مهدی بازیار

Evaluating political speeches and analyzing their content is very important. The aim of this research is the linguistic analysis of the text of Trump's speech from the point of view of the types of process (verb) based on the experiential metafunction framework of the systematic functional grammar instruction of Halliday and Matthiessen(2004). The present is of descriptive-analytical type. In this way, the text of Trump's speech is presented in the form of six material, mental, relational, verbal,and existential processes, classification and model of the processes. The obtained results show that out of a total of 212 observation processes material process has the highest frequency with (62.7%) of the incidents, which is completely in line with the content of Trump's speech and his harsh words. It highlights Iran's efforts to develop ballistic missiles. It also refers to the sanctions and actions it will take against Iran by using the material process. , relational (13/3%), verbal (10.3%), mental (7%), existential (7.5%) and behavioral (1%).

In the present study, the researchers have investigated foreign language teachers’ familiarity with scaffolding techniques and where Iranian instructors have learnt such scaffolding techniques. This study follows a descriptive-survey method. For this purpose the researchers used a questionnaire of scaffolding techniques. The questionnaires were distributed among 41 instructors in three university language centers. A binomial Test was carried out to investigate the rate of Iranian instructors’ acquaintance with scaffolding. As the result of the first question showed, the majority of Iranian instructors were familiar with the scaffolding techniques and used them while teaching. Furthermore, according to the results of the second question more than half of the Iranian instructors have learnt most of scaffolding techniques in MA level. The results also clearly showed that there are weaknesses in the educational system (here MA courses) for foreign language teaching skills.

In this paper, we attempt to present an alternative approach to the concept of translational explicitaion. First, we shortly evaluate the validity of a fundamental presupposition widespread in explicitation research according to which, if converting A to B is an instance of explicitation, then converting B to A cannot have an explicitating effect. Then we introduce explicitation in translation as a pragmatic decision made by the translator to reduce processual effort on the part of target language audience and to provide an easier and faster access to the “meaning” of the text. Then, within the framework of construal operations (Croft Cruse, 2004), we propose a new taxonomy of explicitational mechanisms. These mechanisms change the way in which a construal operation is applied in source text and bring about construals in the target text which provide easier access to what the translator construes as the gist of the usage-event. All four construal operations, i.e., attention, judgment, perspective and constitution can be the locus of these explicitating mechanisms.

The voice is an important verbal communication in voice problems. In addition to physical problems, pay attention to communication, emotional and mental health in our life and work is very important. The aim of this study is to assess and compare of voice handicap index (VHI) in patients with vocal mass lesion and healthy people.
This is a cross-sectional descriptive-analytical study. Participants were divided into two groups, patients with mass lesion (n=40) and healthy people group (n=40). Basic information was collected by interview. Voice handicap index (VHI) questionnaire was assessed. The data was analyzed with SPSS16 (IBM corporation) software. In order to compare the two groups, the independent sample T-test was used.
Patients with vocal mass lesion had high scores in total and three subscales (physical, emotional and functional) VHI than healthy people and there was a significant differences between two groups in all variables (p˂0.05).
The results of this study indicate that patients with mass lesion in larynx have higher and significant VHI scales than healthy people, which presents less voice related quality of life. Therefore, patients with voice disorder should pay attention to the psychological aspects in addition to medical and surgical treatments.

In this study, the researcher attempted to investigate the effect of computer-mediated collaborative learning on Iranian advanced female English Learner's critical thinking and writing performance. In order to do this, initially 90 participants were chosen. To assure the homogeneity regarding language proficiency, they participated in a TOEFL exam which was used to select 60 out of 90 students whose scores fell between and -1 SD for this study. Participants were then randomly assigned to two 30-member control and experimental groups. In this study, Watson–Glaser Critical Thinking Appraisal-Form A (Watson & Glaser, 1980) was used as a pretest to see to what extent the participants think critically. A writing test was also administered to assess the writing performance of the learners as writing pre-test. This writing was adapted from TOEFL Writing section and the results were scored by 3 raters. Then, two groups participated in ten sessions. The experimental group was provided with 15 laptops as well as with internet access so as to be able to extract the necessary information for completing their writing. Finally, the critical thinking questionnaire was administered again. Also, a post-test writing was administered to investigate the effect of treatment on the writing performance. The results of data analysis indicated that computer-mediated collaboration led to better writing performance of the learners. Computer-mediated collaboration also proved to have a statistically significant effect on critical thinking level of the participants.

Usually listening is considered to be the same as hearing. However, they are different. Listening consists of hearing and comprehension of oral texts. Hearing is a biological gift that needs no formal instruction. However, comprehension of oral texts requires serious instruction. The first aim of this research was developing the indicators of listening instruction in national language curriculum at elementary level. The second aim was clarifying the strengths and weaknesses of “the guide to Farsi curriculum of Iran at elementary level” according to the developed indicators of listening instruction. To achieve these aims, the content of the language arts curriculum at elementary level of America (the state of New Jersi, 2004), England (2007), Singapore (2006) and Iran’s (2009) were qualitatively analysed. Findings showed that within the framework of “the guide to Farsi curriculum of Iran” at elementary level,listening is something that is taken for granted, as there is no obvious definition for it and also its sub-skills are not introduced. The lack of conceptual framework for this language art leads to ambiguous and inconsistent educational objectives for elementary educational level. Careful analysis of this curriculum showed that, here listening instruction is not planned in accordance with context (situation). Also, it is not planned to be instructed critically, and if formally considered, there is no operational definition for it and no practical strategy is introduced for its instruction. Finally, listening is not planned to be instructed using information and communication technology.