio-cognitive aspects, tripartite model of dual-process theory https://lrr.modares.ac.ir/article_27785.html This study investigates the strategies employed by Vietnamese parents to support their primary school children’s English as a Foreign Language (EFL) learning. The study adopts a qualitative design using semi-structured interviews to collect data. Nine parents of children in Grades 4 and 5 participated in the study. The findings revealed three primary categories of parental involvement including Social Support Strategies, Discursive Support Strategies and Material Support Strategies. Regarding Social Support Strategies, parents initially provided direct assistance and gradually shifted to more indirect support as their children’s language skills developed. Regarding Discursive Support Strategies, parents engaged in knowledge sharing and expressed positive beliefs about their children EFL learning. The parents also leveraged digital media and role models to inspire sustained interest in the language. Regarding Material Support Strategies, investment in digital tools, the provision of print materials as well as organizing visits to book cafés were employed to create engaging learning environments. The findings offer valuable insights into how parental support can facilitate effective EFL learning, thereby contributing to a broader understanding of parental engagement in language education. https://lrr.modares.ac.ir/article_27786.html A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as “decoration”, or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning.The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L2 classes, in particular, the representation of cultural values and elements as an integral part of the L2 curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, in the context of English as a foreign language. Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. The present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L2 instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook. https://lrr.modares.ac.ir/article_27787.html Foreign language speaking anxiety (FLSA) is a critical factor in students’ oral proficiency, while positive states like foreign language speaking enjoyment (FLSE) are also believed to be influential. However, the competing predictive power of these two opposing emotions is not well understood. This mixed-methods study investigates the unique predictive power of FLSA and FLSE on oral assessment scores, using a combination of human-rated and automatic speech recognition (ASR)-based evaluations. Participants were 159 first-year students from two non-English departments at a state university in Indonesia. They completed oral assessments (a read-aloud task and an impromptu speech task) rated by their teacher and analyzed using Speechace, an ASR-based language learning platform. Results showed a significant negative correlation between FLSA and FLSE. Crucially, multiple regression analyses revealed that FLSA was a strong, unique, and dominant negative predictor across almost all measures, including human-rated scores, ASR-based IELTS scores, and most notably, impromptu speech scores. In stark contrast, the predictive power of FLSE became non-significant for these core measures when FLSA was included in the model. This suggests that the influence of enjoyment on performance is overshadowed by the more dominant, competing effect of anxiety. The findings imply that FLSA is the primary affective barrier to speaking performance. For pedagogy, this highlights that managing and reducing anxiety is a more critical and direct prerequisite for improving performance than solely focusing on boosting enjoyment. https://lrr.modares.ac.ir/article_27792.html Drawing on the Cognitive-Affective Theory of Learning with Media (CATLM), this study explores how emotional design in multimedia instruction impacts vocabulary acquisition among English as a foreign language (EFL) learners. Considering working memory (WM) constraints, the research assesses the effects of Artificial Intelligence (AI)-generated pictorial stimuli with varying emotional loads—negative, neutral, and positive—on learning outcomes. Thirty-six vocabulary items, paired with emotionally differentiated pictures, were presented to elementary-level learners (n = 348), with learning gains measured via pretest-posttest comparisons. Working memory capacity (WMC) was evaluated using the Reading Span Task. Results indicated that emotional load significantly influenced vocabulary retention, with positive and negative pictures yielding the strongest effects. While WMC predicted learning for positively and neutrally loaded words, its impact diminished for negatively loaded items, supporting CATLM’s assertion that affective factors can supersede cognitive capacity in learning. These findings highlight the interplay between emotional engagement and cognitive processing, emphasizing the need for instructional materials that balance both elements. The study contributes to the understanding of the role of affective design and AI-generated visuals in optimizing language learning, offering practical implications for multimedia-based EFL pedagogy. https://lrr.modares.ac.ir/article_27824.html Technology-enhanced language assessment (TELA) has significantly improved language evaluation by integrating digital tools to enhance accuracy, efficiency, and accessibility. This study aims to investigate the role of TELA in language assessment, particularly its advantages, challenges, and implications for pre-service teachers and learners. A mixed-method design was employed, combining closed-ended and open-ended questionnaire responses to provide both quantitative and qualitative insights. The findings reveal key trends in TELA, including the use of artificial intelligence, automated scoring systems, and adaptive testing. While TELA facilitates personalized and immediate feedback, concerns regarding digital equity, validity, and ethical considerations remain significant. This study concludes that a balanced approach is necessary for the effective implementation of TELA to ensure pedagogical effectiveness and ethical soundness. Future research should explore strategies to mitigate the challenges associated with digital assessments in language learning. https://lrr.modares.ac.ir/article_27825.html Due to the progressive nature of L2 affective factors, subsumed under the psychology of language learning, there is an urgent need for innovative research methods to explore the dynamicity and complexity of affective variables and their potential impacts on language learners’ psychological condition. Influenced by the complex dynamic systems theory (CDST), the present paper, firstly, draws attention to the origin of incorporating affective factors in second language acquisition (SLA) research. Then, it pinpoints the necessity of adopting a complexity-informed approach in examining affective variables and their favorable or unfavorable implications in L2 learning contexts. Next, the existing qualitative and quantitative research of L2 affective factors in recent years inspired by the CDST and using the CDST compatible research methods are reviewed. Finally, the implications of the study are discussed and suggestions are made for further research in this domain. Several conclusive remarks are finally mentioned to highlight the benefits of using complexity-informed approaches in examining the desirable and undesirable influences of affective factors on language learners’ mental health. https://lrr.modares.ac.ir/article_27826.html In the past couple of years, the emotive aspect of language assessment literacy has not received adequate scholarly prominence despite the growing body of inquiry on the subject. In an attempt to address the mentioned lacuna, this study explored the perceptions of 15 Iranian EFL teachers on the emotional dimension of language assessment literacy (ELAL). By implementing a qualitative transcendental phenomenology design, the content and thematic analysis of the data accumulated through semi-structured interviews and focus groups revealed important themes that advocated for a paradigmatic reform from the traditional technocratic perspective of LAL to a more in-depth humanistic and emotionally attuned framework. The findings conceptualized ELAL as an emotionally inclusive practice involving significant competencies such as empathy, resilience, critical reflection, emotional regulation, emotional awareness, and self-reflection. However, the participants were explicit in that institutional constraints, inadequate institutional support and training, and the complexity of emotional dynamics in Iran's standardized, test-driven educational ecosystem impeded the implementation of ELAL. The results also reinforced that the operationalization of the ELAL in the educational context of Iran remains an aspirational construct in the absence of teacher training, policy reform, and validated assessment instruments. https://lrr.modares.ac.ir/article_27856.html The present study investigates the role of nasal and lateral consonants in Persian in discriminating between speakers, employing acoustic phonetic methods. On this basis, the acoustic parameters of the spectral moments of nasal and lateral sounds were extracted and subsequently analyzed using two statistical models with a database comprising 24 male and female Persian speakers. First, a linear mixed-effects model was employed to ascertain significant discrepancies in the acoustic characteristics of these sounds. Subsequently, a linear discriminant analysis model was utilized to assess the relative capacity of the spectral moments to differentiate between the speakers' individual features. The results demonstrated that the skewness parameter in the nasal sound /m/ exhibited the greatest potential for discriminating between speakers in the male and female groups. Nasal sounds demonstrated a superior capacity for revealing individual differences compared to lateral sounds. Additionally, while /l/ was not a robust marker for speaker discrimination, the skewness and kurtosis parameters in this sound may reflect limited differences between speakers.   https://lrr.modares.ac.ir/article_27859.html This study conducts a semio-semantic analysis of the poetic discourse in Amal Dunqul’s ode “From the Memoirs of al-Mutanabbi,” examining how political and social concepts are represented through the dynamic interplay of symbols and linguistic indices against the backdrop of 1960s Egypt. Grounded in discourse semio-semantics with a focus on Landowski’s (2004) theory, the research undertakes a comparative study of historical subjects, utilizing the interactive system of adjustment and controlled drifts. The findings reveal that Dunqul, through the redefinition of figures such as al-Mutanabbi (a symbol of intellectualism and resistance), Kafur (a symbol of weak and passive governance), Khawla (a symbol of occupied Palestine), and Sayf al-Dawla (an archetype of the ideal ruler), employs political metaphors (such as “the rusted sword” and “slave traders” as Zionists) and spatial indicators (such as Jericho and Aleppo) to construct a multilayered discourse reflecting the lived experiences of Egypt’s social tensions. These elements, through linguistic action and sensory perception, reinforce ideologies of resistance, the pursuit of justice, and critique of ruling hegemony (Anwar Sadat). The discursive functions of the poem show that Dunqul transforms language into an instrument of “resistance” and, by employing a “Shoushi” discourse, calls upon his audience to rise up against prevailing political conditions. https://lrr.modares.ac.ir/article_27860.html Word processing has long been a focus of interest for many psychologists. The present study aimed to examine the effect of orthographic regularity on visual word memory in children and adults through a quantitative study using a quasi-experimental design. The sample consisted of 60 female elementary school students (mean age = 11.5 years) from a primary school in Ramsar, and 60 female undergraduate students from various humanities disciplines (mean age = 21.25 years) at the University of Guilan. Participants were selected through convenience sampling. The research instrument was a researcher-made test, whose face and content validity were confirmed by two elementary school teachers and two subject-matter experts. The reliability of the instrument was examined using the test-retest method, showing high reliability, with a strong correlation between the two administrations (r = 0.87). Prior to the main test, a practice session was conducted to familiarize each participant with the procedure. The normality of data distribution was assessed through skewness analysis, and homogeneity of variances between groups was tested using Levene’s test. Data were analyzed using independent samples t-tests and paired samples t-tests. The findings indicated that orthographic regularity had no significant effect on visual word memory when analyzed separately for children and adults. However, a significant difference was found between children and adults in processing both regular and irregular words, with adults performing better than children in both recalling and retaining these words. The theoretical and clinical implications of these findings are discussed. https://lrr.modares.ac.ir/article_27861.html Learning language skills with standard methods has always been a concern for teachers, in teaching Arabic the use of modern and inclusive methods can some extent reduce the difficulty of learning, The purpose of the present study is to measure the effectiveness of teaching in reverse class on the learning of Arabic listening skills performed using quasi -experimental method, until an answer to the main research question is provided: What is the impact of the flipped classroom method on learning Arabic listening skills? After the pre -test of Arabic language teaching students in the 2 -group language laboratory lesson, they were divided into two groups, In the learning of one group, the intervention group has been used in reverse class and the other group has continued to learn in the traditional way, After holding 5 post -test sessions to examine pre -test and post -test data, the Bonfroni Test has been used for intra -group differences and Ankova test to examine the difference between groups, The results showed that the effectiveness of the reverse teaching method on the quality of the Arabic language hearing skill was significant in the post -test stage (0.05), On the other hand, the comparison of the averages of the experimental and control group showed that there is a significant difference between the effectiveness of this teaching method on the quality of the Arabic language hearing skill. https://lrr.modares.ac.ir/article_27862.html This study explores the relationship between emotional intelligence, language learning anxiety, and speaking proficiency among Turkish-speaking Persian learners. Focusing on the importance of speaking skills in second language acquisition, the research investigates how emotional intelligence and anxiety affect learners' speaking abilities. Data were collected using the Bar-On Emotional Intelligence Questionnaire, the Horwitz Foreign Language Anxiety Scale, and an oral proficiency test. The sample included 32 beginner-level Turkish-speaking Persian learners, aged 32-36, enrolled in Persian language institutes. Descriptive and inferential statistical analyses were conducted, including Pearson correlation and univariate regression. Results revealed a significant positive correlation between emotional intelligence and speaking proficiency, with learners having higher emotional intelligence showing better speaking skills. In contrast, a negative correlation was found between language learning anxiety and speaking proficiency, indicating that greater anxiety leads to poorer performance. Additionally, a significant inverse relationship between emotional intelligence and language anxiety was