فهرست مطالب حسین براتی

Verse 57 of Sūrat Az-Zukhruf is a parable that has been mocked at and ridiculed by the polytheists and they dispute with the Prophet Muhammad(PBUH). Mufassirūn (Arabic: مفسرون, an author of a tafsīr) have not been consonant or consonant in what is meant by the mentioned parable and what this verse means and have raised views that each one faces a kind of challenge. The present research, by a descriptive-analytical and critical method, has tried to provide the most appropriate tafsīr (Arabic: تفسیر, Quranic exegesis) or Quranic exegesis by examining this verse and other verses and analyzing the Quranic exegesis and narratives that are under the verse. The results show that there is a confusion between the two types of narratives related to the cause of the revelation and ignoring this point has made it more difficult to understand the verse. Therefore, the narration that attributes the parable to the polytheists and not necessarily to Ibn Zibaʿrī (Arabic: ابن زبعری) is more correct and at the same time more consistent with the context of the verses themselves. This can be considered as a criticism of the Quran based on examining ʾaḥādīṯ transmitted to mufassirūn who consider the given parable to be from God.

The issue of Jesus Christ's following of Imam Mahdi has a specific position among Islamic traditions. The current research attempts to study this in a descriptive-analytical way and with a history approach. Moreover, it aims to restate this based on Hadith discussions and different approaches of Shia scholars of hadith. Results show that this issue hasn't been dealt with in a uniform way and there has been at least 4 discussion era for that. It is mentioned first in a book attributed to Salim under the discussion between a Christian monk and Imam Ali. It's also mentioned under a narrative-interpretative discussion in books attributed to Ali ibn Ibrahim Ghoomi and Forat Kufi. You can later see that but not very clearly mentioned by scholars like koleyni and Toosi. The issue finds its golden era with sheikh Saduq and it becomes confirmed. Later in next eras it also finds its importance with later scholars and one can see the issue in relation with some belief discussions. Although this issue doesn't have a correct evidence among Shia traditions based on principles that rule the science of rejal and derayah but its multitude quote among both Shia and sunni sources shows its value and importance.

Piety is one of the important issues that the Quran and Tradition emphasizes it. Imam Ali (PBUH), who is the leader of all pious, has in many cases, said in Nahj-ulBalagha about About this issue and its explanation and its connection with other issues. Imam Ali (PBUH) uses Verses of Quran to explan piety, this massive use of verses, reflects the union of Quran and Etra (Sa Ghaleyn). These reflections can be classified in three categories: Adaptation and Confessions and Quotation. In this research we used the descriptiveanalytic method to investigate the relation of Quran and Nahj-ul-Balaghah on the topic of piety. The topic of piety is referred in Quran from various points of view, in a similar matter, In terms of word and meaning, Imam Ali (PBUH) Inspired by the Holy Quran, he has defined it, he expressed characteristics, indicators ,fields,causes ,requirements, consequences and barriers of piely, he (PBUH) also describes properties of pious persons. and describes piety from various perspectives that The source of all that is the word of revelation.

Today, supernaturally traversing from one place to another is called "Tay al-ardh". In the Holy Quran and Imams' narrations, it has been proposed as a charismatic act and a kind of dominion in the world for special persons.  By using a historical method, this article examines the evolution of attitudes towards this expression and its composition. The findings suggest that until the time of Imam Baghir(a) and Imam Sadiq (a), this expression was mostly referred to as a material traveling across the earth and then, in that time, it was formed as a supernatural phenomenon and finally has been established in the later times; however, it was sometimes used for the same material meaning at this time too. This term composes of two nouns that are " Tay"(traverse) and " al-ardh"(the earth). Still, this composition wasn't found in narrations of Imams and, instead, the verbs " totva" and "toviyat"(in Arabic: تطوی-طویت) have been used mostly with the noun "al-ardh". Moreover, the use of this term -in both its nominal and verbal forms- isn't common in the sayings and analyses of the earlier traditionists. Still, in the times of later scholars of Hadith and then, in the Akhbariyyah school and their analyses, "Tay al-ardh"- in both its verbal and nominal forms and in the meaning of supernaturally traveling- is abundantly visible.

