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This paper is an attempt to analyze the ergative constructions in Hawrami. Like other Kurdish dialects, Hawrami utilizes split ergativity only in the aorist constructions. Along with the process of Clitic Doubling, this dialect uses another mechanism for manifesting the ergative pattern. This rare mechanism is only found in Hawrami and not elsewhere in Kurdish. In the constructions, which are derived according to the second mechanism, the direct object and the subject undergo the processes of toplicalization and focusing, respectively. Hence, comparing to the other ergative constructions, which are derived on the basis of Clitic Doubling; these specific constructions bear a more marked semantic interpretation. The constituents of these marked ergative constructions follow a rigid order: the direct object appears at the beginning, the subject, which is always accompanied by Oblique case marker, gets the second position, and the final position is occupied by the past transitive verb. Making any slight change in this order would result in the ungrammaticality of the construction. The present paper, on the one hand, tries to describe the main characteristics of both marked and unmarked ergative constructions in Hawrami, and seeks to provide a theoretical account for the derivation of marked ergative constructions and their characteristics on the other. The proposed account is mainly based on the theoretical apparatus of Minimalist Program; especially the recently introduced notions of Split CP Hypothesis, Focus Phrase, and Topic Phrase.

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The present paper focuses on the effects of discourse and pragmatic factors on the determination of case system in Hawrami. Du Bois (1987) argues that dominant case systems in any language cannot be thoroughly accounted for unless pragmatic factors are taken into consideration. He further shows that certain features of narrative discourse creates a special discourse tendency, called “Preferred Argument Structure”, whose defining characteristics are exactly the same as those of “Ergative systems”. The way this pragmatic tendency competes with other pragmatic factors, which exhibit accusative-like features, ultimately determines the case system in syntax. In this paper, it is first shown that, although preferred argument structure is observed in all syntactic constructions of Hawrami, its effect in aorist constructions is more prominent than in the present constructions, and this very fact causes the former set of constructions to become Ergative. Other competing pragmatic tendencies like topic animacy and topic continuity, unlike the preferred argument structure, always motivate the accusative case pattern in syntax. The effects of each of these two factors on determination of accusative case system in the present constructions are not the same; only topic animacy has the potential to set the ultimate case system in syntax as accusative. From a theoretical point of view, the empirical findings of this research may lend more support to those functionally-oriented theories of language, which consider the syntactic properties of languages as direct results of pragmatic considerations and communicative needs of speakers.   

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Modality is a grammatical feature which plays a crucial role in determining the ultimate interpretation of propositions. Different languages make use of different linguistic elements like mood, modal auxiliaries, modal verbs, modal adjectives and adverbs for encoding the concept of modality. Despite of its importance in the overall structure of any language, little attention has been paid to the study of modality in Iranian Languages. The present paper focuses on the analysis of the modal auxiliaries in Hawrami. After taking a short look at the concept of modality and getting familiar with the Palmer's (1999, 2001) basic classification of modal systems, these three modals are introduced:"mašjo/mašjā: must", "biey:become", "tāwāy: can". It is argued that among the other modals, only "mašjo" is used to denote the degree of "necessity" in both "epistemic" and "deontic" modal systems. "biey" and "tāwāy", on the other hand, exhibit the concept of "possibility" in "epistemic" and "deontic" systems. Moreover, "biey" and "tāwāy" encode different types of dynamic modality. Although "biey" can also be used to indicate "necessity" in deontic system as well, it imposes less severe obligations on the agent compared to the deontic "mašjo". It is also shown that "mašjā" is the only modal verb which can convey the "deontic" reading in the past tense constructions. None of the aforementioned modal auxiliaries encode evidentiality in Hawrami. Key Words: modal auxiliaries, epistemic modality, deontic modality, dynamic modality, Hawrami.

