درخت حوزه‌های تخصصی

This paper discusses the use of figures of speech and communicative intentions behind such stylistic choices in British political interviews. By using a qualitative stylistic framework based on the models of Simpson (2004) and Leech and Short (2007), this research investigates the usage of metaphors, similes, and analogies by British politicians between 2009 and 2024. This study has found that such rhetorical devices are strategically utilized to reduce intricacy, create emotional appeals, and command authority. Key findings underline the fact that key metaphors constitute the framing of policies in an accessible and positive light, reinforcement of political positionality through similes, and projection of competence and trust through analogies. This is a very significant lacuna in literature, as almost all previous studies have focused on rhetorical devices in American political speeches rather than British interviews. It tries to show the purposes of such stylistic strategies and allow a bigger understanding of political communication in British contexts to linguists, political strategists, and media analysts. The findings point up the centrality of language in the engendering of public perception and offer insight into the persuasive functions of rhetorical devices in contemporary political discourse.

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

Consolidating the students’ L1 permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L1, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L1 in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and 32 tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, 20 instructors out of 32 were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L1 to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L1 utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L1 in teaching-learning and prepare more viably and intentionally.

In this paper, the researcher intends to show the Fantasy world, like the real world, suffers from racial issues and cultural diversities as well. Moreover, the main claim of this article is to depict that the tensions and battles that exist in the selected novels are the result of diaspora, dislocation, and cultural diversities as the subjects attempt to adjust or fail to adapt themselves. In this research, Hall’s theory is used as the main framework. In the selected works Lord of the Rings and The Hobbit, the idea of dislocation is the dominant notion among the characters of the story. The characters might not belong to a specific region while they live there and they would not be accepted by the other character. Consequently, they become confused about their own identity and regard themselves as hybrid subjects. This means that the notion of hybrid identity is dominant among several characters in the series. Consequently, the characters have different features that might be contradictory. ecocriticism has other disciplines such as environmental justice and deep ecology that remain open to trace them in the selected novels. In addition, applying other approaches, such as psychoanalysis, to the novels could also be beneficial, since when searching for the purpose of this study, many interesting issues on the novels and discussions can be read.

This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.

This study examines the employment of self-praise in online celebrity culture, particularly the self-presentation strategies adopted by male and female English and Iraqi celebrities on social media. Drawing on the theoretical frameworks of self-presentation, politeness theory, and self-praise, the study examines how male and female celebrities employ self-praise to negotiate their public images, engage with audiences, and enhance their market value. By examining posts on Instagram, Twitter, and Weibo, this study identifies prevalent self-praise strategies, such as explicit self-praise, adapted self-praise, and implicit self-praise, and draws attention to the affordances of platforms like hashtags, character limits, and multimodal content that influence these strategies. Further, this study investigates the degree to which cultural norms, primarily of individualism and collectivism, inform male and female celebrities' practice and perception of self-praise in different cultural settings. The findings suggest that as a global platform for celebrity branding and social validation, self-praise is grounded in the cultural expectations and affordances of given platforms. This study adds to the knowledge of self-presentation in the digital era and offers insights into the intersection of self-praise, gender, celebrity culture, and social media.

This study investigates the negotiation strategies used by Democratic and Republican candidates in the 2024 U.S. presidential debates, focusing on how language functions as a tool to navigate ideological divides in an increasingly polarized political climate. By applying a mixed-method approach, combining qualitative discourse analysis and survey data, the research examines debate transcripts alongside citizen feedback to assess the effectiveness of candidates’ rhetorical strategies. Drawing on Politeness Theory, Speech Act Theory, and Pragma-Crafting Theory, the study reveals distinct linguistic patterns: Democratic candidates employ inclusive, cooperative language to foster unity, while Republican candidates use direct, assertive language to project confidence and decisiveness. The findings highlight the role of language in shaping voter perceptions of leadership and ideological alignment, offering insights into how candidates' rhetoric resonates with their respective bases and impacts broader electoral dynamics. This research contributes to the fields of political communication and negotiation theory by offering a comparative analysis of debate strategies and providing practical implications for political strategists and campaign teams navigating the complexities of modern electoral discourse. This research contributes to the fields of political communication and negotiation theory by offering a comparative analysis of debate strategies and providing practical implications for political strategists and campaign teams navigating the complexities of modern electoral discourse.