This study compares three integrated tasks of the TOEFL iBT speaking subtest in terms of complexity, accuracy, and fluency. To this end, a group of TOEFL iBT Iranian candidates took a simulated TOEFL iBT some days prior to their real exam. The collected oral responses were first transcribed and then quantified using software such as ‘Syllable Counter’ and ‘Coh-Metrix3’ for fluency and complexity, respectively. For accuracy, however, the responses were tallied manually. The results revealed the responses to the three speaking tasks were significantly different in terms of fluency. The difference in the accuracy index also turned significant, though the pairwise comparisons showed some inconsistencies. As for the selected complexity measures, lexical diversity, the mean number of modifiers per NP, and latent semantic analysis all showed significant differences between tasks 2 and 3 on the one hand and task 4 on the other. Left-embeddedness, however, revealed no significant difference among the three tasks. The results may support the influential role of prompting texts in such integrated speaking tasks.

There are reports in sunni narrative sources which show the prophet would present revealed verses to Gabriel . in other reports it was Gabriel who would recite the verses to the prophet before these verses would be revealed to him. in sunni sources the subject of presentation of Quran to the prophet by Gabriel or vice versa has found deep relation in some of quranic arguments such as : reciting , versions of reciting , collection of Quran by osman , and some people gaining credit via this. Associating " presentation issue " with these arguments shows the importance of examining the matter. whether one trusts or not can influence our views regarding these subjects and we can shed some light on them. this written piece is an analytical critical attempt to examine the problem of presentation , its position and effects on some Quranic issues. the results show presentation has no place in shia groups and it is open to criticism due to weak narration documents and errors in citations. even if one trusts its issue , interpretations which occur differently and involve other matters make credibility hard and weak.

In the narrative sources, there are reports and narrations that Imam Hassan and Imam Hussein (AS) were fundamentally different from each other; in such a way that these differences have had a great impact on the orientations and goals of each of those two Imams. These narrations consider Imam Mojtaba (AS) to be similar to the Prophet Mohammad (PBUH) and Imam Hussein (AS) to be similar to Imam Ali (AS) or Imam Mujtaba (AS) is attributed to the Prophet (PBUH), and Imam Hussein (AS) is attributed to Imam Ali (AS). Thus, Imam Mojtaba (AS) had a spirit of peace and Imam Hussein (AS) had a spirit of uprising and battle. Criticism of these narrations in terms of document and implication, with an analytical-critical approach, is something that has not been done before and the present study deals with it. Some narrations are unacceptable due to some problems; some have a cumulative conflict and some have a non-cumulative conflict; some can be explained with a deeper look, and then do not show any difference in approach between the two Imams. The result is that the difference between the opinion and characteristics of Hasanin (AS) as two Imams cannot be proved and those who resort to it do not have a strong reason for this and the density of evidence proves otherwise.

This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results of the survey on the opinions of the users towards the application of the mentoring software through a close-ended questionnaire (the total average of mean score: 3.355) showed positive attitudes. The study concluded that the outcome of the application of the mentoring software was effective and helped EFL teachers match the mentoring process of the teachers in Group 2 by better results in comparison to traditional mentoring.

Tafsir Meshkat is a work by Mohammad Ali Ansari and seventeen volumes have been published so far. The author's approach is to discover the verses’ meaning in order to explain the purpose of the Qur'an; guidance. His commentary school should be considered as a continuation of the path of commentators such as Sabzavari in Mawāhib Al-Raḥmān and Balaqi in Ala' al-rahman, in which lexical issues prevail. The author tries to point to the rhetoric of the Qur'an according to the meaning of each word because of his specialty in lexicography. In interpreting a verse, he uses all literary, intellectual, scientific, educational, mystical and social capacities to make the material objective to the audience; therefore, this interpretation should be called jurisprudence and comprehensive interpretations. The use of Arabic and Persian poems in this commentary is also abundant.

The aim of this study was fourfold: (1) to investigate the effect of literature-based activities on the accuracy of Iranian Engineering students’ writing (2) to examine the effect of literature-based activities on the accuracy of their WhatsApp assisted writing (3) to determine whether their emotional intelligence (EI) increases through literature-based activities in a WhatsApp assisted setting and (4) to survey the effect of literature-based activities and the produced emotional intelligence on the complexity and lexical diversity of students’ WhatsApp assisted writing. In phase I, as students went through literature-based activities, no significant differences of accuracy were found; despite the fact that the mean difference and standard deviation scores were indicative of effective treatment, literature-based activities. In phase II, the results obtained from the analytic procedures of literature-based activities on the accuracy of students’ WhatsApp assisted writing showed that the experimental group showed higher accuracy of writing. In phase III, the result of emotional intelligence improvement was more remarkable in the WhatsApp assisted writing. Additionally, the WhatsApp assisted written productions were significantly more diverse in using lexis, t-units and clauses but not other parameters of complexity. The results have some implications for teachers and researchers in the ESP setting.

