درخت حوزه‌های تخصصی

This paper aims to study the process of identity shaping of a teenager in a family from the perspective of Subjectivity theories. The process of identity formation has been one of the main concerns for various critical approaches in human sciences in general, and the psychoanalytical and Marxist approaches in particular. The case study of the present research is the character of Alyosha from Andrey Zvyagintsev’s film, Loveless (2017). Since there is no particular theory for the contentual analysis of Film, critics in the analysis of the films’ content, take advantage of various literary, sociological and psychoanalysis theories. Therefore, the Conceptual Framework of the present study concentrates on the critical approaches of Structural psychoanalysis and Structural Marxism; particularly definitions of the Unconscious, Repressed Desire, the Name of the Father by Lacan, the Ideology, ISAs, RSAs by Althusser, and the Žižekian concept of Lack of Language. This investigation in the process of identity formation can play a significant role in demonstrating the covert motives of the character’s suicidal act. It will illustrate the way Alyosha as a subject inherits his parents’ repressed desires and lack of language caused by ideology. The application of considering concepts indicates the central role and inevitable impact of the familial discourse at the emergence of subjectivity within the family.

This study considers the enhancement of socio-cultural competence of EFL students by means of extra-curricular activities. In this study, both control and experimental groups included 80 language learners (each group 40). The control group was given the questionnaires, pre- and post-tests along with the experimental group. Then, extracurricular activities were given to the experimental group which itself was divided into four mini groups. 10 participants were asked to prepare a self-video clip each week (4 clips as whole). Another group of 10 testees were asked to use social networks such as Facebook, What’s app, Telegram and the likes chatting with native speakers at least two hours a day involving themselves in English practice after taking pre-test and they were also given the subsequent post-test after a month. The third mini group, including 10 participants, had to write a letter each week to a native speaker e-pal (4 letters as whole). Finally, the fourth mini group including 10 participants participating at least once a week in ACD (American Corner Dushanbe) sessions which are related to social cultural events such as festivals, charity activities, etc. After that, research questionnaires were distributed among samples using SPSS software for data analysis. The author come to the conclusion that culture-related extra-curricular activities result in the enhancement of the level of language proficiency as well as contribute a lot to bringing up citizens, intellectually, culturally and multi-culturally developed professionals with deep awareness of intercultural values.