This study explores the detailed experiences and coping mechanisms of Iranian English as a Foreign Language (EFL) teachers about teacher immunity in the Iranian educational setting. A total of thirty experienced instructors of English as a Foreign Language (EFL), with an average age of 32 and an average teaching experience of nine years, were selectively chosen to take part in comprehensive interviews conducted in the Persian language. The study utilized the grounded theory technique, where interviews were transcribed and systematically analyzed using MAXQDA. The results highlight the crucial significance of a conducive work atmosphere, opportunities for professional growth, and efficient communication in enhancing teacher resilience and immunity. Peer support, strong administrative support, and favorable school rules play a vital role in cultivating a culture of mutual assistance that is essential for teacher resilience. Professional development programs improve educators' ability to adapt and increase their job happiness. The autonomy to make decisions also strengthens their resilience. Additionally, it is crucial to prioritize a good equilibrium between work and personal life, even if it might be difficult due to the blurring lines between these two domains. Mindfulness techniques and seeking social support are crucial coping methods that effectively reduce stress and burnout among teachers. This study examines how individual traits, environmental factors, and coping techniques influence teacher immunity in the Iranian EFL teaching context. The acquired insights provide useful assistance for creating interventions that aim to improve the well-being and productivity of teachers and, ultimately, the quality of education.

Human resources are the most crucial components of any organizational structure and developing a human resource model to improve the efficiency of organizations is crucial. This research aimed to design a human resource development model for municipal employees in Tehran province. To serve that end, a qualitative design was adopted and data was collected and analyzed based on grounded theory approach. The target population in this research included university professors and experts in human resource management. A total of 15 participants were selected for interviews using snowball sampling until theoretical saturation was achieved. The participants included both male and female with at least seven years of experience in their profession. The research utilized a semi-structured interview to establish a human resource development model for municipal employees. The interview prompts were developed by examination of various national and international models. Subsequently, indicators were identified through open coding and classified into components, and dimensions through axial and selective coding. Ultimately, 4 dimensions, 19 components, and 135 indicators were established for the human resource development model for municipal employees. Finally, the paper provides some implications for an enhanced efficiency in the performance of Tehran province municipalities considering the developed human resource model.

This study aimed to develop and validate a model of reflective skills for Iranian EFL teachers to help them acquire reflective skills. Accordingly, an exploratory sequential mixed-methods design was used in two phases. In the qualitative phase, 50 EFL teachers were recruited based on available sampling method from different private language institutes of Fars Province, Iran to participate in semi-structured interviews. The interview data were analyzed following open, axial, and selective coding procedures and the results were used to develop a reflective skills questionnaire. The quantitative phase involved 300 EFL teachers who were selected through available sampling to complete the researcher-made questionnaire. The process of quantitative data analysis was conducted through Cronbach’s Alpha test, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). According to the results, a model of reflective skills for Iranian EFL teachers was designed consisting of three main components including social skills, pedagogical skills, and transformative skills, with twelve sub-components. The findings offer some implications for policymakers, teacher trainers, and other stakeholders in charge of training and recruiting EFL teachers.

This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individuals with physical disabilities.

This qualitative phenomenological study explored the culture of virtual education in Iranian higher education, focusing on the lived experiences of 31 professors and students. Employing structured interviews and thematic analysis, the research identified one overarching theme and six primary subcultures: interaction and communication, scientific and academic processes, emotional dynamics, exclusion, acceptance, and neutrality. The findings revealed that virtual education reshapes traditional academic norms by enabling wider scientific communication, reducing knowledge monopolies, and increasing collaboration across institutions. However, challenges such as diminished emotional connections, weakened academic commitment, increased superficial learning, and reduced in-person engagement also emerge. Students' and professors' attitudes toward virtual education varied, ranging from full acceptance to indifference. These orientations are influenced by personal values, learning styles, technological familiarity, and institutional support. While virtual education fosters academic freedom and access, it simultaneously disrupts emotional and spatial dimensions of learning environments. The study concludes that understanding the cultural dimensions of virtual education is crucial for policymakers and educators to enhance its effectiveness. Tailoring educational planning to account for emotional, structural, and communicative factors will be essential in ensuring the long-term sustainability and equity of virtual education in higher education contexts.