found, suggesting that emotionally intelligent learners experience lower anxiety. The study highlights the importance of fostering emotional intelligence to reduce anxiety and improve speaking skills in second language learners, recommending its integration into language education programs. https://lrr.modares.ac.ir/article_27863.html For feedback to be effective, it is essential to have a clear understanding of the tasks required and the steps necessary for teachers to execute them proficiently. While student feedback literacy has drawn considerable attention recently, teacher feedback literacy has not received the same level of focus. To address this gap, this study investigates the corrective feedback literacy of Iranian language teachers using Carless and Winstone’s framework. Using purposive sampling, 17 teachers were interviewed using a semi-structured interview. An interactive approach to content analysis was adopted to analyze the interview data of the teachers from diverse Islamic Azad University branches in Iran. The MAXQDA analysis identified three dimensions that closely align with all dimensions of the framework. However, of the 11 features and 170 implementation strategies identified, only two features diverged from Carless and Winstone's framework and only three strategies were consistent with those presented in the framework. The study underlines the language teachers’ critical need to enhance their understanding and use of diverse feedback types, while teacher educators should design context-sensitive training programs that develop both teachers’ feedback literacy and skills to provide corrective feedback. Institutional managers are also suggested to support these efforts by providing opportunities for language teachers’ continuous professional development and promoting a culture that underlines continuous growth in feedback practice. https://lrr.modares.ac.ir/article_27864.html This study aims to: 1) evaluate and analyse the performance of ChatGPT and Claude AI in assessing Arabic writing skills based on CEFR indicators; 2) present a comparison of the two AI platforms in terms of score accuracy, scoring consistency, and feedback quality in terms of strengths and weaknesses to provide practical recommendations for implementing AI in assessing Arabic writing skills. The method used is a comparative analysis of the scores the two AI models gave on 10 participant scripts, consisting of various CEFR levels. The evaluation results of both models were analysed using the Intraclass Correlation Coefficient (ICC) technique to measure the level of agreement between raters. In addition, this study also identifies the strengths and limitations of each model based on linguistic dimensions, cohesion, and relevance of content to the prompt. The findings indicate that ChatGPT and Claude AI have potential as tools for assessing texts in Arabic, but show variations in accuracy and consistency across CEFR levels. This study is expected to be an initial foundation in developing an AI-based automatic evaluation system for global Arabic language learning. https://lrr.modares.ac.ir/article_27881.html This study employed a cross-cultural comparative analysis to explore the opportunities and challenges arising from the integration of e-learning through a mixed-methods paradigm, aiming to identify converging paths and diverging views among educators and learners at different universities. The data were collected through convenience sampling from 118 English educators and 204 EFL learners at the IAU, Isfahan Branch, and Freiburg University. Triangulation of three methods, questionnaires, interviews, and observations was utilised through online platforms to increase validity. The data analysed through descriptive showed significant cross-cultural similarities and differences in the experiences of the four groups. Iranian educators valued stress reduction and access to materials as key opportunities, whereas Germans appreciated organisational improvements and evaluative innovations. Both groups of educators acknowledged technological and administrative challenges, while Iranians reported more difficulties. German educators showed a stronger preference for face-to-face instruction and greater resistance to online formats compared to their Iranian counterparts. Iranian learners identified opportunities in areas such as creativity, interaction with instructors, improved technological skills, motivation, and participation, while Germans emphasised access to applications, organisational aspects, and autonomy. Generally, Iranians faced more severe academic, technological, and administrative challenges compared to Germans. Interviews and observations also supported these findings, highlighting the influence of technological, academic, and cultural factors on the integration of e-learning. https://lrr.modares.ac.ir/article_27915.html The rise of Artificial Intelligence (AI) in education has reshaped how English as a Foreign Language (EFL) students learn beyond classrooms. While prior studies focused on formal learning settings, this research explores how Indonesian EFL learners independently use AI tools for informal digital learning. Using a phenomenological qualitative design, the study involved 20 participants from five universities across Indonesia. Data were gathered through semi-structured Zoom interviews and were analyzed thematically following Braun and Clarke’s six-phase framework. Findings indicate that learners employ AI as a scaffolding partner for writing, a conversational interlocutor for speaking, and a motivational aid fostering autonomy. However, concerns arise regarding overreliance, algorithmic bias, and loss of personal voice. Students address these through adaptive strategies such as hybrid feedback systems and evaluative judgment. The study highlights the pedagogical importance of fostering critical AI literacy in EFL contexts and recommends further longitudinal and interdisciplinary research to ensure ethical and sustainable AI integration. https://lrr.modares.ac.ir/article_28034.html Speech Act Analysis is one of the effective tools for examining literary texts to uncover the hidden layers of interpersonal relationships and to understand psychological and personality traits in stories and plays. Since many utterances in the play "The Serpent in the Temple" by Gholamhossein Saedi play a significant role in shaping the plot and revealing the relationships between embezzlers and economic corruptors with different social classes, employing this theory can demonstrate new aspects of Saedi's artistry in depicting a troubled society. In this article, using a descriptive-analytical method and employing the speech act theory of J.L. Austin (1962) and John Searle (1969), we examine the types of speech acts (declarations and reports, descriptions, emotional expressions, directives, and commitments) as well as the three levels of speech acts (referential, intentional, and consequential). Based on selected examples from the text of the play, it is shown that the speech acts of the people are often referential and declarative, while the speech acts of the embezzlers (including the lackeys and traders) are predominantly directive and committed.The lack of public knowledge about power relations and the belief in the falsePresupposition of businessmen, despite previous bitter experiences, cause the embezzlers' commitment-making speech acts to be effective over and over again, without it being possible to fulfill these commitments in principle. https://lrr.modares.ac.ir/article_28044.html A wide range of studies in various languages has examined the nature and developmental trajectory of concepts in children over recent decades, including the concept of "grammatical gender." Research by Gelman and Raman (2003), Rhodes et al. (2018), and Puschel et al. (2023) has shown that proficiency in understanding and producing gender-marked nouns increases in tandem with the development of linguistic and cognitive abilities, as well as category-based reasoning in children. The aim of this study is to investigate the ability to process noun gender and compare its developmental pattern in Persian-speaking children. Three tests were administered to 24 children in three age groups: 3-4, 4-5, and 5-6 years old. In the first test, morphological-contextual cues were used to identify noun gender; in the second and third tests, morphological and syntactic cues within sentences were employed, respectively. The findings from statistical analyses showed that 3-4-year-old children could to some extent identify noun gender in all three tests; however, 4-5-year-old children performed significantly better than them. On the other hand, the performance of the 5-6-year-old age group in processing noun gender was better than that of the 4-5-year-old group, but this difference was not significant. Therefore, it can be concluded that the skill of processing noun gender in children is a gradual process that improves alongside the growth of their linguistic and world knowledge. Another finding of the study was that processing morphological cues, compared to syntactic and morphological-contextual cues as indicators of noun gender, was more challenging for Persian-speaking children. https://lrr.modares.ac.ir/article_28062.html Despite the growing integration of Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP) in higher education, the role of technology-driven formative assessment in fostering learners’ autonomy and reflective skills remains underexplored. Existing scholarship has primarily emphasized content mastery and linguistic accuracy, while less attention has been devoted to how artificial intelligence (AI)-facilitated assessment can support self-assessment and metacognitive engagement. This study investigates the role of AI-facilitated formative assessment in enhancing learners’ self-assessment, reflection, and learner autonomy within CLIL and ESP contexts. Employing a quasi-experimental design, data were collected from 62 undergraduate students purposively selected from CLIL- and ESP-related courses at a private university in East Java, Indonesia. Instruments included pre- and post-tests measuring comprehension and performance, a closed-ended questionnaire capturing learners’ perceptions of assessment practices, and structured interviews with six students to provide nuanced perspectives on their experiences. The findings revealed that AI-mediated formative assessment supported learners in identifying their strengths and limitations, promoting more active reflection and engagement with learning tasks. Students reported increased awareness of their progress and greater ownership of their learning, though some expressed concerns about over-reliance on automated feedback and difficulties interpreting system-generated evaluations. These insights suggest that while AI can meaningfully scaffold reflective practices and autonomy, its implementation requires careful pedagogical framing to ensure learners critically engage with feedback rather than accept it uncritically. https://lrr.modares.ac.ir/article_28063.html Research on formative assessment in English as a Foreign Language (EFL) contexts has emphasized its potential to enhance learner autonomy, reflection, and sustained improvement; however, limited research has explored how Artificial Intelligence (AI) can transform formative feedback into feedforward practices that strengthen learners’ self-evaluation and skill development, particularly in listening and speaking. This study examined the effects of AI-enhanced formative assessment on learners’ self-evaluation and their listening–speaking performance. Adopting a mixed-methods quasi-experimental design, the study involved 72 non-English majors enrolled in an “English for Communication” course at a private university in West Java, Indonesia. Participants were assigned to an experimental group (n = 36), which received AI-supported formative feedback, and a control group (n = 36), which received conventional feedback, over an eight-week intervention. Quantitative data were collected through pre- and post-tests of listening and speaking, while qualitative data were obtained from a closed-ended questionnaire incorporating AI feedback log items and semi-structured interviews with six selected participants. The results indicated that the AI-supported group achieved significantly greater gains in listening comprehension, pronunciation accuracy, fluency, and discourse organization than the control group. Qualitative findings further revealed enhanced self-monitoring, reflective awareness, and feedforward-oriented learning behaviors among learners using AI feedback. However, some participants reported challenges in interpreting nuanced AI-generated comments and translating them into actionable improvement strategies. Overall, the findings demonstrate that AI-enhanced formative assessment can effectively support self-evaluation and listening–speaking development, provided that pedagogical guidance is integrated to facilitate meaningful use of automated feedback. https://lrr.modares.ac.ir/article_28065.html Enhancing reading comprehension, a crucial aspect of education requires implementing multimodal teaching methods. However, while these methods offer potential benefits, they pose challenges for EFL teachers.  The current phenomenological and qualitative study explored such challenges by examining the experiences of ten EFL teachers from diverse backgrounds. Major obstacles emerged through semi-structured interviews and narrative frames, including limited resources, student misinterpretation, technological constraints, distraction management, sustainability of student engagement, multitasking demands, time constraints, technological cheating, socioeconomic factors, and designing appropriate assessments. The findings underscore the importance of comprehensive teacher training in integrating multimodal approaches into reading instruction. Continuous professional growth is also essential for effective support based on students’ needs and preferences. Moreover, it is crucial to create relevant and up-to-date teaching materials. Developing these materials and training teachers to use them effectively are both essential to addressing challenges and maximizing the benefits of multimodal reading instruction. The pedagogical implications were discussed. https://lrr.modares.ac.ir/article_28066.html Academics across disciplines are encouraged to publish in international journals, and Geology scholars are no exception. However, limited English proficiency often leads them to rely on translators, artificial intelligence, or to imitate their neighboring fields of study to communicate their scientific findings. Research indicates that a lack of knowledge of the Geology research articles’ rhetorical structure leads to the rejection of their outstanding discoveries. To address this issue, a two-phase study was conducted. The first phase employed a triangulation approach to identify the challenges and needs of Geology academics dealing with engineering texts. In the second phase, two corpora comprising 120 full-length high-quality research articles from Geotechnics and Seismology, two sub-disciplines of Geology, were compiled and analyzed using Nwogu’s (1997) rhetorical model. Textual units known as “moves” and “steps” were statistically examined to identify significant variations across article sections. The analysis revealed notable differences in rhetorical organization, reflecting distinct communicative practices and disciplinary perspectives. These findings offer insights for global academic communities facing similar challenges in publishing scientific research in English, enhancing the applicability of discipline-specific rhetorical training. The study provides practical implications to English for Specific Purposes (ESP) practitioners, translators, and materials developers. https://lrr.modares.ac.ir/article_28067.html Metadiscourse markers are valuable elements in academic writing. These markers perform both