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A significant part of the Iranian dialectology literature consists of older researches which are still referred to and utilized; such as Oranski (1960), Mackenzie (1966), Blau (1989a & 1989b). Nonetheless, their achievements need to be re-examined through detailed documentations, within modern theoretical frameworks and methodologies as well. The older studies on Hawrami by western linguists should also be placed in this collection. The speculations about the status of Hawrami within the Iranian languages family have always been needed to be scrutinized and accredited. There is adequate evidence that reveals historical relationship between Hawrami and different Iranian Languages, which in turn furnishes us with new speculations on the status of Hawrami within the Iranian languages. For instance, we can refer to similar behavior of Hawrami and Baluchi in retaining the historical “labialized voiceless uvular fricative” [X^w] in the form of a “labio-velar approximant” [w]; compare: [wQS] ‘good’ and [w«́n+i] ‘blood’ in Hawrami with [wQS] or [wQSS+ín] ‘sweet’ and [w«n] ‘blood’ in Baluchi.
Another observation discussed in the present article refers to the geographical area of Zagros, and the similar behavior of Hawrami and some south western varieties of Iranian languages. In the mentioned southwestern varieties, underlying alveolar plosives /d/ and /t/ in certain contexts appear as different variants of a voiced dental fricative [D]. This segment has been called ‘Zagros [d]’ and shown by [d] symbol (Windfhur & Arbor, 1989: 251-262). It is the same segment referred to as ‘Zal/Dal Muˊjam’ in older Persian texts (see Natel Khanlari, 1988:50-52). In the present article, compelling evidence is presented to extend the domain of Zagros [d] in order to include Hawrami as well. But, it should be noted that Zagros [d] or ‘Zal/Dal Muˊjam’ in Hawrami has some differences with the southwestern variants that are explained in detail.
In order to maintain validity and reliability, the research is limited to the city of Paveh, which is the largest speech community of Hawrami speakers. The present research, in a descriptive-analytic way, utilizes the theory and methodology of the ‘Rule based Generative phonology’ to explain the regularities under discussion (see Kenstowicz, 1994 and McCarthy, 2007). The problem first discussed in Naghshbandi (1997); nevertheless, its description is not precise and complete. For this reason, in the present article, a new phonetic description of Zagros [d] in Hawrami, its underlying representations, the phonetic context, and an updated analysis and explanation of this phonetic segment are presented. Hence, the following questions are answered here: a) what is the relationship between Hawrami and other varieties of Iranian Languages and what is the status of Hawrami in this regard? b) What is the status of ‘velarized alveolar approximant’ [¨ì] within the sound system of Hawrami?
One of the exclusivities of Hawrami sound system is retaining Zagros [d], manifested as ‘velarized alveolar approximant’ [¨ì]. This segment has some relation with /d/ and /t/ in this language variety. This finding can be as evidence for the close relationship of Hawrami with some southwestern varieties; a relationship has not already been paid attention.  The relation of ‘velarized alveolar approximant’ [¨ì] with [d] and [t], within the sound system of Hawrami is also explained based on ‘Rule based Generative phonology’. By investigating the corpus, we can find that [¨ì] alternates with [d] and [t].
[¨ì] and [d] appear in the following contexts:

For example in words: [dwÁrd+i] 'scissors', [/a¨ìÁ] ‘mother’, and [nawí¨ì] ‘Navid (proper noun)’
 
 
[¨ì] and [t] appear in the following contexts:

For example in words: [goùSt] ‘meat’, [tHutHá]’dog’, [p^hatlìá] ‘wheat meal’, [góùS+«¨ì] ‘your ear’, and [di+¨ì] ‘you saw him’.
Based on ‘corpus internal and external evidence’; and the criteria of ‘frequency of occurrence’, ‘phonetic plausibility’, ‘phonological naturalness’, and ‘universal tendencies’ /d/ and /t/ are conclusively underlying the different realization of [¨ì].
In conclusion, [¨ì] in Hawrami is considered as a contextual variant of /d/ and /t/, and it is a remnant of Zagros [d] or ‘Zal/Dal Muˊjam’. This finding proposes new aspects in the relationship between Hawrami and other Iranian languages. It also challenges the claims on the relationship between Hawrami and Caspian border languages or Central varieties.
 