The translation ‎of the Quran by Ayatollah Sadeghi Tehrani, is one of the translations of the contemporary are that has been written with a different view of the Quran. The root of this different view must be searched in his interpretation entitled of Al-Furqan Fi Tafsir Bal-Quran. The exact contents of this translation, although many; But there is no doubt that any translation, particularly the translation of the Quran, will be free without distortion and the present translation is no exception to this rule. The present paper is an attempt to explain some of the points that were not observed in his translation and therefore brings with it some criticisms. The selected cases are examples that can lead us to better understand the translation. As much as possible, the critiques have been based on the rules of Arabic literature and the views of the commentators and speculationand baseless materials have been avoided so as not to give a wrong ratio to this translation. Vocabulary errors, some letters, verbs, evidence of words, added, ironies, literal translations, and duality in translation are some of the things that are mentioned.

Commentators disagree on the reference of "She Verily Desired Him and He Would Have Desired Her" as well as the two words "evil" and "Lewdness " in verse 24 of Yūsuf Surah. Some believe that "Desired" was used by Yūsuf and Zuleikha, or only by Yūsuf, meaning beat and kill, and therefore they translate "evil" to beat and kill, and"Lewdness" to adultery. Some believe that both "desired" are adultery, and "evil" and "lewdness" return to the same issue; Of course, "desired" came to action on behalf of Zuleikha, but not on the part of Yūsuf due to the "argument of the Lord." Narrations have been narrated about both interpretations. The present study, with a descriptive-analytical method, is an attempt to critique and interpret the different opinions of the commentators and to provide a solution to resolve this difference and to reach the purpose of the verse with Qur'anic approach. Although this article prefers the second interpretation, it considers the reasons and evidences provided by those who believe in either of the two views are insufficient and seeks to solve the problem in the Qur'an itself. To this end, the correct meaning has been reached through the context and form of the Yūsuf Surah verses and other verses of the Holy Qur'an.

The purpose of this study was threefold: (1) to see the effect of literature-based activities on the emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions, based on Goleman’s framework (n=133), (2) to examine the relationship between emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions and (3) to investigate whether students in majors more exposed to literary texts depict more improvement in the lexical diversity and syntactic complexity of their written productions. (n=84). In the first phase of the study, the experimental group was given some literary works with highly emotional content. The results indicated that the experimental group scored higher on Emotional Intelligence (EI) test, lexical diversity but not on the syntactic complexity of their written productions compared with the control group. In the second phase of the study, the statistical analysis of the syntactic complexity and lexical diversity of the Literature and Translation students’ written productions revealed no significant difference of complexity but significant difference of lexical diversity of Literature majors’ productions; despite the fact that the mean indices of complexity of their written productions were higher than Translation majors. The results have some implications for teachers and practitioners in EFL context.

The study compared the pedagogical effects of early versus delayed Form Focused Instruction (EFFI vs. DFFI), both subsumed under Isolated Form Focused Instruction (IFFI), on the achievement of three target structures with relative degrees of complexity by monolinguals and bilinguals. Six intact Gilaki-Persian learners of English as L3 and six groups of Persian learners of English as L2 participated in the study. They were all male beginning learners of English in Iranian public high schools who followed a pretest-treatment-posttest procedure. Four groups (grade 7) received instruction for the simple structure; four other groups (grade 8) were taught the moderately complex structure and four groups (grade 9) were exposed to the highly complex structure instruction. Within each grade, one group of Gilaki and one group of Persian natives received EFFI while their native counterparts benefited DFFI. The overall results revealed that when the method of instruction was the same, Gilaki natives outperformed Persian natives both in the post and delayed tests regardless of complexity. The groups that received the simple structure via EFFI did better than their native counterparts instructed via DFFI in both the post and delayed tests though a significant difference was only observed in the latter test. In contrast, DFFI groups outperformed their native counterparts taught via EFFI on the fairly and highly complex structures in the post and delayed posttests. Further analysis of the data demonstrated that DFFI contributes better to the durability of gain effects for more complex structures regardless of linguistic background of the learners.

This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respondents believed that even the in-service programs did not gain their objectives as they generally suffered from inefficient planning as well as ineffective tutors. Such ideas were evident in the responses of both PS teachers and teacher educators at various branches of FU. The study, therefore, suggests that serious thoughts need to be put into EFL teacher education programs of the country, and that effective mentoring and evaluation schemes have to included in them.

