درخت حوزه‌های تخصصی

The main question of the present research was theorizing controversies and their reason in educational administration studies. The search for the answer to this question was done by genealogical method. In the present thesis, an attempt was made to investigate the end and method of theorizing and its supposed reasons as the two main topics of discussion in this controversy, by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including scientific power and governmentality, three conflicting discourses of theorizing, and two major ruptures in the theorizing process of educational administration studies. The discourses were identified and divided into three categories: “conventionalism”, “sanctification of science” and “evolution”, and the ruptures were categorized as “methodological rupture” and “teleological rupture”. According to the findings of this study, it can be concluded that educational administration studies are on the one hand considered by experts in the fields of education and social sciences, and on the other hand, are favored by politicians and rulers as a political tool for governments. Contrary to the claims of many competing theories, the emergence of theory in educational administration studies in its global origin has been a tool of political governance rather than seeking to achieve ideal goals such as awareness, welfare, educational justice, democracy, freedom and education. Following the expansion of colonial territories in the European and American governments, facing the huge population of colonized countries such as India and China and the ineffectiveness of previous models of governance, technological tools of discipline from authoritarian and force-based governance are changed to governance based on the education and training of individuals in accordance with the demands of the ruler systems. In other words, according to the conflicting discourses and double ruptures, theorizing in educational administration studies from Foucault’s point of view as a technology of discipline in the modern era, where it has followed political purposes, has had no advantage for this field of study, and every theory with a new claim has increased the ambiguity and confusion in its theoretical nature.

This study investigates the effectiveness of inductive and deductive instruction methods on grammar accuracy and appropriateness among Iranian intermediate English as a Foreign Language (EFL) learners. sixty participants, selected from an initial population of 120 students at Zabanzara English Language Institute in Gilan based on their scores on the OPT English proficiency test, were divided into three groups: one receiving inductive grammar instruction, another receiving deductive instruction, and a control group adhering to traditional grammar teaching methods. Over ten weeks, participants underwent a pretest to establish baseline grammar awareness, followed by respective interventions for each group. Posttests assessed changes in grammatical performance, with statistical analyses—including paired samples t-tests and one-way ANOVA—employed to evaluate pre- and post-intervention results. The findings indicate significant improvements in grammatical skills for both experimental groups compared to the control group, suggesting that inductive and deductive teaching methods are more effective than traditional approaches. However, the results did not show statistically significant differences between the inductive and deductive groups. This research underscores the potential benefits of innovative pedagogical strategies in enhancing EFL learners' grammatical understanding. It is recommended that 1. EFL instructors teaching grammar classes should consider the integration of both inductive and deductive teaching methods in their English language instruction.

This paper explored how social variables such as gender, education, and age influence linguistic variation between the speech communities of Karbala and Baghdad. The study examined phonological, syntactic, and semantic variations within these communities, using a sociolinguistic lens. A total of 192 participants were selected, stratified by gender, age, education, and region, with data collected through sociolinguistic interviews. The results indicated that gender and education significantly impact the phonological features, while age influenced syntactic patterns. The study’s findings provide valuable understanding about the complex dynamics of linguistic variation in Iraq, offering new perspectives on the role of social factors in shaping local dialects. These results are consistent with previous sociolinguistic studies, yet they offer distinct contributions to our understanding of Iraqi dialectology. The field of sociolinguistics explores how social factors such as gender, age, education, and social class influence language use. This intersection of social characteristics and linguistic behavior becomes particularly pronounced in societies with significant dialectal diversity. Iraq, with its rich geographical, social, and linguistic diversity, presents an ideal setting for investigating these dynamics. The country is home to numerous dialects that reflect the historical, social, and cultural experiences of its people. Among Iraq's cities, Baghdad and Karbala stand out as unique linguistic environments that offer valuable insights into the relationship between social factors and language variation.

One of the most relevant areas in the field of Second Language Acquisition (SLA) that still merits further attention is the individual differences among English as Foreign Language (EFL) learners. With an eye on this issue, this study investigates the interrelations among stress coping strategies, foreign language anxiety (FLA), and language achievement among Iraqi EFL students. Utilizing a correlational research design, the study involved 150 upper-intermediate EFL learners who were randomly selected from EFL learners studying in two universities in Iraq. As for the data collection procedure phase of the study, the participants completed the Foreign Language Classroom Anxiety Scale (FLCAS) and the Coping Inventory for Stressful Situations (CISS) to assess their levels of anxiety and coping strategies. The results indicated that there wsa a significant negative relationship between task-oriented coping strategies and foreign language anxiety, as well as a positive correlation between task-oriented coping and language achievement. The findings highlight the importance of effective coping strategies in mitigating anxiety and enhancing language learning outcomes among EFL learners. Furthermore, the study highlights the need for instructors to foster task-oriented coping strategies to improve language achievement and reduce anxiety, thereby creating a more supportive and effective learning environment.