structural and interpersonal roles: they can steer readers through a text while signaling the writer’s stance and attitude. Guided by Hyland’s (2005) framework, this study compares their use in two IELTS Task 2 sub-corpora including 200 Band-5 and 200 Band-9 essays. Markers were retrieved with AntConc 4.3.1 and analyzed quantitatively in SPSS 29. Results revealed that Band-9 scripts contained significantly more metadiscourse overall than Band-5 scripts (p<0.05). In both bands, transition markers were the most frequent whereas evidentials and endophoric markers were the least frequent markers. Writers at both levels also drew more heavily on interactive than on interactional resources. As regards subcategories, significant differences (p<0.05) were found between the two bands in using hedges and frame markers. These patterns indicate that a denser, well-balanced deployment of metadiscourse may enhance cohesion and clarity, helping writers achieve higher scores. The findings can inform IELTS preparation courses and academic-writing instruction more broadly. https://lrr.modares.ac.ir/article_28118.html Technologies transition is a concern for humanity and this article seeks to examine the course of technological developments and predict their future path based on a mystical and humanistic perspective. Contemplating on the literary text of "The Conference of the Birds," the evolution of human life and human interaction with technology is considered in the framework of seven valleys of conduct and humanity’s encounter with technology is metaphorically interpreted as the evolution of the seeker’s soul. In this regard, Gadamer’s hermeneutics has been regarded as a theoretical basis of research,. The findings indicate that in the tribal age, human’s need was to be survival and the most important tool was technology so this age corresponds to the Valley of Quest. In the agricultural age, love is born to nature which resembles the Valley of Love. Then in the age of urbanization social system was formed and skill was created in the life that is the same as Valley of Knowledge. In the age of industrialization, with the onset of mass production, human was at the Valley of Detachment stage of the seven valleys of the spiritual journey of Attar. In the information age, integration networks were formed which corresponds to the Valley of Unity. In the age of artificial intelligence, the world entered a new phase of the complexity of technology which aligns with the Attars Valley of Bewilderment; and the next age is ambiguous and even threatening the nature of man, which corresponding to the Valley of Annihilation. https://lrr.modares.ac.ir/article_28122.html This study investigates the semantic behavior of reciprocal verbs in Persian and their participants. A reciprocal verb entails participants in complementary roles and may conceptually comprise several identical interactions. The data for this research are drawn from the Persian Semantic Role Corpus (Mirzaei & Moloudi, 2014) and include more than nine hundred reciprocal verbs. The identified verbs are classified according to the semantic roles of agent, patient, and theme—and their reciprocal counterparts—within the framework of Levin (1993) and its extension in VerbNet. The results show that, in addition to verbs with co-agent, co-patient, and co-theme that can be traced within Levin’s classification, Persian also exhibits a group of verbs with co-experiencer roles, representing a shared experience or emotion between two participants. These findings provide a more comprehensive picture of the semantic categorization of reciprocal verbs in Persian and can contribute to role-semantic analysis, Persian language pedagogy, and the development of meaning-based linguistic resources such as semantic lexicons and natural language processing systems. https://lrr.modares.ac.ir/article_28123.html This article examines the gradual formation and transformation of meaning in contemporary Persian poetry and proposes an analytical framework entitled Semantic Movement Analysis in Poetry. Moving beyond static and unit based approaches, the study conceptualizes the poem as a dynamic structure in which meaning unfolds through a temporally organized process shaped by the interaction of linguistic, imagistic, and conceptual elements. The study adopts a qualitative, close reading methodology and analyzes three poems representing different poetic forms—free verse, Nimaic, and classical. The analyses reveal that poetic meaning develops through a recurrent processual pattern consisting of five interrelated stages: Initiation, Expansion, Suspension, Consolidation, and Resolution. The proposed model is grounded in key concepts of Cognitive Linguistics, including mental spaces, conceptual blending, image schemas, and conceptual metaphor. It reconstructs semantic movement as an experience based and reader engaging process capable of accounting for semantic fluidity, moments of tension, and different modes of resolution, ranging from relative closure to conceptual openness. The findings suggest that Semantic Movement Analysis in Poetry offers a flexible and process oriented framework for cognitive poetic analysis, with potential applicability to Persian poetry as well as other poetic traditions. https://lrr.modares.ac.ir/article_28124.html Magnitude thinking is a novel concept in cognitive psychology and cultural sociology, emphasizing multi-layered analysis, precision, holism, evaluation of impacts, and the complexity of phenomena. The present study aims to investigate the reflection of magnitude thinking in Iranian culture based on the Conceptual Model of Cultuling Analysis employing a qualitative approach and the cultuling analysis method, this research examined linguistic manifestations of this mode of thinking within Persian everyday discourse, classical poetry, and proverbs. The data consisted of cultulings associated with the five components of magnitude thinking (scale, impact, complexity, holism, and accuracy), collected from cultural texts and spoken language. These cultulings were analyzed using the analytical components of the conceptual model. The findings revealed that, while Iranian culture is rooted in a rich tradition of analytical and holistic thought, it sometimes displays tendencies toward simplification, hasty judgments, and emotional reactivity in everyday practice. This duality places Iranian culture in a mid-field position, suggesting the need for critical reflection and pedagogical intervention at educational and media levels. This study presents an innovative application of language analysis for identifying cultural thinking tendencies and offers implications for designing linguistic, identity-based, and academic policies aimed at euculturing.   https://lrr.modares.ac.ir/article_28195.html The Parsi community of India, one of the oldest Iranian migrant minorities, entered a new phase of social and cultural consolidation during the sixteenth and seventeenth centuries. Having migrated from Iran to the western coasts of India following political and religious pressures after the establishment of Islam, this group organized a network of religious, commercial, and administrative relations during this period. The central question of this study is: Which languages were used in the religious and social education of the Parsis during this era, and what functions did they serve? Adopting a descriptive-analytical approach and based on historical and linguistic sources, this research explores the role of language in the educational and identity structures of the Parsi community. The findings indicate that multilingualism within this group was not merely the result of living in a multilingual environment, but rather a conscious strategy for survival, distinction, and empowerment. Avestan and Pahlavi served ritualistic and identity functions; Persian and Gujarati, as languages of education and communication, acted as instruments for the transmission of knowledge and intergenerational continuity; and proficiency in Gujarati and Portuguese within the spheres of trade and external relations provided both economic and social capital. The Parsi educational system was thus founded upon a linguistic division of labor, wherein language simultaneously fulfilled ritual, educational, and status-related roles. https://lrr.modares.ac.ir/article_28196.html Although pedagogical translanguaging has become popular in L2 pedagogy, its impact on fluency development under monolingual assessment norms has remained unaddressed. The current study explores whether structured pedagogical translanguaging improves oral fluency in Iranian English as a Foreign Language (EFL) learners, evaluated using standardized monolingual criteria. Drawing on a randomized controlled design, 56 intermediate EFL learners were divided into an experimental group (n = 28), where strategic L1 (Persian) use was allowed during task preparation and peer collaboration, or a control group (n = 28) restricted to English-only instruction. Over six weeks, both groups performed story-telling tasks as pre-/post-tests, which were further assessed via a validated fluency rubric (Segalowitz, 2010; Skehan, 2009), measuring speech rate, pause frequency, and self-corrections. The results showed a significant improvement in the experimental group's oral fluency (p < .001), while the control group did not demonstrate a meaningful change (p = .933). Comparisons between groups highlight a statistically significant post-test superiority for the experimental group (p < .001). The findings emphasize the role of translanguaging in reducing cognitive load and fostering confidence. By challenging monolingual assumptions in EFL instruction, the findings of this study offer practical applications for incorporating translanguaging as a pedagogical framework to promote fluency, particularly in contexts where English proficiency is evaluated monolingually.   https://lrr.modares.ac.ir/article_28198.html This study examines the perceived efficacy of mind mapping as a pedagogical aid for enhancing reading comprehension among 40 first-year university students in Vietnam who are studying English as a foreign language (EFL). The study, which lasted six weeks, employed a mixed methods approach to data collection, utilizing semi-structured interviews and a questionnaire. Descriptive statistics and themes were implemented to analyze the data. The findings indicate that mind mapping is generally considered a beneficial tool, underscoring its capacity to improve comprehension, foster critical thinking, and increase engagement with reading tasks. Students observed that mind mapping facilitated the organization and synthesis of ideas, thereby improving their comprehension and retention of content. Furthermore, the integration of creative elements, such as colors and illustrations, served to further motivate students and align their learning preferences. However, structural challenges in the development of coherent mind maps and initial challenges with this instrument were among the obstacles. In order to incorporate mind mapping into teaching practices, the following practical recommendations are offered: scaffolding, collaborative activities, and alignment with curriculum objectives. The findings underscore the transformative potential of mind mapping in EFL instruction, making it an effective strategy for enhancing learning outcomes and fostering engagement. https://lrr.modares.ac.ir/article_28199.html Cet article propose une lecture sémiotique de la nouvelle persane contemporaine « Pomme de terre iranienne » de Faribâ Vafi, tirée du recueil Sans vent, sans rame (2015) offrant une riche matière pour une analyse approfondie des relations interpersonnelles. Cette étude montre comment, à travers les signes et codes culturels, se construisent et se communiquent les dynamiques humaines entre les personnages, révélant tensions, non-dits et liens implicites dans la sphère privée et sociale. En mobilisant le modèle narratif quinaire de Paul Larivaille et la sémiologie de Philippe Hamon, l’étude met en évidence la manière dont Vafi utilise la narration et le langage symbolique comme un système de signe particulier et comme des produits signifiants pour dévoiler les enjeux relationnels et les codes sociaux implicites. L’analyse montre que la progression narrative, fondée sur la répétition et la variation des séquences, reflète la transformation du rapport entre l’identité iranienne et l’altérité occidentale. Au final, cette analyse souligne la richesse de « Pomme de terre iranienne », qui dépasse le simple récit pour devenir une véritable exploration des liens interpersonnels et des tensions culturelles.   https://lrr.modares.ac.ir/article_28219.html The Safavid period constitutes a foundational moment in Iranian history in which dominant religious and political discourses were rearticulated through close entanglement with embodied lived experiences and collective encounters with calamities and diseases. In this context, salvation was not understood merely as a theological doctrine or an eschatological promise, but as a meaning-generating process realized through actions, rituals, suffering, and the human body. Analysis of the Safavid discourse of salvation therefore requires an approach capable of examining mechanisms of meaning formation at both the discursive level and the level of embodied presence. Drawing on discursive semiotics and, in extension, the semiotics of the body, this study explores how meaning is constituted through interaction between body and calamity in the Safavid discourse of salvation. Within this framework, the body is not treated as a passive or purely biological entity, but as an active site of signification and a central arena for the actualization of meaning. Through bodily contact, pain, illness, and participation in sacred rituals, meaning is translated from abstract doctrinal formulations into lived experience.Methodologically, the study adopts a qualitative approach based on documentary analysis of historical sources, travel accounts, and Safavid-period texts. The findings demonstrate that calamity functions as an active and compelling event, while the body serves as the surface upon which meaning is inscribed and rendered intelligible. Through their continuous interaction, salvation is transformed from an abstract notion into an embodied, sacred, and experientially accessible reality. Meaning emerges through embodied interaction rather than pre-given doctrine or belief. https://lrr.modares.ac.ir/article_28258.html In the field of EFL education, providing effective CF (CF) is essential for improving writing skills. This study explores how AI-scaffolded CF compares to traditional feedback from teachers in enhancing writing performance among learners. Despite the increasing integration of technology in language learning, there is a surprising lack of research directly comparing these two feedback types. A quasi-experimental study was conducted with a convenience sample of 60 advanced EFL learners, randomly placed into two groups: one receiving feedback from instructors and the other using the Sider AI writing tool. Later, the participants completed a writing pre-test and a post-test to assess changes in their writing accuracy. The results revealed significant improvements in both groups, but those using AI-enhanced feedback demonstrated more substantial gains in writing performance. Paired and independent samples t-tests revealed that while both groups improved significantly, the AI-scaffolded group achieved statistically higher post-test scores than the teacher-scaffolded group. Survey results showed that while AI tools effectively engaged learners through personalized comments, the emotional and collaborative support from teachers was invaluable. This study suggests a blended approach that combines AI and teacher feedback to better meet the varied needs of learners. The findings underscore the importance of AI in EFL instruction and highlight the need for further exploration of hybrid feedback