 

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With the advent of innovative technological tools and in line with a shift from teacher-centered towards student-centered approaches in language teaching, new opportunities have been introduced to contribute to improving language learning. The related literature asserts that this new mode of teaching might have both benefits and challenges which could influence teachers and learners’ participation in the newly emerged flipped learning. Keeping this in mind, the present study was set to investigate the effect of a flipped writing classroom on writing performance and writing self-regulation of Iranian EFL learners. In so doing, two intact classes were selected as the participants (N=48) of the study and they were randomly assigned to the Control Group (N = 25) and the Experimental Group (N = 23). Over a period of one semester, the Control Group was taught using traditional writing instruction, whereas the Experimental Group was taught in a flipped learning mode. Two timed writing tasks were administered to collect the data. The results of the study demonstrated that the flipped group outperformed the non-flipped group in terms of both writing performance and writing self-regulation. This study's findings and suggestions for future flipped classrooms can serve as a template for integrating flipped instruction into the EFL curriculum.

1. Introduction
A flipped teaching methodology, a recently emerged mode of learning, might be a viable alternative to traditional EFL classrooms where active engagement of the learners may not be guaranteed. The fundamentally beneficial function of this mode of instruction is time management and more effective use of classroom time (Fathi & Rahimi, 2020). Within this learning environment, learners have access to the learning materials prior to the actual classroom and they are required to learn the materials before attending the class, consequently, formal class time is more devoted to doing assignments and learning tasks in a collaborative manner. Therefore, learners in the class are more actively engaged in learning process (Tian & Zhou, 2020). In other words, flipping the classroom is operationalized by providing the learners with instructional materials such as recordings of lectures, videos, and key readings prior to formal class time, then devoting formal class time to engaging the learners in more active and interactive activities based on the instructional materials (Buitrago & Díaz, 2018).
In order to investigate these hypotheses and to shed more light on the role of flipped instruction in influencing affective variables in language learning, the present study investigated the impact of flipping the classroom for an EFL writing course on Iranian students’ writing performance and self-regulation. Therefore, to accomplish the objectives of the present study, three research questions were formulated:
 
Research Question 1: Does flipped writing instruction significantly enhance Iranian EFL learners’ L2 writing performance?  
Research Question 2: Does flipped writing instruction significantly enhance Iranian EFL learners’ L2 writing self-regulation?
 
2. Literature
Buitrago and Díaz (2018) stated that in the late 1990s, some economy teachers used several multimedia files to their instruction and called this new way of content delivery as inverted classroom. Later, Baker (2000) employed this new mode of teaching and renamed it as flipped classroom. Many researchers have investigated FC from different perspectives since the 1990s.
Within the related literature, few empirical studies have investigated flipped learning in L2 contexts (e.g., Adnan, 2017; Hsieh et al., 2017; Hung, 2015; Lee & Wallace, 2017). In a study conducted at a South Korean university, Lee and Wallace (2017) compared the two groups of EFL learners taught either by a communicative language teaching approach or in a flipped learning manner. Data was gathered from the students’ performance in three main tasks, their responses to three surveys, and the teacher’s notes on the students’ engagement in the process of their English learning.  The findings revealed that the students in the flipped classroom outperformed the non-flipped classroom in their final examination. Additionally, survey results indicated that the majority of students in the study appeared to have enjoyed learning English in a flipped learning environment. Furthermore, the teacher found the students in the flipped classroom to be more engaged in the learning process. In an another study, to examine the effects of the flipped classroom model for EFL learners, Hsieh et al. (2017) employed flipped learning and Wen’s Output-driven/Input-enabled model to design a holistic oral training course for the learning of English idioms. The participants were required to learn English idioms via flipped learning, using the LINE smartphone app, and by conventional instruction. The results of the study revealed that the theory-based flipped instruction not only improved the participants’ motivation, making them more active in using idioms in class, but also significantly enhanced their idiomatic knowledge.
 