The present study compared the effects of the traditional and the phonics-based methods of teaching Persian alphabet on adult Persian language learners' reading skill. The study aimed to identify the appropriate method of teaching Persian alphabet to non-Persian speakers and, based on it, to prepare and compile learning materials. The participants of this study were eight Chinese learners of Persian language who worked in Tabas Mining Group Company and aged between 24 to 31 years old. They were assigned to control and experimental groups. In the control group, the traditional method and in the experimental group, the phonics-based method was used to teach Persian alphabet. Through SPSS software package, t-tests were run on data to detect significant differences between the control and experimental groups. The results of the study showed that compared to the traditional group, the phonics-based group performed significantly better in word reading and reading comprehension. Extended Abstract</strong> Research problem: Over the last decade, there has been an unprecedented growth in the number of foreign learners of Persian language. To cater for the needs of these learners, many measures should be taken. One of the most important measures involves the improvement of teaching materials and teaching methods. That is, it is necessary to identify appropriate teaching methods for various language skills and components. Reading as one of the important language skills requires facility with the letters of alphabet. In many Iranian schools and Persian language teaching centers, Persian language instruction begins with the teaching of alphabet. Learning the alphabet of a language is essential to acquire the ability to read and write in the language. There are several ways to teach alphabet. In the traditional method, Persian language letters are taught in the alphabetical order regardless of phonetic properties, and letters that are similar in form or have similar sounds are taught together. This method has not provided satisfactory results in terms of reading skill. To improve learners’ reading skills, other methods of teaching alphabet have been proposed one of which is called phonics method. In phonics method, the letters are taught in a non-alphabetical order. The order of presentation is determined by factors such as simplicity, familiarity, and frequency of application.This study aimed to compare the effects of traditional and phonics-based methods of teaching Persian alphabet on the reading skill of Chinese learners of Persian language.Theoretical background</strong>: For the teaching of reading and writing skills, three methods have been proposed which include analytic method, holistic method, and hybrid method (Sabaghian, 2000). The analytic method is based on the theory that teaching should begin with the parts and move towards the whole. Thus, the teaching of reading and writing skills begins with the smallest linguistic units, namely letters, sounds, and syllables and then extends to words, phrases, sentences, and texts. In the holistic method, teaching of reading and writing begins with the whole and progresses towards the parts. This theory is based on Gestalt theory which recommends the logical progression from the whole to the part. In this method, first the text and the sentences, and then the words, the syllables, the letters, and the sounds are taken into account. The holistic method is based on the theory that teaching and learning should begin with larger meaningful units such as sentences and words, and end with smaller units. The hybrid method is a combination of the analytic and holistic methods. On the one hand, in line with holistic method, it adopts a holistic view and emphasizes reading with thought and comprehension. On the other hand, in line with analytic method, it involves teaching the forms of letters and their sounds, the correct pronunciation of words, and the ways of recognizing new words. In the hybrid method, simultaneous with practicing letters and sounds, word and word reading are also attended to. Review of literature: </strong> Until 1975, in English schools holistic method was used to teach reading skills. Most students could read well, but there was always a large enough group of children who had difficulty remembering words and were unable to successfully read and write. Those children were unable to recognize sound-letter correspondences and relate them to words. To solve this problem, the teachers decided to teach the sounds of the letters as well so that they could help the learners. This method of alphabet instruction was called phonics method. Phonics method involves raising learners’ awareness of the relationships between written letters and spoken sounds. The purpose of phonics method is to teach learners to understand the relationships between letters and sounds and use their knowledge of sound-letter correspondences to identify words when they read and to spell the words when they write (Fletcher, 2009). Studies showed that children who were instructed through this method were generally more successful in reading and had very few problems (Lloyd, 1998). Research

The population of this study consisted of 24-31 years old Chinese learners of Persian language who were working in Tabas Mining Group Company. They had no knowledge of Persian language. The study sample consisted of 8 individuals who were randomly selected from the population and assigned into two equal-sized groups. In the control group, the traditional method and in the experimental group, the phonics method was used to teach alphabet. The intervention consisted of 10 two-hour classroom sessions which included teaching reading skill. After the intervention, a written and an oral exam were administered to the participants to measure their reading skills. The written test consisted of multiple-choice, matching, and true/false items. The oral test consisted of two reading texts that the learners had to read orally and answer the relevant questions. To answer the research questions, groups’ mean scores on the two tests and the overall reading were compared through t-test analyses. Results and

 On the written test, the mean score of the experimental group was significantly higher than that of the control group. However, on the oral test, there was no significant difference between the mean scores of the two groups. On overall reading (aggregate of written and oral scores), the mean score of the experimental group was significantly higher than that of the control group. Based on these results, it was concluded that phonics-based teaching of Persian alphabet leads to better word reading and comprehension.