strategies and their long-term effects on writing outcomes. https://lrr.modares.ac.ir/article_28259.html Systems thinking is a crucial competency for sustainability, however, it remains largely unexplored in English education. Given its potential and responsibility, English education can play a vital role in addressing sustainability challenges, such as environmental crises, by developing students’ key sustainability competencies like systems thinking. Thus, this study designed an ecocritical pedagogy for English lessons using a material ecocriticism approach and examined its impact on EFL students' systems thinking. A mixed-methods research design was employed with 63 participants (56 females, 7 males) who engaged in three consecutive 90-minute sessions. Quantitative data were collected through pre- and post-questionnaires and analyzed using paired-sample t-tests, while qualitative data from classroom participation and students' concept maps were examined through content analysis. Findings revealed that students could recognize, analyze, and understand the complex interrelationships of agencies contributing to air pollution across different domains and scales through ecocritical reading and discussions. These results demonstrate that ecocritical pedagogy effectively cultivates systems thinking competency in EFL students. This study recommends integrating ecocritical pedagogy that combines both literary and scientific English teaching materials on environmental topics to enhance students' ability to think systemically and engage critically with sustainability issues. https://lrr.modares.ac.ir/article_28260.html Translanguaging pedagogy is a topic of discussion; however, little is known about the critical factors determining its use in English as a Foreign Language (EFL) speaking classes. The integrated mixed methods approach was used in this study to look at the problems that affected the translanguaging practices of students at a gifted high school in Vietnam, particularly in the English-speaking classes (ESC). The study's participants consisted of 280 tenth-grade students. A triangulated methodology was used to collect data that comprised of the questionnaire, semi-structured interviews, and classroom observations. The study's results showed that translanguaging practices were mostly brought about by learning-related contextual factors like the classroom environment, the curriculum's flexibility, and resources available, while teachers and students played a much smaller role. Although students thought that translanguaging method was the most effective for developing comprehension, vocabulary, and speaking confidence, the method was limited due to the curriculum restrictions in lesson sequences. Teachers endorsed translanguaging as a support technique for the warm-up and pre-speaking activities; however, the variability in the use of it was due to lack of supervision and institutional expectations. The research indicates that the current educational framework is not sufficient to develop translanguaging pedagogy and that the opposite is not conducive to the establishment of inclusive language learning in EFL classrooms. https://lrr.modares.ac.ir/article_28273.html Although multimodal instruction has gained steady attention in recent years, relatively little work has looked closely at what happens when learners engage in a structured reading task immediately after watching a film. In particular, the role of post-viewing plot reading in shaping learners’ lexical sophistication in spoken output has been largely overlooked. The present study explores how reading Wikipedia plot summaries after viewing film segments influences the use of advanced vocabulary in narrative retellings. The project was carried out at a university in Iran with 56 upper-intermediate English majors, all Persian-speaking, who were assigned to experimental and control groups. Both groups watched identical film excerpts and completed the same speaking tasks; the only distinction was that the experimental group also read the relevant plot summary before speaking. To examine the spoken data, I relied on the Lexical Frequency Profile and VocabProfile tools. The analyses showed that learners who completed the post-viewing reading stage produced more low-frequency and academic lexical items, displayed a wider range of vocabulary overall, and showed somewhat more complex syntax in their retellings. Insights from semi-structured interviews echoed these patterns, with students noting that the reading step sharpened their attention to vocabulary and made it easier to speak with fewer pauses. Taken together, the findings suggest that pairing visual input with a brief textual scaffold can nudge learners toward more sophisticated language use. This simple intervention, therefore, holds promise for teachers seeking practical ways to enrich lexical sophistication in EFL speaking classes. https://lrr.modares.ac.ir/article_28349.html This research, by applying the theoretical model of semiotic-phenomenological analysis, deals with the linguistic analysis and typology of the body in selected of Laylaneha and Duchenar by Hassan Roshan. The main question is how the perceptual-sensory subject, through bodily actions and interaction with other subjects and objects, shapes the semantic system of language in the context of the lived experience of presence? The aim is to analyze the bodily semantic system as a phenomenal text and to examine the process of the subject's sensory perception during the lived experience of presence from a linguistic perspective. The present study is qualitative, descriptive-analytical, and relies on linguistic and semiotic tools. In these two collections, the body has become a linguistic platform for representing personal, romantic, social, and historical experiences. In Laylanaha, the body is crystallized in the realm of romantic and individual linguistic representations; but in Duchenar, the body is reinterpreted as historical and social memory through linguistic and narrative capacities. In both works, the types of body, physical, reference, self-identity, meta-body, mythical and prosthetic have a prominent presence. Laylaneha, focusing on linguistic representations of the romantic/living body, and Duchenar, emphasizing linguistic representations of the historical/political body, recreate two distinct modes of corporeality in contemporary poetry. In Roshan's poetry, the body is considered the main platform for recording and representing collective memory and political, social, and cultural history through language. https://lrr.modares.ac.ir/article_28367.html The high requirement for English communication is a significant challenge in the context of Vietnam. Therefore, finding effective learning and teaching methods to develop Vietnamese students’ English-speaking ability has received considerable attention from all stakeholders. A review of related studies suggests that video self-recording is a promising technique for enhancing speaking skills. The current study was therefore conducted to examine the effects of this technique on students’ speaking performance through an 18-week experiment. The participants included 40 low-proficient students at a high school in Southwest Vietnam. Using speaking tests, students’ self-evaluation forms, and semi-structured interviews, the study gained insights into the impact of the video self-recording technique on students’ speaking improvement, indicated by their self-evaluation and test results. Overall, the students rated themselves as having made significant progress, and the test results confirmed this improvement. Through the results, this study highlights the strengths of the technique, particularly in promoting learners’ self-regulation, while also providing suggestions to optimize the use of video self-recording in Vietnamese and similar contexts worldwide.  https://lrr.modares.ac.ir/article_28368.html Within the ecosystem of genres, audiences, and modalities, knowledge dissemination relies on metadiscourse markers that guide and engage academic audiences. Despite digital technologies reshaping communication after the pandemic, their use in academic webinars, especially regarding speakers’ linguistic backgrounds, remains an underresearched area of inquiry. Accordingly, this study aimed to comprehensively analyze interactive and interactional metadiscourse markers utilized by both top-tier native and non-native scholars in Applied Linguistics webinars. To this end, a corpus of 24 webinars (24 hours and 35 minutes) conducted by top-tier Applied Linguists over five years was purposively selected and analyzed using Hyland’s (2005) metadiscourse model, focusing on the frequency and distribution of interactive and interactional markers. The results showed that native scholars employed metadiscourse markers (both interactive and interactional) somewhat more frequently than non-natives, though both groups used them extensively to organize and engage audiences. While natives favored interactional markers over interactive ones, non-natives demonstrated the opposite trend, relying more on interactive than interactional markers. These findings highlight the need for EAP/ESP pedagogy to extend beyond accuracy, fostering non-native scholars’ interactional competence through training in hedges, boosters, attitude markers, and self-mentions, empowering them to communicate confidently, engage audiences, and sustain presence in global academia. https://lrr.modares.ac.ir/article_28369.html Jacques Dupin, a prominent figure in post-World War II French poetry, crafted a poetic language characterized by rupture, opacity, and a constant tension between presence and absence. This study, employing a phenomenological approach and close reading of Dupin’s poems, innovatively explores language instability, embodiment, and active silence, demonstrating how his poetry departs from traditional and lyrical structures to redefine modern poetic discourse. Unlike previous studies focusing primarily on linguistic or aesthetic disruptions, this article integrates phenomenology (Heidegger, Merleau-Ponty) and Derridean deconstruction (différance, trace) to analyze language as an existential event that reveals the instability of meaning. The findings indicate that Dupin’s poetry, through the dissolution of the subject, the materiality of language, and silence as an act, poses a fundamental challenge to classical French poetic traditions. It contributes to a deeper understanding of modern French poetry, where language serves as both a site of loss and a space for renewed emergence. https://lrr.modares.ac.ir/article_28519.html This study investigates the representation of language varieties on Iranian news websites through Woolard’s (2020) social–semiotic framework. Grounded in Peircean semiotics and informed by Critical Discourse Analysis, this framework examines the social–semiotic processes through which ideological beliefs and value systems regarding language are constructed and reproduced in news discourse. The dataset comprises 170 news texts purposively collected from Iranian news websites over a ten-year period (2014–2024). The study adopts a mixed-methods design: in the qualitative phase, texts were analyzed based on Woolard’s social–semiotic processes, and in the quantitative phase, the frequency and distribution of these processes were calculated. Inter-coder reliability was confirmed using Cohen’s kappa coefficient (κ > 0.80). The findings reveal nine key social–semiotic processes in news discourse. Among these, qualia was the most frequent process (38 instances, 22.4%), reflecting the ideological emphasis on positive and negative evaluative judgments toward language varieties. Iconization followed (32 instances, 18.8%), linking linguistic varieties symbolically to ethnicity, nationality, and speaker identity. Although the other processes occurred less frequently, they play a critical role in the naturalization of linguistic ideologies and the unequal representation of language varieties in Iranian news media. https://lrr.modares.ac.ir/article_28520.html "Dad" is one of the fundamental and pivotal concepts in the Shahnameh, the understanding of which is challenging due to its semantic breadth. Utilizing a descriptive-analytical method and drawing upon Jost Trier's "Semantic Field" theory, this research attempts to identify the conceptual structure and semantic network of this term within the text of the Shahnameh. Findings indicate that "Dad" functions as a "conceptual node" in the Shahnameh, linking political, ethical, and ontological concepts. This semantic field is built upon three primary cores: 1. The ancient meaning of "Rite" and "Cosmic Order," originating from the root nahadan (to place/establish) and its connection to the worldview of Asha; 2. The meaning of "Social Justice" in the sense of "Proportion," a meaning often highlighted through structural opposition with Setam (oppression) and Bidad (injustice); 3. The all-encompassing core of "Super-virtue," which transforms "Dad" into a symbolic embodiment of "Goodness." Furthermore, this study demonstrates that the ancient semantic role of "Dad" (meaning 'to place') has been assumed by other cognate words such as Nehad (nature/disposition) and Dehesh (creation/charity), and that the dominance of the modern understanding of "Dad" as merely "Justice" stems from the exclusivity of the concept of justice within this term. https://lrr.modares.ac.ir/article_28522.html This study presents a systematic investigation into the role of Persian intonational features in discourse organization, with a specific focus on prosodic cues within simulated conversational speech. Employing acoustic analysis, the research examines fundamental frequency (F0) variations to elucidate their functions in discourse segmentation and the distribution of pitch accents (e.g., H, L, L+H*) within information structure. Furthermore, it explores the pragmatic determinants influencing pitch accent selection, particularly in relation to utterance predictability and the maintenance of discourse coherence. Methodologically, the investigation draws upon a corpus of elicited speech designed to encompass a range of diverse communicative contexts. Acoustic measurements, including pitch range, duration, and pause length, were extracted and analyzed using PRAAT software (Version 6.0(2020). Intonational patterns were annotated following the auto segmental-metrical framework of intonational phonology, with modifications for Persian-specific phenomena. Key findings demonstrate that Persian speakers employ systematic pitch range expansion as a prosodic marker for topic transitions, with F0 elevation observed at discourse boundaries. Furthermore, the distribution of pitch accents was found to be governed by information status, with new/unpredictable information preferentially receiving high-prominence accents (L+H*). The study contributes to the broader field of prosody-discourse interface research by (1) empirically validating Persian-specific intonational strategies and (2) illustrating how acoustic cues enhance discourse coherence in a typologically distinct language. Implications for intonational phonology models and speech technology applications are also discussed. https://lrr.modares.ac.ir/article_28534.html The present study aims to introduce two types of similes, namely linguistic metamorphosis and linguistic sphinx, and to examine their roles in the construction of conceptual metaphors based on Kövecses’ model (2010). This investigation is conducted through a content analysis of four plays. Linguistic metamorphosis and linguistic sphinx provide a novel perspective on the classification of simile phrases, which is linked to the theory of conceptual metaphor. The current research is conducted using a descriptive-analytical method and is based on library research. The findings indicate that in the aforementioned plays, the contribution of linguistic metamorphosis to the construction of conceptual metaphors is greater than that of linguistic sphinx. In conceptual metaphors corresponding to linguistic metamorphosis, the metamorphosis of intangible elements into tangible elements is more prevalent than the reverse metamorphosis. Furthermore, the transformation of intangible elements into tangible elements is more prevalent than the transformation of tangible elements into intangible ones, in order to create hybrid mental creatures in conceptual metaphors that correspond to linguistic sphinx. Based on the analysis of the metamorphoses and the transformations of tangible and intangible elements with each other in conceptual metaphors that correspond to both linguistic metamorphosis and linguistic sphinx, the frequency distribution of instances consistent with Kövecses’s approach across all mentioned plays is higher than that of instances inconsistent with this approach. The results of this study are consistent with Kövecses’s perspective on the conceptual metaphor and demonstrate a common pattern that may lead to a deeper understanding of human language and thought.   