3. Methodology
Participants of the present study were a sample of English majors studying at an Islamic Azad University in Tehran, Iran. The sample included both male and female students. They were two intact classes required to pass the ‘advanced writing course’ taught by the same instructor. The two classes were randomly assigned to an experimental group as the flipped classroom and a control group as the non-flipped classroom. The instructor had previous experience of conducting flipped instruction for EFL learners. Prior to starting the current course, some of the students had already experienced blended learning, but nobody had ever studied in flipped classrooms. However, some general explanations regarding FC and its instructional design were given to the participants before the conduction of the flipped intervention.
4. Results
The results of the study demonstrated that the flipped group outperformed the non-flipped group in terms of writing performance. More particularly, the findings of this study verified the findings of a number of previous studies which reported the beneficial effects of flipped instruction on EFL writing performance. Moreover, it was found that the flipped course improved the writing self-regulation of the experimental group students. It can be argued that more engagement, sense of agency and responsibility in conjunction with further self-evaluation because of quick teacher- and peer-feedback were the likely causes of the improved writing self-regulation among the students.
 

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One of the most important steps in the refining process for edible oils is the coloring step. Decolorization is an absorption process that involves the use of acid-activated clay to remove undesirable components of oil. Therefore, it is necessary to optimize the parameters of decolorization, mainly temperature, time and concentration of decolorizing soil in order to prevent adverse changes of the oil in the next stages and during storage. In this research, corn oil was selected and the effect of changing the dyeing parameters on the chemical properties of the oil was studied in order to optimize the process. For this purpose, the effect of time (15, 25, 35, 45 and 55 minutes), temperature (80, 90, 100, 110 and 120 degrees Celsius) and the concentration of soil-dye remover (0.4, 0.6, 0.8) , 1 and 1.2 percent) was investigated using the statistical design of the response level in 5 levels by the Central Composite Design method with the aim of reducing the consumption of soil-dye remover. The effect of decolorization parameters on oxidative stability (peroxide number, anisidine number, totox number, free fatty acid amount, Rancimet test and specific absorption at 232 nm and 270 nm), decolorization efficiency (carotenoid amount) and bioactive compounds (sterols amount) in Corn oil was studied. The results showed that after optimizing the best conditions for the decolorization stage in corn oil in order to minimize impurities, preserve bioactive compounds, and minimize the consumption of decolorizing soil, the time of decolorization was 35.59 minutes, the temperature was 103.61 degrees Celsius, and the soil concentration The dye was 1%, which was able to meet 57% of expectations. The practical results did not show any significant differences with the theoretical values ​​and confirmed these results.

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The bleaching process is important in the refining operation of edible oils. In this study, bleaching parameters were changed to evaluate the best condition for optimizing of bleaching in corn and sunflower oils. For this purpose, the effect of time (15, 25, 35, 45, and 55 min), temperature (80, 90, 100, 110, and 120 °C), and bleaching clay concentration (0.4, 0.6, 0.8, 1, and 1.2%) was evaluated using response surface methodology as statistical design in 5 levels by Central composite design with the aim of reducing the consumption of bleaching clay. The studied factors were including carotenoids, sterols, tocopherols, pigment and cations. After optimization, the best conditions for bleaching of corn and sunflower oils was different. For corn oil, the best conditions was time 39.59 min, temperature 103.61 °C, and bleaching clay concentration 1%, which meet 67% of our expectations. For sunflower oil with the aim of reducing the consumption of bleaching clay, the best conditions were time 37.49 min, temperature 97.53 °C and bleaching clay concentration 1%, which satisfied 70% of our expectations. The practical results did not show any significant differences with obtained theory values ​​using response surface methodology and confirmed these results.