In this paper we, first, briefly investigated some of the classifications of non-epistemic senses of tavanestan, shodan and bayestan by other researchers and observed that most of them, which mainly followed Palmer’s framework, have not proposed any explicit criteria for analysis and classification of senses of these modals and have only identified and described their various senses through exemplification. Their approach was found to be mainly semantic-syntactic. Even, those works which have moved away from Palmer’s ideas and have integrated pragmatics into their approach to the classification of the modals have not offered any explicit criteria for their classifications, either. Being aware of the limitations of the previous works, we introduced Depraetere’s (2014) semantic-pragmatic model which is composed of three layers (two semantic and one pragmatic) and classified the non-epistemic senses of Persian modals accordingly. The main advantage of this model is the use of a set of explicit criteria to classify the context-dependent meaning of the modals.Upon application, the model proved very efficient for a more systematic and objective classification of non-epistemic senses of Persian modals.

The Ministry of Health Language Exam (MHLE) is one of the decisive English language exams which is held nationally and periodically in Iran. This study investigated the role of gender and field of study and their relation to participants’ MHLE scores.

In this descriptive, cross-sectional study, the participants’ performance in one issue of the MHLE exams (held in 2013 and attended by 1777- 799 males and 978 females- examinees) was assessed in terms of gender and field of study (medicine: 406 examinees-30%; paramedicine: 1371 examinees-70%) and their relation to the test scores. The data were analyzed by means of descriptive statistics and two-way ANOVA.

The female participants (50.07±0.342) significantly outperformed the males (46.08±0.461). In addition, the scores of the medical participants (49.31±0.44) were higher than those of paramedical participants (46.84±0.24) and statistically significant.

Considering the significant impact of gender and field of study on MHLE performance results and in order to prevent possible bias, it is necessary to review participants’ answers to individual items using one of the higher order analysis techniques such as Differential Item Functioning (DIF). This can prevent possible compromised test validity and decisions that are biased towards a particular group of participants in terms of gender and/or field of study.

Motivation for learning a new language does not have an all-or-none impact. It is gradually formed and fluctuated over time and on each timescale has varying levels of influence on a person’s endeavor to learn a language. At the present time, scholars claim that throughout the Second Language Development (SLD) different timescales interact with each other and this interaction is nonlinear, complex and dynamic in nature (de Bot, 2015). The present study attempted to investigate the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. Moreover, it scrutinized the participants’ potential attribution for the variation in their motivational intensity. Ten participants were interviewed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The findings confirmed temporal variation in participants’ motivation. Moreover, the data revealed the fact that motivational themes were not equally effective over the course and during task performance. External incentives and desired L2 proficiency as two major initial motivational factors, for instance, were gradually replaced by internal incentives and L2 learning enjoyment over the semester. However, personal pursuits in L2 learning were equally influential over these timescales. Moreover, L2 future image and positive feelings towards L2 speakers were the least referred factors over all the timescales. Gender and culture-specificity of some of the motivational themes was another finding of this study. As for the attributions behind their motivation, the participants referred to reasons such as parents’ pressure, passion for pursuing personal goals, the kind of tasks, the harmony between their character type and the task type, and gaining more experience through the course. In sum, participants’ motivation was composed of a web of interrelated and dynamic factors which varied over different timescales. Finally, some implications were driven from the findings of the study.

Motivation for learning a new language is both self and time-oriented. The language learner’s motivation experiences gradual fluctuation over time and the view of oneself is different on each timescale of the study. Interaction among different timescales throughout the Second Language Development (SLD) is a novel area of investigation (de Bot, 2015). In order to probe this interactive nature, the present study tried to examine the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. To this end, a group of university students were surveyed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The results revealed different manifestations of components of L2 Motivational Self System (L2MSS) over different timescales of the study. Apart from this evolutionary manifestation of L2MSS components, ANNOVA results revealed significant difference between scores of each individual component among all three timescales. In sum, results of the study confirmed temporal and visionary variation in participants’ motivation. Finally, some implications were driven from the findings of the study.

The present study aimed to examine and compare the impact of teaching economic terms through etymological elaboration with three more conventional methods of vocabulary instruction in ESP courses in Iran, that is, teaching through contextual definitions, L1 translation, and implicit instruction on the learner's general comprehension of economic texts and their understanding of author's opinion. As for general comprehension, the performance of students on the reading comprehension test was not affected by vocabulary instruction method in the four groups. In other words, it seemed that there was no causal relationship between the vocabulary instruction method and general reading comprehension. Regarding author's opinion, the results showed a superiority of etymological elaboration over contextual definition, translation, and implicit instruction.