https://lrr.modares.ac.ir/article_28535.html In a context where foreign language learning heavily relies on lexical acquisition, this study compares the effectiveness of paper and digital flashcards for learning French vocabulary among Iranian adolescents at the A2 level. The aim is to determine which type of flashcard better supports the retention of vocabulary related to Iranian cultural, daily, and traditional themes. An experimental approach was adopted, involving two groups of 12 learners who received identical instructional conditions. Each group participated in five learning sessions covering 50 words, using either paper or digital flashcards, with visual and cultural elements introduced progressively. Data were collected through a pre-test, a post-test, a questionnaire, and direct observations. The results reveal significant differences in the effectiveness of the two types of flashcards, offering practical insights for FLE instructors in Iran. This research also contributes to a deeper understanding of the role of educational technologies and cultural references in language learning. In the current context, where AI-based technologies are transforming language education, the findings of this study remain relevant and may be further enhanced through the future integration of AI tools for more personalized and interactive learning. https://lrr.modares.ac.ir/article_28536.html The present study examined the effect of phonological auditory priming on the recognition of Persian monosyllabic words. Priming refers to a process in which the presentation of a preceding stimulus which can accelerate or facilitate the processing of a subsequent stimulus. In phonological processing, a prime may activate part of the phonetic or phonological structure of the target word, thereby influencing the speed of access to lexical representations. To investigate this relationship, three types of primes were used: rhyme primes, which activate the final portion of the target word; phoneme-transposition primes, in which the final phonemes of a word or nonword are rearranged; and a control condition in which the prime and target shared no phonemes. Fifteen adult native speakers of Persian participated in the study. Each participant completed an auditory lexical recognition task consisting of 240 trials, during which reaction times and response accuracy were recorded as dependent variables. The independent variables were prime type and stimulus repetition. The results revealed a strong and significant effect of repetition on reaction time; repeated items were processed more rapidly, indicating facilitated lexical access resulting from repeated exposure. Prime type also had a significant effect: rhyme primes led to shorter reaction times, whereas phoneme-transposition primes did not differ significantly from the control condition. The interaction between repetition and prime type was not significant, suggesting that repetition effects and phonological facilitation operate independently. Overall, the findings demonstrate that the mechanisms underlying lexical access in Persian are comparable to those reported for other languages. https://lrr.modares.ac.ir/article_28589.html The development of autonomy-supportive teachers, nurturing students’ learning autonomy, is experimentally associated with autonomy-supportive pedagogy, promoted throughout their pre-service teacher education. It emphasizes the significance of how pre-service teachers view pedagogy that supports autonomy. As has been scantily documented in the body of literature, this study explored how Indonesian EFL pre-service teachers value their teacher educator's autonomy supports and how their perceptions of these supports may have affected the development of their LA. This case study recruited a cohort of Indonesian EFL pre-service teachers taking a reading course. A final class survey and gradual retrospective reflections on the four months of study were gathered, resulting in 3 sets of quantitative data and 231 pieces of qualitative data. Grounded in self-determination theory, the research elucidates their viewpoints, observing and appreciating their teacher educator's supportive and inclusive instruction, despite some challenges encountered. They ruminated that the autonomy supports could facilitate their capability to govern their language learning. Implications for pre-service teachers’ professional growth, including the need to provide more visible autonomy supports, tailored scaffolding, and fine-grained adaptations during instruction are discussed. https://lrr.modares.ac.ir/article_28590.html While reflective practice is a cornerstone of teacher professional development, drawing on the findings of previous studies, it can be said that achieving depth in reflection, particularly for non-native English-speaking teachers, is still considered a challenge. This qualitative study investigated whether Tripp and Rich's (2012) video analysis framework could scaffold reflective depth for three Iranian non-native English-speaking teachers, and if so, how it accomplishes this. Data from interviews, recorded classroom sessions, and individual and group stimulated recall sessions were analyzed thematically to identify the themes within each of these sessions and interviews. The findings indicate that the structured steps of the video analysis framework (Notice, Describe, Explain, Act/Propose) effectively guided the Iranian non-native English-speaking teachers beyond superficial description toward pedagogical reflection and greater reflective depth. The participants regarded the use of this framework as a tool that empowers them to be critical observers who are constantly observing and evaluating their own classrooms. Despite all the positive aspects they mentioned regarding the use of this framework, these teachers also noted emotional and practical challenges. Therefore, it can be concluded that structured video analysis is a powerful tool for fostering teachers' evidence-based reflective depth, which is significant for the professional development of non-native speaking teachers. Teacher training program organizers can use the results of this research to enrich their courses. https://lrr.modares.ac.ir/article_28722.html Siah-bazi is one of the joyful theatrical forms in Iranian culture that, through linguistic conventions, humor, and verbal game, critiques power relations, class structures, and social conflicts. Despite the significance of this theatrical genre, it has received little attention from the perspective of Norman Fairclough’s Critical Discourse Analysis, particularly with a focus on linguistic and discursive mechanisms. The present study aims to identify discursive elements in verbal play within Siah-bazi performances. The article addresses the question of how verbal games in Siah-bazi reflect critiques of power structures and social oppositions. Adopting a descriptive–analytical approach and drawing on Critical Discourse Analysis through Fairclough’s three-level model of description, interpretation, and explanation, the study analyzes discursive levels in Siah-bazi. The findings indicate that the characters, by relying on colloquial language, humor, linguistic conventions, and irony, construct a popular–critical discourse in opposition to the formal, authoritarian, and hegemonic language of the ruling class. At the interpretive level, this linguistic and discursive confrontation becomes a symbolic encounter between the lower classes and official authority; at the explanatory level, Siah-bazi goes beyond mere entertainment and functions as a form of critical social action that activates the audience’s critical awareness by breaking traditional conventions through verbal game. Accordingly, despite its comic and colloquial appearance, Siah-bazi constitutes a dynamic arena for negotiation between power and the people and, through the language and dialogues of its characters, is both a reproducer of and a challenge to social and class structures in contemporary Iran. https://lrr.modares.ac.ir/article_28795.html This research adopts a language-centered approach and relies on a hybrid inferential framework to analyze the linguistic mechanisms in emergent genres of Persian poetry during the 1380s and 1390s (2001-2021). It aims to demonstrate how language in these genres moves beyond a mere representational role to become a field for the production of meaning and difference. Situated within post-structuralist discourse, the theoretical framework synthesizes insights from Benveniste (language as action), Greimas (deep semantic structures), Eagleton (language and ideology), and Derrida (deconstruction and deferral of meaning). This integrated approach investigates the transformation of syntactic, lexical, and discursive relations within these poems. The research corpus comprises three poetic genres: “Erteash” (Vibration), “Tarāsher” (Typo-Poetry), and “Digital Poetry,” all analyzed from a deconstructive linguistic perspective. This theoretical synthesis reveals that in these emergent genres, language evades syntactic and semantic centrality, distancing itself from its representational function to become a self-referential, fluid, and decentered practice. The binary oppositional system collapses, and meaning is constituted through the processes of deferral, difference, and the play of signs. These findings support the argument that contemporary Persian poetry, from the 1380s (2000s) onward, has aligned itself with postmodern logic at the linguistic level, moving towards a form of linguistic self-awareness. Consequently, the hybrid inferential framework employed in this study offers a layered perspective on the evolution of syntactic, lexical, and discursive relationships in contemporary Persian poetry, serving as a valuable analytical model for the study of other novel poetic forms. https://lrr.modares.ac.ir/article_28798.html This study examined the characteristics of scientific writing textbooks used in senior high schools in Surakarta, Indonesia, particularly regarding multimodality and artificial intelligence (AI) integration within the Kurikulum Merdeka framework. Using a qualitative descriptive approach, especially content analysis, the study analyzed two textbooks—a government-issued main textbook and a supplementary textbook—based on Cunningsworth’s eight textbook evaluation criteria. The findings indicate that both textbooks generally meet the criteria in terms of instructional aims, organization, language content, integration of language skills, and alignment with project- and problem-based learning approaches. The materials support students’ scientific writing development through systematic activities and contextual themes. However, several limitations were identified. Both textbooks remain predominantly print-based and verbally oriented, with limited integration of multimodal elements such as audio, video, interactive layouts, and infographics. In addition, no evidence of AI integration was found across the stages of pre-writing, drafting, revising, or post-writing. Writing tasks also tend to emphasize technical and mechanical aspects, while creativity, differentiation, and interdisciplinary contextualization receive limited attention. These findings suggest a gap between existing textbook practices and current pedagogical developments emphasizing AI-supported, multimodal, and process-oriented writing instruction. Therefore, future scientific writing textbooks should integrate AI and multimodal features to support reflective, interactive, and contextually relevant learning aligned with the goals of the Kurikulum Merdeka. https://lrr.modares.ac.ir/article_28810.html Creativity and problem-solving ability are important in curricula. In the meantime, teaching Arabic as the language of the Quran, due to its linguistic and skill-based nature, has a high capacity to strengthen divergent thinking, which can help strengthen learners' creativity through activities such as creating sentences and rewriting texts in simple language. However, the level of attention paid to creativity components in textbooks has been a matter of reflection. In this regard, analyzing the content of Arabic books for the high school based on Torrance's creativity elements (Fluency, originality, flexibility, and Elaboration) with an emphasis on practical dimensions is of importance, because the educational content and its presentation method are directly related to Bloom's cognitive levels. The present study, using a descriptive-analytical method and a combined approach (quantitative and qualitative), examines the position of creativity elements and their correspondence with cognitive levels in Arabic textbooks for the tenth, eleventh, and twelfth grades. The findings indicate that the elaboration element has the highest frequency compared to other, which has led to deepening learning and accurate understanding of the text and translation, while the originality element, with the lowest frequency, indicates the content's lack of attention to innovation and high levels of cognitive development. Overall, it can be concluded that the attention given to creativity components in the content of Arabic textbooks is mainly centered on understanding, application, and analysis, and, in comparison with the components of originality and flexibility, provides less capacity for fostering divergent thinking and reflecting higher-order cognitive levels. https://lrr.modares.ac.ir/article_28845.html The capacity of the speaking subject—the “I” who speaks and addresses oneself—to alter the content of what is said, perceived, or thought by the subject of the utterance—the other or the other self—has recently become the focus of new approaches in the linguistics of enunciation. The French linguist Alain Rabatel, through the notion of the “point-of-view effect” highlights the traces of the enunciating subject’s subjectivity within represented discourse. This notion manifests through different modalities of point of view: represented, narrated, and asserted. This article reflects on the various linguistic representations of subjectivity and the mechanisms through which they emerge in the discourse of the other. The objective is to examine the operational nature of Rabatelian approach, focusing on the investigation of literary corpus. An analysis of examples drawn from Passage of Milan (Michel Butor) and Nocturnal Harmony (Reza Ghassemi) demonstrates the extent to which the point of view of the representing subject can influence that of the subject of the utterance and modify its interpretation. https://lrr.modares.ac.ir/article_28846.html From its inception, semiotics has continually sought new anchor points of meaning, wherein meaning is never fixed, unipolar, or determinate; rather, it is always a site of doubt, displacement, and generativity. Existential semiotics is one of the modern methods for investigating how meaning is produced and received, founded by Eero Tarasti. From this perspective, meaning is indeterminate and plural, emerging in the process of living, experience, and the subject's consciousness. Drawing on the insights of this theory, as well as the approaches of Merleau-Ponty’s phenomenology of the body, which considers bodily consciousness as the center of meaning production, the present study examines how meaning is formed in the lived experience of an unnamed subject's migration from Lebanon to France and entry into a new world in the novel The Al-HayyAl-Latini. The final moments of the subject's migration in Souheil Idriss’s novel The Al-HayyAl-Latini are analyzed. Employing a descriptive-analytical method, the study introduces migration as a bodily lived experience and a clear example of semiotic sublimation, achieved through a movement of negation and affirmation, from non-being to being. Migration in this novel is not a goal-oriented action, but a bodily and existential experience of "becoming," accompanied by the collapse of meaning, the rupture between body and world, and existential suspension. The anonymity of the character shifts the narrative from a logic of action to a sensory-perceptual experience and a crisis of subjectivity. The radical negation of values, while leading to emptiness . https://lrr.modares.ac.ir/article_28909.html Translating the Holy Quran for children and adolescents, given their linguistic and cognitive characteristics, is one of the characteristics of this group. The translator in this field must pay attention to loyalty to the foundations and principles of Quran translation, as well as to accuracy, coherence, and linguistic clarity. Mustafa Rahmandoost, a prominent writer and poet of children's and adolescent literature, has published a translation of the first and thirtieth chapters of the Holy Quran in recent decades, with the aim of providing a fluent and understandable text for the new generation. The present study, using a qualitative content analysis approach and comparing samples of this translation with standard Persian translations, evaluates its success in meeting the audience's expectations and conforming to the principles of Quran translation. The framework of criticism includes various linguistic, stylistic, and semantic aspects, such as distinguishing interpretive additions from the text, lexical coherence, observing standard prose, choosing the appropriate equivalent, conveying emotional charge, textual coherence, and morphological and syntactic precision. The findings show that although Rahmandoost's translation is valuable in terms of language fluency, simplification, and attention to the needs of the audience, in some cases it was accompanied by semantic and stylistic inconsistencies. The result of the research is that this translation is an innovative step in introducing children to the Quran, but in order to become a sustainable and educational model, it requires revision and completion based on more precise principles of Quran translation. https://lrr.modares.ac.ir/article_28910.html Documentation, analysis, and comparison of linguistic varieties within a geographical region—given their importance for historical-comparative studies—have long been central to linguistic research. This descriptive-analytical study investigates the distribution of phonemes and consonant clusters in 26 linguistic varieties spoken in the western and southwestern areas of Kurdistan Province. Data were collected through fieldwork using a researcher-designed questionnaire (168 lexical items and 44 sentences) based on the Swadesh list, supplemented by interviews with native speakers. The study addresses three questions: What differences exist among the consonants and vowels of the 26 Kurdish varieties? What is the status of consonant clusters? Based on a dialectometric approach, which dialectal zones can be identified? Findings reveal a total of 33 consonants across the dataset, of which 27 are shared by all varieties, while six consonants [v, q, ɰ, ʕ, ɹ, ʋ] show limited geographical distribution. Among the 15 identified vowels, eight are common to all varieties, whereas seven [y, ɪ, ɛ, a, ɯ, ɤ, ʌ] have restricted distribution. Consonant clusters in syllable-onset position occur in all varieties; in all cases, the second segment is [w]. In some varieties, the vowel [y] corresponds to the glide [w], suggesting a phonological continuum of change: [xwe → xwi → xy]. Although evidence of three-consonant clusters was found at syllable boundaries, no word-initial three-consonant onset clusters were attested. Finally, three dialectal zones are identified: (1) central Sanandaj, Marivan, and Kamyaran; (2) Sirvan (Sanandaj) and western Sarvabad; and (3) southern Kamyaran. https://lrr.modares.ac.ir/article_28911.html Pierre-Simon Ballanche (1776-1847) occupies an unusual position in the intellectual landscape of post-Revolutionary France. A printer’s son from Lyon, marked by the violence of the Revolution and the siege of his city, he developed across three decades an ambitious and deliberately unfinished philosophical project, the Social Palingenesis, in which history is read as a theodicy: humanity advances through ordeals, expiations, and rehabilitations toward a progressive emancipation. This article isolates a dimension of that project that has rarely been studied in its own right — Ballanche’s implicit philosophy of language — and argues that it is the keystone of his whole system. The central claim is that, for Ballanche, language is not a tool that pre-existing human beings use to communicate, but the first social institution. Speech is a gift, originally divine, transmitted through tradition; it precedes the individual and constitutes him as a social being. The human being does not invent the word and then enter society. The article situates this linguistics within Ballanche’s reception, from Sainte-Beuve’s judgment that his influence was “imperceptible but real and growing,” through Chateaubriand’s view of him as the spokesman of the historical school of Vico and Herder, to his impact on the Saint-Simonians (Enfantin, Buchez) and on Catholic historicism (Bonnetty, Ozanam, the Annales de philosophie chrétienne). It concludes that Ballanche anticipates, on the terrain of language, twentieth-century cultural interpreters such as Claude Lévi-Strauss and Mircea Eliade, and that his neglected work deserves a place in the genealogy of modern philology, sociology, historiography, and mythopoetics. https://lrr.modares.ac.ir/article_28912.html The article presents the results of an experimental study on the influence of lexicographic emphasis devices (non-verbal means of highlighting information) on search efficiency within a dictionary entry. Using eye-tracking and questionnaires, three types of emphasis were evaluated: 1) formatting of text illustrations (italics, color, roman type), 2) presentation of polysemy (bold numeral, regular numeral, paragraph indentation), and 3) the presence of special markers (★ Син. (synonyms), ◊ (phraseological units) and Этим. (word etymology)). Forty-five philology students participated in the experiment. It was found that highlighting text illustrations does not affect search speed or accuracy, although respondents subjectively prefer italics and color. In the presentation of polysemy, paragraph indentation provides an optimal balance of speed and accuracy (94% correct answers), whereas bold numerals accelerate search but reduce accuracy (67% correct answers). Among the markers, ★ Syn. has the greatest objective effect (increasing both speed and accuracy); the subjectively most useful marker, Etym., shows only a tendency toward faster search; the ◊ marker has no effect on search. A partial mismatch between subjective preferences and objective performance indicators was revealed. The results point to the need for empirical justification in the choice of lexicographic emphasis devices. https://lrr.modares.ac.ir/article_28918.html Abstract: Grammaticalization may occur in any language. In the Persian language, different language categories, such as verbs had been grammaticalized. This article analyzes the grammaticalized forms of the Persian verb “Amadan”. The corpus used in this paper is the corpus of Academy of Persian Language and Literature, Dadegan corpus. In some cases, we utilized the Dehkhoda dictionary, Soxan dictionary, and the Persian folk dictionary of Abolhasan Najafi (1387). For the research method, we first searched the corpus for the lexical and grammaticalized forms of “Amadan”. Afterward, the lexical forms were separated from the grammaticalized ones. Then we specified new functions of grammaticalized items. Subsequently, we found and detected the examples of grammaticalized forms of “Amadan” in the corpus. Next, different evolutions of grammaticalized forms were analyzed, including new grammaticalized functions and semantic shifts of each grammaticalized word, and the grammatical roles of each form on the grammaticalization diagram of Hopper and Traugott (2003). The results of this research proved that grammaticalized forms of “Amadan” accepted new grammaticalized functions, including auxiliation, optative mood, and inchoative aspect. https://lrr.modares.ac.ir/article_28934.html Teacher well-being has become an important concern in higher education due to increasing levels of occupational stress, burnout, and attrition, which may negatively affect instructional quality and student learning outcomes. These challenges are particularly evident in English as a foreign language teaching, where instructors frequently manage intensive workloads, diverse learner needs, and substantial emotional demands. Although previous research has linked mindfulness and self-efficacy to positive teacher outcomes, limited attention has been given to the psychological mechanisms through which mindful teaching contributes to job satisfaction in EFL contexts. Addressing this gap, the present study examined the direct effect of mindful teaching on job satisfaction and investigated the mediating role of teacher self-efficacy in this relationship. The participants consisted of 321 EFL instructors working in English-language preparatory programs in higher education in Türkiye. Data were collected using the Mindfulness in Teaching Scale (Frank et al., 2016), the Teacher Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001), and the Job Satisfaction Index (Tsui & Schriesheim, 1980). The findings revealed a statistically significant positive relationship between mindful teaching and job satisfaction. Teacher self-efficacy was also found to partially mediate this relationship, indicating that mindful teaching contributes to job satisfaction both directly and indirectly through stronger efficacy beliefs. These findings identify self-efficacy as an important psychological mechanism underlying the relationship between mindful teaching and job satisfaction. The study extends current understanding of teacher well-being in EFL higher education by providing empirical support for a mediation model linking mindful teaching, self-efficacy, and job satisfaction. https://lrr.modares.ac.ir/article_28935.html Language development is shaped by children’s exposure to linguistic input, which increasingly comes from both caregiver–child interaction and digital media. Although shared reading is a well-established predictor of vocabulary growth, less is known about how different forms of shared reading and temporally differentiated screen exposure jointly contribute to language development. This study examined the relative contributions of shared book reading, shared poetry reading, weekday screen time, and weekend screen time to passive vocabulary in children aged 5–9 years (N = 636). Children completed a standardized passive vocabulary test, while parents reported literacy practices and screen exposure. Hierarchical regression analyses controlling for age revealed distinct and context-dependent associations. Weekday screen time was negatively associated with vocabulary, whereas shared book reading showed the strongest positive association. Shared poetry reading also made a smaller but significant positive contribution. In contrast, weekend screen time showed a weak positive association with vocabulary. The findings demonstrate that children’s vocabulary development is differentially shaped by both the type of literacy input and the temporal context of screen exposure. The study advances current research by integrating differentiated forms of shared reading and screen use within a single model, highlighting the importance of context-sensitive approaches to children’s digital and linguistic environments. https://lrr.modares.ac.ir/article_28936.html The present study sought to examine the association between pre-service L2 teachers’ self-compassion (SC) and teacher resilience (TR) with the mediation of cognitive flexibility (CF). To accomplish this, a total of 353 participants voluntarily completed a set of scales. Results from a structural equation modeling (SEM) analysis indicated that these three constructs are positively related. Specifically, SC was found to significantly predicts TR, and CF significantly mediated the association between positive SC components and TR. The results also showed that the indirect effect of SC on TR through CF was significant, indicating that flexible cognition helps translate compassionate self-relating into resilient professional functioning. The findings imply that self-compassionate teachers of the English language are more likely to remain resilient in their profession, and this association is fostered when coupled with their flexible cognition in language teaching. Implications are offered for teacher education, including incorporating reflective practices that cultivate SC and activities that train perspective-taking and adaptive problem-solving. The study contributes to growing evidence that affective and cognitive resources jointly support resilience in language teacher development. https://lrr.modares.ac.ir/article_28968.html While extensive studies confirm the effectiveness of mobile-mediated metalinguistic corrective feedback (MCF), the interaction of text- and audio-based MCF and learners' cognitive style, field (in)dependence, remains unexplored. This study focused on the text- and audio-based MCF and its impact on passive voice of writing and on the field dependence (FD) and field independence (FI) of Iranian EFL learners. The research participants were Iranian EFL learners from Nouri language institute, Gorgan, Golestan, Iran. A total of 195 intermediate level learners were selected through convenience sampling, categorized based on cognitive styles using the Group Embedded Figures Test. A quasi-experimental pretest-posttest design assigned learners randomly to 6 groups consisting of 4 treatment and 2 control conditions. For 3 weeks, participants in the text- and audio-based groups were provided with MCF through WhatsApp on process writing tasks that required the use of the simple present passive voice. There was a significant time × cognitive style × treatment interaction as determined by conducting a 3-way mixed ANOVA with post-hoc Bonferroni-adjusted t-tests. For FD learners, the improvement with an audio was more than with a text. Conversely, FI learners' improvement with a text was greater than with an audio. These results suggest that matching the feedback modality with cognitive style improves grammatical accuracy, which is important for mobile-assisted personalized EFL writing pedagogy. https://lrr.modares.ac.ir/article_28969.html The present study evaluated a sample of five SAMT English textbooks that were practically applied for instruction in the context of English for General Purposes (EGP) courses at Ferdowsi University of Mashhad (FUM). The evaluation focus was on readability of textbook passages and their adequacy to undergraduate students’ reading expectations. A convenience sample of 787 male and female students (1849 years old) completed Oxford Quick Placement Test (OQPT), as for baseline placement scores, and out of them, 461 completed a questionnaire on their expectations of reading passages in their textbooks. Six main readability indexes, including Flesch Reading Ease Score (FRE), Gunning Fog Index (GFI), Flesch-Kincaid Grade Level (FKGL), Coleman-Liau Index (CLI), SMOG Index (SMOG), and Automated Readability Index (ARI) were used to assess the readability of five SAMT textbooks (four semi-technical and technical books specified for Accounting, Economics, Theology and Islamic Studies, and Veterinary Medicine, plus one general book designed for General English across various disciplines). The results showed that the average readability indices of SAMT technical and semi technical books consistently exceeded EGP students' proficiency, confirming their unsuitability for EGP courses. Only "General English" book was within the standard range. Regarding students’ expectation of reading passages, activating prior knowledge and reading fluency were the most expected aspects to be taken into account. Our outcomes have practical implications for EGP curriculum designers, and instructors on the need to adapt technical and semi-technical SAMT reading passages to EGP students’ proficiency levels and reading expectations before being used for instruction. https://lrr.modares.ac.ir/article_28972.html Media coverage of wartime events, particularly during the initial hours following the outbreak of conflict, is of special significance from the perspectives of media linguistics and discourse analysis, as this period plays a decisive role in shaping primary interpretive frameworks and stabilizing dominant modes of representation. This study examines the discursive construction of news values in the coverage of the onset of the twelve-day war through an analysis of news reports published on the website of the Islamic Republic News Agency (IRNA) within the first six hours of the conflict. The study adopts an integrated theoretical framework that combines the classical theory of news values proposed by Galtung and Ruge and its later revisions—most notably Harcup and O’Neill’s model—with a linguistically oriented approach to news discourse and Grice’s Cooperative Principle. Methodologically, the research is qualitative and follows a descriptive–analytical design. The corpus consists of ten news reports purposively selected from the specified time frame. The units of analysis include headlines, leads, and full news texts, with particular attention to the realization of news values, patterns of information organization, and strategic linguistic choices. The findings indicate that IRNA’s coverage of the war’s onset follows a coherent and staged pattern conceptualized as a discursive arc of war onset. Within this arc, key news values are dynamically activated and mutually reinforcing. In addition, linguistically grounded strategies informed by Grice’s Cooperative Principle, especially the controlled management of informational quantity and quality, play role in regulating newsworthiness, maintaining institutional credibility, and managing crisis discourse. https://lrr.modares.ac.ir/article_28993.html Abstract Given the importance of linguistic issues and the increasing necessity of identifying the scientific structure of research publications, the present study aimed to investigate the scientific network and thematic dynamics of the Journal of Language Researches. This research is an applied study conducted with a descriptive-analytical approach using scientometric indicators and co-occurrence analysis. The research population includes all articles published in this international journal. The data were analyzed using Microsoft Excel, VOSviewer, and UCINET software. The results showed that the co-occurrence network of the Journal of Language Researches is a network with various thematic clusters, indicating the significance of addressing linguistic issues within the articles of this journal. By focusing on local identity and the keyword "Persian language," this journal has been able to establish a balance between structuralist and theoretical approaches and the contemporary research needs of the world. The co-authorship pattern of the authors reveals the existence of a coherent and stable network among the journal's top authors, who play a key role in knowledge exchange and the formation of mainstream research. The results of the examination of the pattern of international scientific collaborations in the journal indicate the central position and leading role of Iran in the research network of linguistic issues within this journal; to the extent that the scientific influence of this country extends beyond the quantity of article production, and alongside major scientific powers such as the United States, Australia, and Canada, it has secured a leading position in the collaboration network. https://lrr.modares.ac.ir/article_29012.html Medical English for Academic Purposes (EAP) textbooks do more than present disciplinary content; they also model how claims are asserted, qualified, and attributed. This study provides a descriptive corpus comparison of engagement resources in three medical EAP textbooks: two produced by Persian-speaking author teams and one by an English-speaking author. Reading passages totaling approximately 5,200 words per book (approximately 15,600 words overall) were randomly selected across textbook units and coded using the engagement subsystem of Appraisal theory. A second trained coder independently annotated 20% of the corpus (κ = .94), and the primary analyst recoded 20% after a four-week interval (κ = .91). Because the three textbooks, rather than individual clauses, constituted the comparative cases, the findings were interpreted descriptively through raw frequencies, within-text percentages, normalized rates, and contextualized examples. Monoglossic resources constituted 64.8% of 1,378 coded instances, whereas heteroglossic resources constituted 35.2%. Within heterogloss, expansion predominated (78.1%), principally through entertain and probabilize, while contraction was realized mainly through disclaim. Attribution relied more on acknowledge than hearsay, and no distance instances were identified. The three books thus shared an authoritative instructional orientation but differed in the density and internal composition of their engagement resources. These differences are treated as properties of the sampled texts and cannot be attributed uniquely to writer language background. https://lrr.modares.ac.ir/article_29022.html Specialized translation in Iranian universities is currently one of the most complex aspects of French language training. Between terminological requirements, discursive constraints, and a lack of systematic access to specialized resources, students encounter difficulties that extend beyond the scope of general translation. This article aims to examine pedagogical strategies that can optimize effective learning of specialized translation from French in Iranian universities. Our central problem revolves around the following question: What are the usual solutions for overcoming the linguistic and meta-linguistic challenges in the translation of specialized texts? We postulated that introducing students to terminology banks and specialized databases, implementing parallel corpuscular studies, and using innovative pedagogical learning tools in academic settings could solve some of the students' problems. The theoretical framework is based on the PACTE group's model of translation competence (2003), and on Kiraly's socio-constructivist approach (2000). Thus, the research adopts a mixed methodology, with descriptive and analytical aims, based on direct observation of classes and the administration of questionnaires. The results indicate that improving specialist translation relies on a multidimensional approach integrating technological tools, the development of analytical and cognitive skills, prior analysis of texts, consideration of cultural dimensions, translational reasoning, as well as interactive devices, collaborative translation and the use of authentic texts, involving a close link between theory and practice aligned with professional requirements. https://lrr.modares.ac.ir/article_29026.html Adopting an interdisciplinary approach grounded in tensive semiotics, this study investigates the strategies for the continuity of meaning regarding female heroism in Iranian mythology. In the majority of mythological studies, female heroism is predominantly defined within the framework of gender stereotypes and corporeal action on the battlefield, with limited attention devoted to the mechanisms of sustaining and reproducing this meaning within psychological and discursive domains. Based on the analytical framework of this inquiry, the “continuity of heroic meaning” is defined as the process of preserving and reproducing heroic agency by shifting the locus of action from physical and corporeal conflict to the sphere of psychological management and discursive politics. The significance and novelty of this research lie in transcending the reduction of epic women’s roles to marginal and stereotypical functions, and proposing an analytical model for the simultaneous examination of two complementary paradigms of female heroism. Accordingly, Gordafarid and Sindokht, two prominent characters in the Shahnameh, are examined as archetypes of corporeal and discursive heroism, respectively. The research employs a qualitative, descriptive-analytical methodology, extracting data through the semio-semantic analysis of narrative situations alongside corporeal and psychological descriptions. The findings reveal that female heroism in the Shahnameh is sustained through a transition from the physical battlefield to diplomacy and discursive politics. This reading demonstrates that mythical women functioned as dynamic and efficacious agents in managing, intensifying, or resolving the fundamental tensions of the epic https://lrr.modares.ac.ir/article_29070.html Onomatopoeia is among the most archaic elements of language, establishing a direct link between sensory experience, cognitive perception, and linguistic expression. Adopting an integrated cognitive linguistics and folk epistemology perspective, this study analyzes onomatopoeic words in the Feyli Kurdish dialect and investigates their role in representing embodied experiences, emotions, motor actions, and the natural ecology of the speakers. The data were collected through qualitative methods, including field observation, semi-structured interviews with 35 native speaker, and documentary research. The analysis reveals that Feyli Kurdish onomatopoeias exhibit clear cognitive and phonological systematicity, with the selection of vowels and consonants governed by a distinct perceptual-cultural logic. High vowels and fricative consonants are predominantly employed in onomatopoeias associated with pain, crying, and suffering, whereas open vowels and plosive consonants occur more frequently in onomatopoeias related to anger, collision, and high-intensity phenomena. The findings further demonstrate that onomatopoeias carry indigenous knowledge and reflect gender-, age-, and ecology-based patterns within the speech community. Ultimately, the study indicates that the decline in the use of onomatopoeias entails the erosion of a segment of cultural knowledge and specific modes of sensory perception, underscoring the fundamental importance of their documentation and analysis for linguistic and cultural research. https://lrr.modares.ac.ir/article_29100.html Modern technologies, particularly Artificial Intelligence (AI), have transformed the nature, content, and methods of language teaching and learning, including writing instruction, feedback, and evaluation. Given the affordances of AI in automated written corrective feedback (AWCF), it is important to delve into both pedagogical outcomes and learners’ actual experiences and feelings, such as writing self-efficacy (WSE), when exposed to these new possibilities. In the present embedded mixed-methods study, 66 teenage English as a foreign language (EFL) learners, assigned to experimental (n = 34) and control (n = 32) groups, received AWCF via Grammarly and WCF from the instructor, respectively. Both groups completed a self-efficacy questionnaire and six writing tasks, over two months. ANCOVA, MANCOVA, and Quade tests revealed that, while both feedback types improved writing performance, AWCF exerted a significantly greater impact. No significant difference, however, was found regarding WSE. An aggregate of qualitative data from introspective think-aloud protocols and focus group, intended to grasp both real-time engagement and post-intervention insights, revealed mostly favorable attitudes towards the experience. However, learners’ comments pertaining to their sense of self-efficacy displayed more complex patterns marked with mixed feelings. These findings hope to provide worthwhile implications for EFL educators, learners, and educational technologists who are seeking to improve autonomous learning experiences with evolving technologies. https://lrr.modares.ac.ir/article_29104.html A conceptual metaphor is one of the main tools for understanding the surrounding world and plays an important role in the process of conceptualization and classification of structures of human knowledge. It functions as a cognitive-linguistic mechanism that establishes connections between heterogeneous conceptual domains. Conceptual metaphors are widely used in sports news and reports. Although the study of conceptual metaphors in sports texts has attracted the attention of many researchers, comparative studies aimed at identifying similarities and differences in their use in Russian and Persian languages have not yet been conducted. One of the most common types of conceptual metaphors in sports is the military metaphor. Therefore, in this study, we focus on the analysis of military Russian conceptual metaphors in the context of football as a team sport, as well as on examining their equivalents in the Persian language. The material for this study consists of 50 examples selected from contemporary Russian sports media and the proposed Persian equivalents have likewise been selected based on expressions commonly used in sports discourse. The examples are analyzed within the framework of the conceptual metaphor theory developed by A. P. Chudnov. Each group of metaphors is viewed as a separate conceptual frame reflecting the transfer of elements from military discourse into the sports context. https://lrr.modares.ac.ir/article_29105.html If research in translation pedagogy has long focused on the linguistic skills of learner-translators, the role of their personality remains largely underexplored. This study examines the influence of neuroticism and conscientiousness on the quality of technical translation among 22 Iranian students of French as a foreign language (FFL). Participants translated a specialized text (Islamic texts) without access to digital tools. The translations were assessed using an original evaluation grid across four dimensions: semantic transfer, stylistic quality, lexical accuracy, and adherence to formatting norms. The results show a significant negative correlation between neuroticism and semantic quality (r = -0.502) and stylistic quality (ρ = -0.668), as well as a positive correlation with the number of lexical errors (r = 0.363). In contrast, no significant relationship was observed with conscientiousness. These findings confirm the negative effect of neuroticism on specialized translation performance, likely because anxiety, inherent to neuroticism, diverts part of the cognitive resources away from the assigned task. Pedagogical implications are proposed to minimize these negative influences. https://lrr.modares.ac.ir/article_29106.html AbstractTravelogues and prose texts of the Qajar era serve as a linguistic document of Iran's transition to modernity and its encounter with the phenomenon of "lexical gap." The central question of this research is to investigate what linguistic and cognitive mechanisms the Persian language has employed to construct a new semantic system when confronted with emergent phenomena and novel concepts lacking prior signifieds. Adopting a descriptive-analytical approach and drawing on the theoretical frameworks of Historical Semantics and Contact Linguistics, this study examines texts such as The Memoirs of Haj Sayyah, The Travelogue of Ebrahim Beyg, The Book of Ahmad, and The Treatise of One Word as a linguistic corpus. The findings reveal that during this period, the Persian language relied on three main strategies to name and convey modern concepts: (1) semantic extension and conceptual metaphor (e.g., using "bāghcheh" for "park"); (2) phonological borrowing mediated by French, adapted to the Arabo-Persian phonological and orthographic system (e.g., "université," "théâtre," "hôpital"); and (3) intra-lingual compounding based on inherited morphological patterns (e.g., "horse-drawn railway" for "tramway"). These mechanisms demonstrate that language in these texts was not merely a passive descriptor of the new world; rather, at the very moment of modernity's production, it engaged in structural and semantic reconstruction.Keywords: Historical Semantics, Lexical Gap, Phonological Borrowing, Semantic Extension, Qajar Prose, The Memoirs of Haj Sayyah https://lrr.modares.ac.ir/article_29107.html This paper examines how three ELT teachers from Türkiye working in Dublin understand and enact creative thinking in language teaching, with particular attention to how cultural experience shaped in Türkiye informs that process. While creativity in ELT has been widely discussed in relation to pedagogy, teacher beliefs, classroom practice, and institutional constraints, less attention has been paid to how teachers’ own cultural and cross-system experience becomes part of creative pedagogical thinking. Drawing on a phenomenologically informed interpretivist design, the study analyses semi-structured interviews with three teachers who had built their professional lives across Turkish and Irish educational contexts. The data were developed as three interpretive cases through close, iterative reading, supported by analytical memo-writing, attention to disconfirming evidence, and member checking. The findings suggest that Turkish cultural experience operates with a dual logic. Across the cases, the same cultural matrix produces both affordances for and constraints on the flexible thinking through which creative pedagogy is enacted. Relational warmth, collectivist orientations, hospitality codes, teacher authority, and internal cultural heterogeneity function as pedagogical resources, while examination pressure, institutional rigidity, regulatory barriers, and evaluative interactional norms restrict creative action. The cases further show that movement between educational systems generates analytical capacity, enabling teachers to recognise conditions that support or inhibit creative pedagogy. The paper argues that culturally diverse ELT teachers from Türkiye may be better supported through their cultural experience, including its contradictions, provided that such experience is recognised as a complex pedagogical resource rather than reduced to a simple advantage or obstacle. https://lrr.modares.ac.ir/article_29156.html Iranian folktales, through their distinctive narrative structures and value systems, provide a productive framework for examining the process of meaning-making within the perspective of Greimasian semiotics of discourse. This study investigates the interaction of the actantial, pathemic, and tensive systems in the construction of meaning by analyzing two Iranian folktales: Hasani and Fatouli (from Isfahan) and Haft Dokhtarun (from the Bakhtiari tradition), based on Greimas’s semiotic model. The research adopts a descriptive-analytical approach and is grounded in library-based data. The findings indicate that both narratives follow a common structural pattern, beginning with an initial state of lack, followed by the quest for a valued object, confrontation with a series of trials, and the restoration of equilibrium. Within this process, the actantial system organizes the narrative program and directs the subject toward the valued object; the pathemic system shapes perceptual and emotional experiences, thereby providing the motivation and competence for action; and the tensive system accelerates narrative transformation and semantic change through moments of crisis and rupture. Hasani and Fatouli primarily foregrounds the actantial system through the realization of justice and the restoration of rightful ownership, whereas Haft Dokhtarun places greater emphasis on the tensive system by highlighting survival, cooperation, and overcoming crisis. Accordingly, meaning in these narratives emerges not from the independent operation of each discursive system but from the dynamic interaction of the actantial, pathemic, and tensive systems—an interaction that plays a decisive role in the construction of cultural values and the process of signification. https://lrr.modares.ac.ir/article_29157.html The development of case systems and the reorganization of grammatical relations constitute one of the major diachronic processes in the history of the Iranian languages, reflecting a continuum of morphological erosion and innovation. Balochi varieties provide compelling evidence for ongoing changes in case morphology, with the oblique case representing the principal locus of diachronic change. Adopting a descriptive–analytical approach, this study investigates the historical development of the oblique case across different Balochi varieties. The analysis is primarily grounded in Kulikov’s (2009) cross-linguistic typological framework and Stilo’s (2008) model of case-system development in Iranian languages, while also drawing on complementary theoretical approaches to case change, including grammaticalization, differential object marking (DOM), and case stacking. The findings demonstrate that Balochi has not only retained the oblique case but has also undergone functional extension and morphological renewal, leading to the emergence of new case morphology. Three major diachronic developments are identified. First, the western varieties have lost the oblique case and replaced it with syntactic strategies, resulting in the predominance of analytic patterns. Second, the oblique case has undergone internal renewal through differential object marking, whereby oblique case marking has been extended to mark prominent objects in ergative constructions under the influence of animacy and definiteness hierarchies. Third, the eastern and coastal varieties exhibit morphological renewal through the merger of genitive and oblique morphology, giving rise to a distinct locative marker that reduces the functional ambiguity arising from the multifunctionality of the oblique case. https://lrr.modares.ac.ir/article_29185.html This study explored the impact of AI-assisted adaptive feedback (FB) on Iranian EFL university students’ engagement (SE), academic emotions (AE), and self-regulated learning (SRL). A pretest–posttest control group design was adopted, with a total of 83 learners assigned to either an experimental group that received AI-based FB or a control group that was provided with traditional instructor FB. The intervention was implemented over an eight-week instructional period. Information was gathered through established questionnaires measuring engagement, emotional experiences, and self-regulation, and the data were analyzed using ANCOVA to account for initial differences in pretest scores, prior GPA, and digital literacy. The analysis showed that students exposed to AI-assisted FB displayed higher engagement, more positive academic emotions, and stronger SRL than those in the control group. Among the measured outcomes, the largest improvement was observed in self-regulated learning, followed by engagement and emotional measures. These results highlight the capacity of AI-assisted FB to deliver tailored support, enhance learner autonomy, and strengthen both cognitive and emotional dimensions of language learning. From a pedagogical standpoint, incorporating AI FB into writing, speaking, and task-oriented activities can help learners remain motivated, track their own progress, and achieve better long-term learning results. https://lrr.modares.ac.ir/article_29186.html In recent years, cognitive modeling of textual memory has gained significant attention at the intersection of cognitive science and artificial intelligence. However, most existing language models lack alignment with the actual cognitive processes involved in human comprehension and recall. This article introduces and analyzes a hybrid framework—referred to as the Mirroring Model—designed to more accurately represent the cognitive mechanisms underlying the understanding and retention of narrative and expository texts. The model is structured around three core components: (1) event indexing based on a five-dimensional schema (time, space, agent, goal, and causality); (2) activation of conceptual lexical networks within textual context; and (3) positional weighting of sentences according to the serial position effect in memory. This integration results in a model that is more consistent with human memory in terms of narrative structure, semantic layering, and cognitive organization of information. In this study, the model was applied to three test texts and its outputs were compared with participants’ behavioral recall data. Four key evaluation metrics—accuracy, precision, recall, and F1-score—were employed to assess performance, and cognitive correlation between the model and human memory was examined using Pearson’s correlation coefficient and the t-test. Findings indicate that, compared to two widely-used models (the Landscape Model and the Event-Indexing Model), the Mirroring Model achieves higher cognitive correlation with actual recall data and provides greater accuracy and balance in predicting memory performance.   https://lrr.modares.ac.ir/article_29187.html AbstractDrawing on human capital theory, this qualitative study explored Saudi English as a foreign language (EFL) teachers’ perspectives on the potential role of artificial intelligence (AI)-mediated foreign language education in supporting economic advancement. Data were collected from 14 Saudi EFL teachers through semi-structured interviews and narrative frames and analyzed using thematic analysis. The findings yielded four higher-order themes: language and communication development, workforce readiness and global participation, AI-supported teaching and learning capacity, and equitable access and system-level support. The first theme comprised general and professional language proficiency, technical and professional vocabulary, and intercultural communication. The second theme included employability and global-market access and a competitive and innovative workforce. The third theme encompassed teaching quality and evolving teacher roles, learner engagement, and AI literacy and critical/ethical use, while the fourth theme focused on equitable access, infrastructure, policy, and investment. Taken together, the findings indicate that teachers perceived AI-mediated foreign language education as having the potential to support economic advancement through the development of linguistically skilled, digitally literate, and professionally adaptable human capital. The findings offer implications for EFL practices while also highlighting broader institutional and policy issues that warrant further empirical investigation. https://lrr.modares.ac.ir/article_29222.html This article aims to analyze the unconscious linguistic mechanisms in the narrative of Hasanak-e Vazier, drawing on Jacques Lacan's theory of language. In this framework, the "unconscious" belongs not to the author's psyche, but to the internal structure of language itself, operating through the two axes of metaphor (substitution) and metonymy (combination). Under this framework, concepts such as "full/empty speech," the "big Other," and "desire and lack" are demonstrated through an analytical method. The concept of the "subject" in this reading is understood as a "position in the chain of signifiers," which emerges in the gap between the official discourse of power and the affective fissures of the text. Relying on a discourse-analytical method based on key signifiers, it is shown that Beyhaqi's text weaves a network of conflicting signifiers (justice, destiny, loyalty, weeping) that none of them ever reaches final fixation. Strategies such as irony, ambiguity, and supplementary narratives are interpreted as devices that construct the text's unconscious, as inherent features of any signifying system when confronted with the symbolic order of power. The conclusion is that the narrative of Hasanak is an arena of the clash of signifiers and the manifestation of the inadequacy of the "big Other" (symbolic power), and in this way, the capacity of the structuralist theory of language for analyzing pre-modern historical texts is demonstrated. https://lrr.modares.ac.ir/article_29223.html Self-regulated learning (SRL) studies in EFL reading comprehension have been widely explored over the past decades across diverse educational settings. However, evidence regarding the effects of SRL interventions on students’ reading comprehension and SRL skills in a blended learning (BL) environment remains insufficient. This study sought to scrutinize the implications of SRL training on students’ reading comprehension and SRL skills in a BL learning environment. The study involved 61 students divided into an experimental group (n = 32) and a control group (n = 29), from the second-semester students of the English department at one of the private universities in West Nusa Tenggara Province, Indonesia. A reading comprehension test and an Online Self-regulated Learning Questionnaire (OSLQ) were used as the instruments to collect the data. The data were analyzed through a MANOVA and a size effect test to evaluate both statistical and practical significance. The findings revealed that SRL training significantly influenced students’ reading comprehension; nonetheless, its effect size was modest. In contrast, the intervention did not meaningfully influence students’ SRL skills. The findings provided evidence that while the instructional treatment effectively enhanced students’ reading comprehension, more intensive SRL training is required to develop and strengthen students’ learning behaviour meaningfully. https://lrr.modares.ac.ir/article_29237.html This study examines foreign language anxiety among 131 undergraduate and postgraduate students enrolled in education-related degrees and in Translation and Interpreting, all of whom receive instruction through English. It investigates anxiety sources, responsibility attribution, self-perceived coping ability, and coping strategies, and compares selected findings with a similar study conducted by the authors in 2014. The comparison is framed by the possible influence of active methodologies on students’ perceptions and responses. Qualitative analysis showed that anxiety remains mainly associated with oral communication, although students now more often describe it as shaped by contextual factors. Descriptive statistics indicated that students most frequently attributed responsibility to themselves, followed by the teacher and peers, replicating the pattern observed in 2014. Mann–Whitney U tests showed that women attributed significantly less responsibility to teachers than men and reported significantly higher perceived coping ability, differences not observed in the earlier study. Kruskal–Wallis tests revealed achievement-related differences in several coping strategies at the item level, with higher-achieving students reporting greater use of help-seeking strategies. Mann–Whitney U tests also indicated that students in education-related degrees scored higher in emotional regulation than those in Translation and Interpreting. Theoretical and pedagogical implications are discussed.